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All Journal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Bulletin of Counseling and Psychotherapy G-Couns: Jurnal Bimbingan dan Konseling Bulletin of Science Education Jurnal Psikologi Pendidikan dan Konseling KONSELOR
Azzahrah, Humairah
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Development of subjective well-being inventory in schools using the RASCH model Azzahrah, Humairah; Ahman, Ahman; Umar, Nur Fadhilah
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 10 NUMBER 1 JUNE 2024
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v10i1.62202

Abstract

This study aims to develop an inventory to measure subjective well-being among high school (SMA) and vocational high school (SMK) students in Indonesia. Using Item Response Theory (IRT with the Rasch model and Winstep software, it adopts a mixed methods design, specifically an exploratory sequential approach. Purposive sampling selects 350 participants from 16 schools in West Java, Sulawesi, and Sumatra. The inventory comprises 60 statement items across three components: pleasant affect, unpleasant affect, and life satisfaction, totaling 16 indicators. Modified Likert scales assess each item. Validation involves validators expert guidance counseling, and Rasch modeling analysis covering item fit, dimensionality, and reliability. The research findings indicate that the development of the Indonesian version of the subjective well-being inventory for high school/vocational high school students using the Rasch modeling approach has successfully produced a valid and reliable measurement tool. The analysis results show that this inventory meets the criteria for item fit, inventory dimensionality, and person and item reliability
Common Errors of Reliability and Validity Testing in Guidance and Counselling Research Azzahrah, Humairah; Ahman, Ahman; Fauzi, Irfan; Hafiyani, Silmi; Agustina, Silvia
Bulletin of Science Education Vol. 3 No. 3 (2023): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v3i3.868

Abstract

This research aims to identify common problems that occur in reliability and validity testing in research in the field of guidance and counselling. This research uses the Systematic Literature Review (SLR) method, which examines and reviews several articles related to common errors in reliability and validity testing. This research searched for several articles from various sources such as Google Scholar, Semantic Scholar, Springer, Routledge Taylor & Francis Group, Research Gate, and frontiersin.org within the past 5 years (2013-2023). The articles that have been searched are then analysed for common errors that appear related to reliability and validity testing, the results of this analysis are presented in tabular form and explained descriptively. The results of this study indicate that several studies in the field of counselling have 9 common errors that are often made in conducting quantitative research. These errors are: not including reliability and validity, not iterating and revising unreliable items, not conducting content validity analysis, not conducting construct validity analysis, mismatching the instrument with the characteristics of the item, the absence of judgment validity, not describing favourable and unfavourable items, limited samples on the instrument, and doubtful construct validity and the need for reliability testing on a wide scale. His research can be a study and reference material in conducting quantitative research, especially in the field of guidance and counselling. Keywords: Common Errors, Reliability and Validity, Guidance and Counseling
Profil Keterampilan 4C Guru Bimbingan dan Konseling SMP di Kota Makassar: Implikasinya dalam Manajemen Bimbingan dan Konseling di Abad 21 Azzahrah, Humairah; Suherman, Uman; Syahril, M Fiqri
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 14, No 3 (2024)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v14i3.10119

Abstract

In the 21st-century education era, the 4C skills (critical thinking skill, creativity skill, collaboration skill, and communication skill) serve as the primary keys in guidance and counseling management within schools. The research objective is to analyze the 4C skill profile of guidance and counseling teachers in Makassar City Middle Schools and its implications for guidance and counseling management. A descriptive suvery method was utilized by gathering data from 60 guidance and counseling teachers through a multidimensional 4C skills questionnaire that had been validated by material experts, and also based on the model's suitability with confirmatory factor analysis, demonstrating good validity and reliability. The research findings indicate that the 4C skills of Makassar City Middle School guidance and counseling teachers are significantly high, with critical thinking variables in the high category, creativity in the very high category, collaboration in the high category, and communication in the high category. Thus, they can manage complex situations, design innovative programs, facilitate effective collaboration, and enhance communication effectively. Consequently, guidance and counseling teachers equipped with 4C skills enhance the quality of guidance and counseling management, as well as the achievement of educational success in schools.
Interpersonal Mindfulness, Social Support, and Subjective Well-Being: A Moderated Mediation Model of Self-Esteem Azzahrah, Humairah; Rusmana, Nandang; Kharisma Meliala, Aditia
G-Couns: Jurnal Bimbingan dan Konseling Vol. 9 No. 2 (2025): April 2025, 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.v9i2.7230

Abstract

Adolescents' subjective well-being is critical in holistic development, but its determinants must be fully identified. This research investigates the direct and indirect effects of interpersonal mindfulness and social support on adolescent subjective well-being, emphasizing the mediating role of self-esteem. Using a correlational design, purposive sampling was taken from 111 class XI students at the Indonesian Education University Laboratory High School. The validated instruments used include the subjective well-being inventory for high school students, the interpersonal mindfulness scale-short, the student social support scale, and the Rosenberg self-esteem scale. Using JASP path analysis indicates that interpersonal mindfulness and social support do not significantly affect subjective well-being. However, self-esteem shows a substantial direct influence and is a significant mediator between interpersonal mindfulness, social support, and subjective well-being. These findings emphasize the importance of self-esteem in improving adolescents' subjective well-being. Implications of the study include the development of integrative interventions that include mindfulness practices, emphasizing increasing self-esteem and strengthening social support. Education and training programs designed to increase self-esteem, optimize social support, and reduce the negative impact of social media can significantly improve teenagers' subjective well-being. Further research is needed to elaborate on this paradigm's cultural and digital factors.
A Hybrid Framework for Guidance and Counseling in Indonesia: Integrating ASCA and ABKIN for Teacher Competence Development Rusmana, Nandang; Hafina, Anne; Yustiana, Yusi Riksa; Kurniati, Euis; Azzahrah, Humairah; Diba, Salsabila Farah
KONSELOR Vol. 13 No. 4 (2024): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/0202413498-0-86

Abstract

This study aims to develop a comprehensive school guidance and counseling program model by integrating the international models of ASCA (American School Counselor Association) and ABKIN (Indonesian Guidance and Counseling Association), tailored to the local context of Indonesia. The research utilised the Borg and Gall research and development design, which includes development, testing, and validation steps. A purposive sample of 141 guidance and counseling teachers from various educational levels across Indonesia participated in the study. The developed model consists of two main frameworks: a general framework and a specific framework. The general framework includes the foundation, delivery system, management, and accountability, while the particular framework covers the rationale, philosophy, vision and mission, and program audit. The model was validated by four expert validators: (1) a professor of Guidance and Counseling from Semarang State University, focusing on junior high school education; (2) a professor from Malang State University, focusing on senior high school education; (3) a professor from Indonesian Education University, focusing on elementary school education; and (4) an expert lecturer in Early Childhood Education (PAUD). The validation results showed an average score of 4.1 out of 5, indicating that the model was considered satisfactory in feasibility and completeness. Suggested improvements emphasised further adaptation to local conditions and strengthening evidence-based accountability. This model is expected to enhance the effectiveness of school counseling services by supporting student development in three main domains: the academic domain (learning to learn), the career/vocational domain (learning to earn), and the personal/social domain (learning to live). With a more adaptive approach to the specific needs at various educational levels, this guidance and counseling model can better support student growth.
The Cyrcle of Microagression Among the Buginesse Adolescent: Examining the Influence of Experiences as a Victim, Observing, Listening to Microaggression Behavior Moderated by Understanding Microaggression Umar, Nur Fadhilah; Manggau, Arifin; Hasim, Muhammad; Azzahrah, Humairah; Rafli, Muhammad
Bulletin of Counseling and Psychotherapy Vol. 7 No. 1 (2025): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002025071149000

Abstract

This study aims to investigate the direct and indirect relationship between experience as a victim, observation, and microaggression statements with Bugis regional microaggression behavior moderated by aspects of understanding microaggression in South Sulawesi. The study population was all Bugis students in South Sulawesi enrolled in the 2019/2020 academic year at public and private universities. The purposive sampling method was used to select 207 students who met the inclusion criteria. The instruments used consisted of adaptations of the Racial Microaggression Scale (RMAS) and the Bugis-South Sulawesi Regional Microaggression Scale. The results of data analysis using path analysis showed that experience as a victim of microaggression has a significant direct influence on Bugis regional microaggression behavior. Observation of microaggression also acts as a significant factor in reinforcing microaggression behavior. However, microaggression statements do not have a significant direct influence on microaggression behavior. Understanding of microaggression did not play a significant moderating role in the relationship between exogenous variables and microaggression behavior. These results demonstrate the complexity of the microaggression behavior phenomenon and suggest that there is a cycle to microaggression behavior that is similar to bullying. This cycle involves the roles of perpetrator, victim, bystander. Microaggression and bullying behaviors, although having different forms and expressions of behavior, have in common the impact of demeaning, harming, or discriminating against the victim and tend to occur repeatedly and consistently against the victim, reinforcing the cycle of microaggression behavior.
A Humanistic-Based Peer Support Model to Promote Subjective Well-Being in Senior High School Students: Design and Development Study Azzahrah, Humairah; Rusmana, Nandang; Saripah, Ipah; Syahril, M. Fiqri
Bulletin of Counseling and Psychotherapy Vol. 7 No. 2 (2025): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002025071535000

Abstract

This study aims to design and develop a peer-based intervention model grounded in humanistic principles to enhance the subjective well-being of senior high school adolescent in Indonesia. Employing a convergent mixed-methods design, qualitative data were obtained through focus group discussions and interviews to explore students’ needs related to peer-based support, while quantitative data on subjective well-being profiles were collected from 133 students using the Subjective Well-being Inventory for High School Students (Azzahrah et al., 2024). The developed model underwent acceptability testing by four guidance and counseling teachers and was validated by four experts in the field of guidance and counseling. The model was pilot-tested on 13 students, and the results revealed a significant increase in subjective well-being scores from the pre-test (M= 80,250) to the post-test (M= 88,875), with a p-value of 0,022 (p<0,05). These findings suggest the the model demonstrates contextual relevance and a meaningful impact in supporting adolescents’ subjective well-being. This study contributes to the field of guidance and counseling by introducing a peer-based intervention model rooted in humanistic theory, which holds potential for broad and sustainable implementation within Indonesia secondary education settings.
A Hybrid Framework for Guidance and Counseling in Indonesia: Integrating ASCA and ABKIN for Teacher Competence Development Rusmana, Nandang; Hafina, Anne; Yustiana, Yusi Riksa; Kurniati, Euis; Azzahrah, Humairah; Diba, Salsabila Farah
KONSELOR Vol. 13 No. 4 (2024): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/0202413498-0-86

Abstract

This study aims to develop a comprehensive school guidance and counseling program model by integrating the international models of ASCA (American School Counselor Association) and ABKIN (Indonesian Guidance and Counseling Association), tailored to the local context of Indonesia. The research utilised the Borg and Gall research and development design, which includes development, testing, and validation steps. A purposive sample of 141 guidance and counseling teachers from various educational levels across Indonesia participated in the study. The developed model consists of two main frameworks: a general framework and a specific framework. The general framework includes the foundation, delivery system, management, and accountability, while the particular framework covers the rationale, philosophy, vision and mission, and program audit. The model was validated by four expert validators: (1) a professor of Guidance and Counseling from Semarang State University, focusing on junior high school education; (2) a professor from Malang State University, focusing on senior high school education; (3) a professor from Indonesian Education University, focusing on elementary school education; and (4) an expert lecturer in Early Childhood Education (PAUD). The validation results showed an average score of 4.1 out of 5, indicating that the model was considered satisfactory in feasibility and completeness. Suggested improvements emphasised further adaptation to local conditions and strengthening evidence-based accountability. This model is expected to enhance the effectiveness of school counseling services by supporting student development in three main domains: the academic domain (learning to learn), the career/vocational domain (learning to earn), and the personal/social domain (learning to live). With a more adaptive approach to the specific needs at various educational levels, this guidance and counseling model can better support student growth.
Interpersonal Mindfulness, Social Support, and Subjective Well-Being: A Moderated Mediation Model of Self-Esteem Azzahrah, Humairah; Rusmana, Nandang; Kharisma Meliala, Aditia
G-Couns: Jurnal Bimbingan dan Konseling Vol. 9 No. 2 (2025): April 2025, 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.v9i2.7230

Abstract

Adolescents' subjective well-being is critical in holistic development, but its determinants must be fully identified. This research investigates the direct and indirect effects of interpersonal mindfulness and social support on adolescent subjective well-being, emphasizing the mediating role of self-esteem. Using a correlational design, purposive sampling was taken from 111 class XI students at the Indonesian Education University Laboratory High School. The validated instruments used include the subjective well-being inventory for high school students, the interpersonal mindfulness scale-short, the student social support scale, and the Rosenberg self-esteem scale. Using JASP path analysis indicates that interpersonal mindfulness and social support do not significantly affect subjective well-being. However, self-esteem shows a substantial direct influence and is a significant mediator between interpersonal mindfulness, social support, and subjective well-being. These findings emphasize the importance of self-esteem in improving adolescents' subjective well-being. Implications of the study include the development of integrative interventions that include mindfulness practices, emphasizing increasing self-esteem and strengthening social support. Education and training programs designed to increase self-esteem, optimize social support, and reduce the negative impact of social media can significantly improve teenagers' subjective well-being. Further research is needed to elaborate on this paradigm's cultural and digital factors.
Co-Authors Ahman Ahman, Ahman anne Hafina, anne Arifin Manggau, Arifin Diba, Salsabila Farah Euis Kurniati Hafiyani, Silmi Ipah Saripah, Ipah Irfan Fauzi Kharisma Meliala, Aditia Muhammad Hasim Nandang Rusmana Rafli, Muhammad Silvia Agustin Syahril, M Fiqri Syahril, M. Fiqri UMAN SUHERMAN, UMAN Umar, Nur Fadhilah Yusi Riksa Yustiana, Yusi Riksa