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Effectiveness of solution focus brief counseling approach (SFBC) in developing student career adaptability Mulawarman, Mulawarman; Munawaroh, Eem; Nugraheni, Edwindha Prafitra
COUNS-EDU: The International Journal of Counseling and Education Vol. 1 No. 1 (2016)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/10-15.0016.11-i33b

Career adaptability is the preparedness role in work and adjustman to changes in working situation in the future. The purpose of this study was to examine Solution Focused Brief Counseling (SFBC) approach in developing career adaptability of students.The method used in this study was a mix method . Subjects selected through a purposive sampling method that is focused on graduate students at the beginning of the semester with a major in Guidance and Counseling Faculty of Education, Semarang State University. Career adaptability in this study consists of four dimensions, concern, control, curiosity and confidence. Stages of Solution Focused Brief Counseling (SFBC) implemented include establishing relationships, Identifying a solvable complaint, Establishing goals, Designing and Implementing Intervention, and termination, evaluation, and follow-up. The results of this study showed Solution Focused Brief Counseling (SFBC) is effective in improving the adaptability of student career both qualitatively and quantitatively.

Hubungan Antara Presepsi Siswa Terkait Kompetensi Keperibadian Konselor dan Sikap Siswa Terkait Pelayanan BK Maria Sensiliana Netu; Eem Munawaroh
JKP (Jurnal Konseling Pendidikan) Vol 9 No 2 (2025): JKP (Jurnal Konseling Pendidikan)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jkp.v9i2.31147

This research is based on preliminary data from interviews with students at SMK IPT Karangpanas, which indicated that students perceive school counselors as having open and friendly personalities toward them. Students also stated that the counselor’s role is not limited to handling problematic students but also includes guiding and accompanying students, whether they are facing issues or are uncertain about choosing further studies. The purpose of this study is to determine: (1) how students perceive the counselor's personality competence, (2) students’ attitudes toward guidance and counseling services at school, and (3) whether there is a relationship between students' perceptions of the counselor's personality and their attitudes toward counseling services. The study involved 11th-grade students at SMK IPT Karangpanas as the population. Data collection methods used perception and attitude scales, while data analysis was conducted using descriptive statistics and product-moment correlation analysis. The results showed that students' perceptions of the counselor's personality competence fell into the fairly positive category, with an average score of 67.41. Similarly, students' attitudes toward counseling services were also fairly positive, with an average score of 60.75. The Pearson correlation test indicated a significant and positive relationship between students’ perceptions of the counselor’s personality competence and their attitudes toward guidance and counseling services, with a correlation coefficient of 0.542 and a significance value of 0.000 (p < 0.01). This means that the more positive students perceive the counselor’s personality, the more positive their attitude toward guidance and counseling services.

Hubungan Self Efficacy dan Dukungan Sosial Teman Sebaya terhadap Motivasi Belajar Siswa Fadillah Faizatun Azzahra; Eem Munawaroh
JKP (Jurnal Konseling Pendidikan) Vol 9 No 2 (2025): JKP (Jurnal Konseling Pendidikan)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jkp.v9i2.31156

Penelitian ini bertujuan untuk menguji hubungan antara efikasi diri dan dukungan sosial teman sebaya terhadap motivasi belajar siswa di SMKN 1 Alian. Dengan menggunakan pendekatan korelasional kuantitatif, data dikumpulkan dari 264 siswa melalui kuesioner skala likert dan dianalisis menggunakan regresi linier berganda. Hasil penelitian menunjukkan bahwa kedua variabel tersebut memiliki pengaruh yang signifikan terhadap motivasi belajar, dengan efikasi diri sebagai faktor yang dominan. Sebanyak 53,9% variasi motivasi belajar dapat dijelaskan oleh efikasi diri dan dukungan sosial teman sebaya. Penelitian ini menyoroti pentingnya penguatan efikasi diri dan dukungan sosial untuk meningkatkan motivasi belajar melalui layanan bimbingan dan konseling di sekolah kejuruan.

Efektivitas Konseling Kelompok Realita Dalam Meningkatkan Penyesuaian Diri Siswa di SMK N 1 Bawang Hana Amalia; Eem Munawaroh
JKP (Jurnal Konseling Pendidikan) Vol 9 No 2 (2025): JKP (Jurnal Konseling Pendidikan)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jkp.v9i2.31158

Permasalahan diri yang kerap dialami siswa baru di sekolah meliputi kesulitan beradaptasi dengan lingkungan baru, tekanan akademik, serta masalah relasi dengan teman sebaya dan guru. Kondisi ini seringkali berdampak pada penurunan motivasi belajar dan kesejahteraan psikologis yang mengganggu proses belajar dan perkembangan mereka. Penelitian ini bertujuan untuk mengetahui tingkat penyesuaian diri siswa kelas X PPLG di SMK N 1 Bawang serta menguji keefektifan layanan konseling kelompok realita dalam meningkatkan penyesuaian diri siswa di sekolah. Penelitian ini mengunakan pendekatan kuantitatif dengan design quasi experiment jenis Nonequivalent Posttest-Only Control Group Design. Sampel penelitian dipilih secara purposif berdasarkan skor penyesuaian diri rendah, dengan total 12 siswa yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Instrumen pengumpulan data berupa skala psikologis penyesuaian diri berdasarkan aspek yang dikemukakan oleh Scheneiders (1964). Analisis data menggunakan Paired Sample T-test dan Independent Sample T- test dengan bantuan SPSS 27. Hasil analisis menunjukkan adanya peningkatan skor penyesuaian diri yang signifikan pada kelompok eksperimen setelah mendapatkan intervensi konseling kelompok realita (Sig. 0,002 < 0,05), sedangkan kelompok kontrol tidak menunjukkan peningkatan yang signifikan (Sig. 0,315 > 0,05). Hasil uji Independent T-test menunjukkan perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol pada posttest (Sig. 0,001 < 0,05). Dengan demikian, layanan konseling kelompok realita terbukti efektif dalam meningkatkan penyesuaian diri siswa. Penelitian ini merekomendasikan layanan konseling kelompok realita sebagai intervensi strategis bagi guru BK dalam membantu siswa mengatasi permasalahan penyesuaian diri di sekolah.

The Essential Role of Elementary School Teachers in Guidance and Counseling Services: Developing Student Empathy in Indonesia in Support of SDG 4 Firdian Setiya Arinata; Awalya Awalya; Eem Munawaroh; Ashari Mahfud; Najma Sana Nadhirah Hilman; Adinuringtyas Herfi Rahmawati
Journal of Current Studies in SDGs Vol. 3 No. 3 (2027): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.3.199

Objective: Empathy is a fundamental social-emotional competency that supports students’ personal development, positive interpersonal relationships, and inclusive learning environments. However, increasing cases of bullying, intolerance, and interpersonal conflicts among elementary school students indicate that empathy development remains a significant educational challenge in Indonesia. This study aims to examine the essential role of elementary school teachers in implementing guidance and counseling services to foster students' empathy while contributing to Sustainable Development Goal (SDG) 4, particularly the promotion of quality and inclusive education. Method: A Systematic Literature Review (SLR) using the Arksey and O'Malley scoping review framework. Relevant studies published between 2014 and 2024 were identified through Garuda, Taylor & Francis, Open Knowledge Maps, and PubMed databases. Literature selection followed predetermined inclusion and exclusion criteria, while thematic analysis was conducted to synthesize evidence regarding teachers' roles and effective strategies for empathy development through guidance and counseling services. Results: The findings demonstrate that elementary school teachers play a pivotal role in integrating guidance and counseling into daily learning activities to enhance students' empathy. Effective strategies include experiential learning-based guidance programs, strengthening teacher–student relationships, collaboration with parents, bullying prevention initiatives, violence prevention education, and cognitive empathy enhancement. These approaches contribute to students' social-emotional development, reduce aggressive behavior, and support the creation of safe and inclusive school environments aligned with SDG 4. Novelty: Unlike previous studies that primarily focused on either teacher roles or empathy interventions separately, this review integrates current evidence to provide a comprehensive synthesis of elementary school teachers' guidance and counseling practices for empathy development within the Indonesian educational context. Furthermore, the study explicitly connects empathy-based guidance and counseling with the achievement of SDG 4 (Quality Education), offering practical recommendations for integrating empathy development into elementary education policies and classroom practices.

The Essential Role of Elementary School Teachers in Guidance and Counseling Services: Developing Student Empathy in Indonesia in Support of SDG 4 Firdian Setiya Arinata; Awalya Awalya; Eem Munawaroh; Ashari Mahfud; Najma Sana Nadhirah Hilman; Adinuringtyas Herfi Rahmawati
Journal of Current Studies in SDGs Vol. 3 No. 3 (2027): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.3.199

Objective: Empathy is a fundamental social-emotional competency that supports students’ personal development, positive interpersonal relationships, and inclusive learning environments. However, increasing cases of bullying, intolerance, and interpersonal conflicts among elementary school students indicate that empathy development remains a significant educational challenge in Indonesia. This study aims to examine the essential role of elementary school teachers in implementing guidance and counseling services to foster students' empathy while contributing to Sustainable Development Goal (SDG) 4, particularly the promotion of quality and inclusive education. Method: A Systematic Literature Review (SLR) using the Arksey and O'Malley scoping review framework. Relevant studies published between 2014 and 2024 were identified through Garuda, Taylor & Francis, Open Knowledge Maps, and PubMed databases. Literature selection followed predetermined inclusion and exclusion criteria, while thematic analysis was conducted to synthesize evidence regarding teachers' roles and effective strategies for empathy development through guidance and counseling services. Results: The findings demonstrate that elementary school teachers play a pivotal role in integrating guidance and counseling into daily learning activities to enhance students' empathy. Effective strategies include experiential learning-based guidance programs, strengthening teacher–student relationships, collaboration with parents, bullying prevention initiatives, violence prevention education, and cognitive empathy enhancement. These approaches contribute to students' social-emotional development, reduce aggressive behavior, and support the creation of safe and inclusive school environments aligned with SDG 4. Novelty: Unlike previous studies that primarily focused on either teacher roles or empathy interventions separately, this review integrates current evidence to provide a comprehensive synthesis of elementary school teachers' guidance and counseling practices for empathy development within the Indonesian educational context. Furthermore, the study explicitly connects empathy-based guidance and counseling with the achievement of SDG 4 (Quality Education), offering practical recommendations for integrating empathy development into elementary education policies and classroom practices.

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