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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN G-Couns: Jurnal Bimbingan dan Konseling Pamomong: Journal of Islamic Educational Counseling
Sedem Nunyuia Amedome
Ho Technical University
Decision Sciences, Operations Research & Management Education Physics Other

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Development of social acceptance module to improve social acceptance skills of students Budi Astuti; Rizqi Lestari; Sedem Nunyuia Amedome
Jurnal Penelitian Ilmu Pendidikan Vol. 15 No. 2 (2022): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v15i2.52775

Abstract

This study aims to develop a social acceptance module to improve social acceptance skills for Yogyakarta State University students. The research was conducted with a research and development approach. The research subjects involved were 50 students of Yogyakarta State University. Data collection techniques in this study used open questionnaires, closed questionnaires, and interviews. The data analysis technique used descriptive quantitative. The results of this study indicate that 88% of students think it is necessary to develop a module to overcome the low social acceptance among students of Yogyakarta State University. This study compiled a prototype of a hypothetical module containing social acceptance, factors influencing social acceptance, and developing social acceptance skills. The social acceptance module was declared feasible by material and media experts to be used by Yogyakarta State University students. The module in this research is expected to be an alternative media to increase social acceptance for Yogyakarta State University students. Pengembangan Modul Penerimaan Sosial untuk Meningkatkan Penerimaan Sosial pada MahasiswaPenelitian ini bertujuan untuk mengembangkan modul penerimaan sosial untuk meningkatkan keterampilan penerimaan sosial bagi mahasiswa Universitas Negeri Yogyakarta. Penelitian dilakukan dengan pendekatan research and development. Subjek penelitian yang dilibatkan adalah 50 orang mahasiswa Universitas Negeri Yogyakarta. Teknik pengumpulan data dalam penelitian ini menggunakan kuesioner terbuka, kuesioner tertutup, dan wawancara. Teknik analisis data menggunakan kuantitatif deskriptif. Hasil penelitian ini menunjukkan bahwa terdapat 88% mahasiswa yang memandang perlu dikembangkannya modul untuk mengatasi rendahnya penerimaan sosial di kalangan mahasiswa Universitas Negeri Yogyakarta. Penelitian ini berhasil menyusun prototipe modul hipotetik yang berisi pengertian penerimaan sosial, faktor-faktor yang memengaruhi penerimaan sosial, dan mengembangkan keterampilan penerimaan sosial. Modul penerimaan sosial dinyatakan layak oleh ahli materi dan media untuk digunakan pada mahasiswa Universitas Negeri Yogyakarta. Modul yang diharapkan dalam penelitian ini diharapkan dapat menjadi salah satu alternatif media untuk meningkatkan penerimaan sosial pada mahasiswa Universitas Negeri Yogyakarta.
Layanan Bimbingan dan Konseling yang Tidak Netral: Memahami Bentuk-Bentuk Mikroagresi Gender di Sekolah Andi Wahyu Irawan; Bakhrudin All Habsy; Sedem Nunyuia Amedome
Pamomong: Journal of Islamic Educational Counseling Vol. 6 No. 1 (2025)
Publisher : State Islamic University (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/pamomong.v6i1.3853

Abstract

Gender microaggressions within counseling services are frequently challenging to detect due to their subtle or indirect nature, often remaining unnoticed by both counselors and clients. Despite their seemingly minor nature, these microaggressions contribute to a non-neutral therapeutic environment, adversely impacting the comfort and psychological well-being of individuals, especially within the inherent power asymmetries between counselors and students. This study employs a case study methodology to explore the various manifestations of gender microaggressions in high school guidance and counseling settings. Data were gathered via in-depth interviews and observations involving two counselors and six students. Analytical procedures were guided by microaggression theory, categorizing behaviors into microinsults, Microassaults, and microinvalidations. The results reveal that gender microaggressions are expressed through stereotypical gender roles, neglect of students' emotional experiences, and the use of gender-biased language. This research significantly advances the discourse on gender awareness in counseling practices and emphasizes the need for gender-sensitive training among counseling professionals to foster a more inclusive environment conducive to students’ psychological well-being.
Gender and Teaching Age as Determinants of Teachers' Professional Identity: Insights from South Korea and Indonesia Sudaryat Nurdin Akhmad; Nadia Aulia Nadhirah; Tiara Iskandar Pratiwi; Sedem Nunyuia Amedome; Dody Hartanto; Ilfiandra Ilfiandra
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 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.v10i01.8665

Abstract

The study examines teachers' professional identity by gender and teaching age using an explanatory survey with 196 participants from South Korea and Indonesia. Using a 25-item Likert scale, four dimensions were measured: job satisfaction, work commitment, motivation, and self-efficacy. Multivariate analyses showed no significant overall difference in professional identity between teachers from the two countries. However, South Korean teachers reported lower job satisfaction but higher self-efficacy compared to Indonesian peers. Gender did not influence professional identity overall, though male teachers in both countries tended to have higher job satisfaction than females. No interaction was found between country and gender. Teaching age did not generally affect professional identity, but an interaction effect with country was observed for self-efficacy: South Korean teachers showed a convex pattern across three teaching age categories, whereas Indonesian teachers showed a concave pattern, consistently lower than South Korean counterparts. These findings highlight cross-national differences in components of professional identity and suggest implications for theory and practice in teacher professional development, emphasizing the need to consider cultural and experiential factors in identity formation. This contributes to understanding how personal and contextual variables shape teachers' professional self-concept in varying educational settings. Keywords: explanatory survey, gender, identity formation, professional identity, teaching age
Co-Authors Akhmad, Sudaryat Nurdin Bakhrudin All Habsy Budi Astuti Hartanto, Dody Ilfiandra Ilfiandra Irawan, Andi Wahyu Nadia Aulia Nadhirah Rizqi Lestari Tiara Iskandar Pratiwi