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THE ROLE OF GUIDANCE AND COUNSELING TEACHERS TO OPTIMIZE SOCIAL CONSTRUCTIVISM IN LEARNING AT SCHOOL Alvin Nayandra M Perangin Angin; Desta Alfia; Ila Halimah; Kinanti Oktafiani; Risma Nursyani
Psikoeduko: Jurnal Psikologi Edukasi dan Konseling Vol 3, No 2 (2023)
Publisher : Study Program Guidance and Counseling, Univesitas Pendidik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/psikoeduko.v3i2.64403

Social constructivism in learning is a form of educational theory that prioritizes increasing the logical and conceptual development of learners. What makes the problem is that students who construct their knowledge, not infrequently that the results of student construction do not match the results of the construction of scientists, causing misconceptions. This article is an analysis of the situation using qualitative methods. Qualitative methods are research whose preparation uses data collection techniques by conducting interviews and observations for collection. In addition, supporters are reading, recording, and reviewing data from journals and articles from electronic media and books related to "The Role of Guidance and Counseling Teachers to Optimize Social Constructivity in Learning in Schools". Based on the results of the study, efforts were obtained to optimize educators for social constructivist methods in learning students with the role of Guidance and Counseling teachers, must know in advance the disadvantages and advantages to avoid misconceptions, constructivism can be an approach to the implementation of guidance and counseling that occurs in schools. Counseling with constructivism is not like traditional things that see something from the individual but focus more on the strengths of students, leading to positive traits such as paying attention to resources, dreams of counselors, hopes, goals, and potentials possessed by counselors. In this constructivist counseling approach, getting meaning is not always from the individual himself, it can also be from his social relationships.

THE ROLE OF GUIDANCE AND COUNSELING TEACHERS TO OPTIMIZE SOCIAL CONSTRUCTIVISM IN LEARNING AT SCHOOL Desta Alfia; Risma Nursyani; Ila Halimah; Kinanti Oktaviani; Alvin Nayandra Perangin Angin
Psikoeduko: Jurnal Psikologi Edukasi dan Konseling Vol 3, No 2 (2023)
Publisher : Study Program Guidance and Counseling, Univesitas Pendidik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/psikoeduko.v3i2.65412

Social constructivism in learning is a form of educational theory that prioritizes increasing the logical and conceptual development of learners. What makes the problem is that students who construct their knowledge, not infrequently that the results of student construction do not match the results of the construction of scientists, causing misconceptions. This article is an analysis of the situation using qualitative methods. Qualitative methods are research whose preparation uses data collection techniques by conducting interviews and observations for collection. In addition, supporters are reading, recording, and reviewing data from journals and articles from electronic media and books related to "The Role of Guidance and Counseling Teachers to Optimize Social Constructivity in Learning in Schools". Based on the results of the study, efforts were obtained to optimize educators for social constructivist methods in learning students with the role of Guidance and Counseling teachers, must know in advance the disadvantages and advantages to avoid misconceptions, constructivism can be an approach to the implementation of guidance and counseling that occurs in schools. Counseling with constructivism is not like traditional things that see something from the individual but focus more on the strengths of students, leading to positive traits such as paying attention to resources, dreams of counselors, hopes, goals, and potentials possessed by counselors. In this constructivist counseling approach, getting meaning is not always from the individual himself, it can also be from his social relationships.

Counselor-Parent Communication Dynamics in Enhancing Students’ Psychological Well-Being: A Qualitative Literature Review Risma Nursyani; Nadia Aulia Nadhirah; Nandang Budiman; Syarif Bin Muhammad Romli Samae
JIGC (Journal of Islamic Guidance and Counseling) Vol. 9 No. 1 (2025): JIGC (Journal of Islamic Guidance and Counseling)
Publisher : UIN Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jigc.v9i1.73

Effective collaboration between school counselors and parents is increasingly recognized as a vital determinant of students’ psychological well-being. While extensive research has explored communication between teachers and students, fewer studies have specifically examined the counselor–parent relationship and its implications for student outcomes, particularly in the Indonesian context. This study aims to analyze the dynamics of counselor–parent communication and its role in enhancing students’ psychological well-being through a qualitative literature review. The review synthesizes findings from national and international research published between 2015 and 2023, focusing on counselor–parent partnerships, communication strategies, and student well-being. Data were obtained from journal articles, books, and conference proceedings, and analyzed thematically to identify patterns, challenges, and best practices in counselor–parent collaboration. Findings highlight that effective communication is characterized by respect, empathy, clarity, and humility, enabling counselors and parents to build mutual trust and cooperative relationships. Moreover, communication serves not only to exchange information but also to align expectations, reduce conflict, and strengthen support systems that directly influence students’ emotional resilience and school engagement. These results resonate with international literature emphasizing parental involvement as a predictor of student adjustment and well-being. This study contributes to the literature by situating counselor–parent communication within the broader discourse on educational counseling and psychological well-being. Practically, it provides insights for schools and policymakers to design communication frameworks that foster collaborative partnerships between counselors and families.

Menjelajahi Keseimbangan antara Tuntutan Akademik dan Komitmen: Potret Flourishing Mahasiswa-atlet di Pendidikan Tinggi Nadia Aulia Nadhirah; Irfan Oktavianus; Adiska Rani Ditya Candra; Risma Nursyani; M Solehuddin; Sudaryat Nurdin Akhmad; Syamsu Yusuf; Ilfiandra Ilfiandra
Jurnal Sporta Saintika Vol 11 No 1 (2026): Jurnal Sporta Saintika Edisi Maret 2026
Publisher : Departemen Kesehatan Dan Rekreasi Fakultas Ilmu Keolahragaan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/sporta.v11i1.481

This study explores the flourishing experiences of student-athletes who navigate the dual challenges of academic and athletic commitments in Indonesian higher education. Within a context where student-athletes often face conflicts between training demands and educational expectations, the research aims to understand how they construct well-being and balance through the lens of positive psychology. Using a qualitative approach with Reflexive Thematic Analysis (RTA), eight participants from diverse sport disciplines were interviewed in depth. The PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) served as a sensitizing concept to guide analysis while remaining open to emergent themes. Findings reveal that flourishing develops through the adaptive integration of positive emotions, deep engagement, supportive social relationships, purposeful dual-role identity, and balanced achievements. Participants experienced a process of self-regulation, resilience, and meaning-making as they coped with physical fatigue, academic stress, and time management challenges. These processes reflected both hedonic and eudaimonic dimensions of well-being. The study underscores that flourishing is not a static state but a reflective and ecological process shaped by social support, institutional context, and personal strengths. The findings highlight the need for strength-based counseling programs and flexible institutional policies to sustain student-athletes’ holistic well-being and long-term academic–athletic harmony.

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