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All Journal Konselor JURNAL FOKUS KONSELING Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Islamic Guidance and Counseling Journal QUANTA Bulletin of Counseling and Psychotherapy FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Jurnal Anifa Studi Gender dan Anak Al-Musyrif : Jurnal Bimbingan dan Konseling Islam IJGCS SAICGC Jurnal Pengabdian Masyarakat, Ilmu, dan Aksi
Dona Fitri Annisa, Dona Fitri
Universitas Negeri Padang
Religion Arts 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 Public Health Social Sciences Other

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Analysis of Trends in Publications Strength Based Counseling in Global and Indonesia Amalianita, Berru; Harahap, Nur Hasanah; Annisa, Dona Fitri; Alawiyah, Tuti
Proceedings of Siliwangi Annual International Conference on Guidance and Counselling Vol. 3 No. 1 (2024): SAICGC, Volume 3 (December 2024)
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/saicgc.v3i1.31

Abstract

This literature study investigates the development of strengths-based counseling publications. This research highlights scientific developments, authors, and countries that are developing in family-based counseling research. The findings reveal that the development of strengths-based counseling publications began after 2000, marked by a large number of publications. 2022-2024 will be the highest year for strength-based counseling publications in article form. America has 131 publications, while Indonesia has 48 publications. Medical science has become the highest publication in the context of strengths-based counseling. The use of Strengths-Based Counseling in Indonesia and on a global scale shows optimistic progress. School counselors can effectively provide services to clients by utilizing a Strengths-Based Counseling approach, which can contribute to improved psychological well-being by leveraging individual strengths and community supports
Optimizing Career Development and Academic Achievement of Generation Z Students through Strengths-Based Counseling Annisa, Dona Fitri; Novianti, Williya; Nuramalia, Raras; Irmayanti, Rima
Proceedings of Siliwangi Annual International Conference on Guidance and Counselling Vol. 3 No. 1 (2024): SAICGC, Volume 3 (December 2024)
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/saicgc.v3i1.34

Abstract

Generation Z students, who were born and developed in the digital era, face unique challenges in career development and academic achievement. The characteristics of those who tend to rely on technology to communicate and learn often conflict with traditional academic and career expectations. This research aims to analyze the application of strengths-based school counseling in optimizing the potential of Generation Z students. Through a literature review approach, this study evaluates the impact of this approach on their academic motivation and career readiness. The findings show that strengths-based guidance can improve students' self-confidence, coping strategies, and emotional regulation. In addition, this approach, which utilizes digital technology as an interactive medium, provides positive results in supporting the development of student potential. Adapting coaching methods to the unique characteristics of Generation Z, such as their preference for technology and online communication, has been shown to strengthen the effectiveness of this approach. The research conclusions underscore the importance of adaptation in the implementation of strengths-based guidance to address the specific needs of Generation Z students, thereby helping them overcome academic challenges and achieve future career success. This research provides strategic insights for educators and school counselors to support holistic student development in an era that continues to change.
The Role of Teachers in Shaping Student Character after the Covid-19 Pandemic Siregar, Royhanun; Novianti, Williya; Annisa, Dona Fitri; Alawiyah, Tuti
Proceedings of Siliwangi Annual International Conference on Guidance and Counselling Vol. 3 No. 1 (2024): SAICGC, Volume 3 (December 2024)
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/saicgc.v3i1.37

Abstract

The study aims to determine the role of teachers in shaping student character after the co-19 pandemic through civic education learning in class IV of SD Negeri 200217 Padangsidimpuan. The type of research is descriptive qualitative. The informants in this study were the principal as the key informant and the fourth grade teacher as the main informant. Data collection techniques used: 1) observation, and 2) interview. Based on the results of the study, it is concluded that the role of homeroom teacher IV as a teacher at SD Negeri 200217 Padangsidimpuan in shaping student character through civic education learning has been done as much as possible by making learning objectives, presenting material, making learning activities, and rules based on student character building. This can be seen from the existence of character lesson plans and syllabus, teachers who describe the values contained in the material, create active and efficient learning activities with the application of new methods and ideas, and the existence of regulations that have implications for educated values. Teachers have also modelled and practised good behaviour with students inside and outside the classroom. This shows that teachers play a role as teachers in shaping student character after the co-19 pandemic through civic education learning.
YouTube triggers Phubbing and FoMO behavior in generation Z Annisa, Dona Fitri; Erwinda, Lira; Syahputra, Yuda; Septian, Muhammad Rezza
Proceedings of Siliwangi Annual International Conference on Guidance and Counselling Vol. 2 No. 1 (2023): SAICGC, Volume 2 (December 2023)
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/saicgc.v2i1.50

Abstract

Youtube, as a giant video platform, has had a huge impact on the behavior and habits of generation Z. Phubbing (Phone Snubbing) and FoMO (Fear of Missing Out) are two psychological phenomena that can be related to the use of Youtube and social media in general. It is always important to understand and manage digital behavior patterns wisely to create a healthy balance between the virtual world and the real world. This research uses a quantitative approach with descriptive methods. Sampling used random sampling techniques, the sample in this study was 151 high school students in Padang City. The scales used in this research are the FoMO and Phubbing scales. This research uses three analyses, including: 1) descriptive test of FoMO and Phubbing in Padang City; 2) descriptive test of students' FoMO and Phubbing based on gender; 3) descriptive test of students' FoMO and Phubbing based on 1 month quota usage; 4) descriptive test of students' FoMO and Phubbing based on internet access; and 5) The connection between social media and internet access. Data were analyzed using descriptive analysis with the help of JASP software. The results of the research are: 1) Testing FoMO-Phubbing Conditions Based on Gender shows that there is no significant difference between the levels of FoMO and phubbing between male and female students, 2) Testing FoMO-Phubbing Conditions Based on 1 Month Quota, shows that the sample group that uses quota of more than 4 Gb has the highest phubbing score, then in the FoMO score, the sample group that uses cellular data quota in the 1 Gb to 4 Gb category with tethering has the highest FoMO score, 3) Testing FoMO-Phubbing Conditions Based on Internet Access shows that the score is good FoMO and phubbing students use their own internet quota access. This shows that, without dependence on a particular type of internet access, both FoMO and phubbing remain related to the use of mobile data quota. 5) The association between internet access and social media tendencies suggests that students who use tethering access to watch YouTube may have different experiences or behaviors. different in terms of FoMO (Fear of Missing Out; figure 5) and phubbing compared to those who use personal quotas to access other social media such as Instagram, Facebook, and Twitter. the results of this study remind us of the importance of considering differences in the use of internet access and social media platforms when designing educational interventions or programs aimed at reducing the negative impact of FoMO and phubbing on students.
Reflective Supervision Models in School Counseling: A Narrative Review of Approaches and Outcomes Masyita Suherman, Maya; Taufik, Agus; Annisa, Dona Fitri
Proceedings of Siliwangi Annual International Conference on Guidance and Counselling Vol. 4 No. 1 (2025): SAICGC, Volume 4 (December 2025)
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/saicgc.v4i1.416

Abstract

Reflective supervision has emerged as a critical component in the professional development of school counselors, yet a comprehensive synthesis of existing models and their outcomes remains limited. Purpose: This narrative review aims to identify and analyze various reflective supervision models used in school counseling contexts and examine their reported impacts on counselors' professional growth. Methods: A narrative review methodology was employed, analyzing articles published between 2018 and 2024 from Google Scholar and ERIC databases. Search terms included "reflective supervision," "school counseling," "clinical supervision," and "counselor development." Results: Analysis of 22 relevant studies revealed three predominant supervision models: (1) the Developmental Model, (2) the Competency-Based Model, and (3) the Reflective Practice Model. Common elements across models included structured reflection sessions, collaborative feedback, and relationship-focused approaches. Reported outcomes encompassed enhanced self-efficacy, reduced burnout, improved counseling competencies, and increased job satisfaction among school counselors. Conclusion: Reflective supervision, when implemented through structured models, significantly contributes to the professional growth of school counselors. The findings suggest the need for context-adapted models, particularly in educational settings with limited supervisory resources. This review provides a foundation for developing culturally responsive supervision frameworks in diverse school contexts.
Co-Authors Afdal Afdal, Afdal Agus Taufik, Agus Agustine, Tiara Ahman Ahman, Ahman Amalianita, Berru Costa, Augusto Da Daharnis Daharnis Dina Agustina, Dina Erwinda, Lira Febrianty, sherly Harahap, Nur Hasanah Ifdil Ifdil Ilfiandra Ilfiandra Iloakasia, Adaobi Jennifer Isa, Nor Junainah Mohd Khairati, Annisaislami Masyita Suherman, Maya Nuramalia, Raras Putri, Yola Eka Rima Irmayanti, Rima Samsudin, Asep Septian, Muhammad Rezza Siddik, Riesa Siddik, Riesa Rismawati Siregar, Royhanun Siti Fatimah Soeci Izzati Adlya Supriatna, Ecep Syahputra, Yuda Tuti Alawiyah UMAN SUHERMAN, UMAN Utomo, Prio Williya Novianti Yulidar Ibrahim Zulfi, Nur Adila Wafiqoh