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All Journal Islamic Guidance and Counseling Journal Bulletin of Counseling and Psychotherapy International Journal of Education Research and Development PSIKOTES: JURNAL ILMU PSIKOLOGI, KOMUNIKASI DAN KESEHATAN
Dina Hajja Ristianti
Institut Agama Islam Negeri Curup, Indonesia
Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Other

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Kompetensi Digital Guru Bimbingan dan Konseling di Abad 21 Dina Hajja Ristianti
Bulletin of Counseling and Psychotherapy Vol. 4 No. 2 (2022): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bocp.v4i3.372

Abstract

As a 21st century teacher, supervising teachers are required to have digital competence. Digital competence is the ability of a teacher to use information and communication technology based on pedagogical principles so that it has implications for methods in educating. This study wants to see the digital competencies possessed by supervising teachers. This study uses a quantitative descriptive method with a research sample consisting of 30 supervising teachers under the auspices of the Ministry of Religion of Rejang Lebong Regency. The data collection technique used a closed questionnaire which tabulated the responses to each item. The results of the tabulation are made into the average of the answers in each aspect. The results showed that the digital competence of teachers was in the medium category, where 40% of the responses were in the medium category. For this reason, supervising teachers need to be even more active to improve digital competence in the 21st century.
Educational Problems in Indonesian Islamic Boarding School: A Systematic Review of Curriculum Barriers, Digital Obstacles, And Institutional Responses Revi Permanasari; Deny Haryadi; Hedi Herdiana; Lukman Asha; Ifnaldi Ifnaldi; Dina Hajja Ristianti
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.151

Abstract

This systematic literature review synthesizes empirical findings on educational issues in Indonesian Islamic boarding schools (pesantren), with emphasis on curriculum implementation barriers, digital limitations, and institutional responses. Drawing on peer-reviewed journal articles and using a structured, transparent review process, the study examines the relationship between classroom practices, technological readiness, and institutional governance. The findings show that curriculum barriers arise across several dimensions, including student readiness, teaching approaches, and conceptual understanding, and are often reinforced by the tendency of institutions to prioritize religious subjects over general subjects. Digital transformation offers both opportunities and challenges, as limited resources, weak managerial support, and resistance to technology continue to constrain integration. Quantitative evidence indicates that structured digital literacy management accounts for a substantial share of students’ literacy outcomes, underscoring the importance of institutional capacity. Institutional responses generally involve leadership-based modernization, stronger program governance, and teacher professional development through supervision. However, the literature remains constrained by the dominance of case studies, limited contextual scope, and short-term evaluation designs. Overall, the review concludes that sustainable reform in pesantren depends on alignment among curriculum integration, digital readiness, governance strengthening, and preservation of institutional identity, while future research should adopt longer-term and comparative approaches.
UPAYA KONSELING KELOMPOK ISLAMI DALAM MENGATASI PERILAKU MENYIMPANG PADA MAHASISWA DI PERGURUAN TINGGI ISLAM Pandy Akbar Wirawan; Beni Azwar; Dina Hajja Ristianti; Dewi Purnama Sari; Aida Rahmi Nasution
Jurnal Psikotes Vol. 2 No. 2 (2025): Psikotes: Jurnal Ilmu Psikologi, Komunikasi dan Kesehatan (April-September)
Publisher : Yayasan Haiah Nusratul Islam, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/ps.v2i2.452

Abstract

This study aims to describe the efforts of Islamic group counseling in addressing deviant behavior among students at the Faculty of Ushuluddin, Adab, and Dakwah (FUAD) IAIN Curup. Islamic group counseling is a guidance approach that combines modern counseling techniques with Islamic teachings, such as reciting verses from the Qur'an, praying together, dhikr, and reflective discussions. The research method used a qualitative case study approach with observation, in-depth interviews, and documentation techniques. The research findings indicate that Islamic group counseling effectively helps students recognize the negative impacts of deviant behavior, enhance religious awareness, strengthen self-control, and build commitment to change. The counseling process is implemented through stages of planning, group formation, counseling sessions, and periodic evaluations. Although proven to have positive impacts, the program faces challenges such as a shortage of competent counselors and insufficient supporting facilities. Therefore, institutional support and collaboration with student organizations are needed to ensure that Islamic group counseling can be implemented sustainably as a holistic and contextual model for student character development.
Differential Item Functioning of an Academic Stress Scale Among Generation Z Students in Indonesian Islamic Higher Education: A Rasch Rating Scale Model Analysis Dina Hajja Ristianti; Afriyadi Sofyan; Idi Warsah
Islamic Guidance and Counseling Journal Vol. 9 No. 2 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269781700

Abstract

This study evaluated the psychometric properties and measurement fairness of a 25-item academic stress scale among Generation Z undergraduate students at three Indonesian Islamic higher education institutions. Using a cross-sectional design with a final analytical sample of 401 participants (after person-fit screening from an initial N = 517), data were analyzed using the Rasch Rating Scale Model (RSM) to assess rating scale category functioning, item fit, person–item targeting, reliability, and Differential Item Functioning (DIF) across sex, age group, semester, and current living arrangement. Andrich thresholds advanced monotonically (−1.07, −0.79, 0.61, 1.25 logits), confirming that all five response categories represent psychometrically distinct levels of academic stress. Of 25 items, 21 demonstrated acceptable fit; the four misfitting items were concentrated in the Social and Academic Support dimension, consistent with the context-sensitivity of support perceptions in Islamic educational settings. Scale reliability was adequate for group-level research (person reliability = .85; item reliability = .98; Cronbach's α = .88; person separation = 2.41), and person–item targeting was satisfactory (person mean = 0.33 logits). DIF analysis identified seven items with significant sex-based non-equivalence, 17 and 16 items with substantive DIF measure ranges across age group and semester, respectively, and two items with residence-based DIF, collectively indicating that academic stress items function differently across demographic subgroups, particularly for institutional help-seeking, family support, anxiety expression, and time management. These findings demonstrate that while the scale possesses adequate psychometric quality for population screening, measurement invariance is partially violated, and raw-score comparisons across subgroups should be interpreted with caution. Academic stress assessment in Indonesian Islamic higher education should integrate demographic and developmental context, including academic stage and spiritual coping resources, to ensure fair and clinically meaningful score interpretation.
Co-Authors Afriyadi Sofyan Aida Rahmi Nasution Beni Azwar Deny Haryadi Dewi Purnama Sari Hedi Herdiana Idi Warsah Ifnaldi Ifnaldi Lukman Asha Pandy Akbar Wirawan Revi Permanasari