Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal COUNSENESIA Indonesian Journal of Guidance and Counseling El-Hikam: Journal of Education and Religious Studies
Eliza Pertiwi, Rizka
Unknown Affiliation
Religion Humanities Education Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
ANALISIS KURIKULUM PENDIDIKAN AGAMA ISLAM BERWAWASAN LINGKUNGAN HIDUP PADA MADRASAH IBTIDAIYAH AL HAFIZIAH MASJURING DESA BONDER KECAMATAN PRAYA BARAT Fahlawi, Sahrizal; Eliza Pertiwi, Rizka; Sobri, Muhammad
Jurnal El-Hikam Vol 17 No 1 (2024): Jurnal Kajian Pendidikan dan Keagamaan
Publisher : LP2M Institut Agama Islam Nurul Hakim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57210/elhikam.v17i1.385

Abstract

This research discusses environmentally friendly Islamic education in Islamic Madrasah Ibtidaiyah Al Hafiziah Desa Bonder Kecamatan Praya Barat. Islamic education covered in the subjects of Al-Quran, Hadith, Aqidah Akhlak, Fiqh, and Islamic Cultural History can be used as a medium to instil environmentally friendly Islamic education in students. This research uses a field research approach and in-depth interviews. The findings of this study show that Islamic education has been integrated in aqidah moral subjects, for example related to animals and plants, while fiqh subjects, such as maintaining body and environmental hygiene. Thus, students have scientific insights that can then be applied to love and protect the environment. Keywords: Kurikulum, Pendidikan Agama Islam, Lingkungan Hidup
NURTURING ADOLESCENT IDENTITY: HUMANISTIC APPROACH PRACTICES IN COUNSELING FOR VOCATIONAL HIGH SCHOOL STUDENTS Eliza Pertiwi, Rizka
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 6 No 2 (2025): COUNSENESIA 2025
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v6i2.5396

Abstract

This article explores the practice of the humanistic approach in counseling within Vocational High Schools (SMK) as a strategy to support the authentic formation of adolescent identity. Through a qualitative study involving in-depth interviews with students and Guidance and Counseling (BK) teachers, the findings reveal that counselors’ attitudes of unconditional positive regard, empathy, and genuineness play a pivotal role in establishing a safe and reflective relationship. Counselors who present themselves as authentic, honest, and egalitarian individuals are able to build trust and facilitate deep self-reflection among students. These findings reinforce the relevance of the humanistic approach in assisting vocational students who are experiencing identity crises due to social pressures and uncertainties about their future. The study also highlights the importance of corrective emotional experiences within the counseling process and recommends further research with broader scope and diverse methodological approaches to strengthen the generalizability of the findings. This article makes a significant contribution to the development of humanistic-based counseling theory and practice that emphasizes adolescents’ personal functioning and authenticity.
THE MEANING OF SCHOOL COUNSELORS’ PRESENCE FOR STUDENTS EXPERIENCING ACADEMIC ANXIETY: A PHENOMENOLOGICAL STUDY IN CENTRAL LOMBOK VOCATIONAL SCHOOLS Eliza Pertiwi, Rizka
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 6 No 2 (2025): COUNSENESIA 2025
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v6i2.5930

Abstract

Academic anxiety is a common emotional challenge among vocational students who face dual academic and vocational demands, often resulting in decreased motivation, impaired concentration, and lower academic performance. School counselors play a crucial role in supporting students experiencing academic anxiety, yet limited research has examined how students themselves interpret the presence of school counselors in this context. This phenomenological study explores the lived experiences and perceived meaning of the presence of guidance and counseling (BK) teachers among students with academic anxiety in three private vocational schools in Central Lombok, Indonesia. Using purposive sampling, data were collected from 10 students identified with moderate to high academic anxiety, three school counselors, and two homeroom teachers through in-depth interviews, observations, and document analysis. Data were analyzed using the phenomenological procedures of Miles and Huberman, involving coding, thematic categorization, comparison of experiences, and theoretical integration. Four major themes emerged: (1) school counselors as an emotional safe space, (2) providers of academic coping strategies, (3) motivators who enhance students’ confidence, and (4) mediators connecting students, teachers, and parents. These findings highlight that the presence of school counselors extends beyond administrative functions and is deeply experienced as emotional, motivational, and relational support. The study underscores the critical role of counselor–student interpersonal relationships in reducing academic anxiety, particularly within vocational school settings. Implications include the need for strengthened counseling programs, proactive interventions, and enhanced counselor training to better address academic anxiety and foster student resilience.
Co-Authors Fahlawi, Sahrizal Muhammad Sobri