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All Journal Jurnal Konseling dan Pendidikan Psikopedagogia Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan CARADDE: Jurnal Pengabdian Kepada Masyarakat JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA Jurnal Sains Sosio Humaniora EDUKATIF : JURNAL ILMU PENDIDIKAN Insight: Jurnal Bimbingan dan Konseling Jurnal EDUCATIO: Jurnal Pendidikan Indonesia JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Paedagogy Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) G-Couns: Jurnal Bimbingan dan Konseling Prosiding Seminar Nasional Pengabdian Kepada Masyarakat TERAPUTIK: Jurnal Bimbingan dan Konseling Jurnal Konseling Pendidikan Islam
Nabilah, Eka Wahyuni, Djunaedi,
Universitas Negeri Jakarta, Indonesia
Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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POSITIVE BODY IMAGE AMONG HIGH SCHOOL STUDENTS AND ITS IMPLICATIONS FOR ACCEPTANCE AND COMMITMENT THERAPY Dian Ayu Desy Purnamasari; Eka Wahyuni; Dede Rahmat Hidayat
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.1700

Abstract

This study aims to describe the level of positive body image among senior high school students in one of the public high schools in Karawang Regency and to identify its implications for Acceptance and Commitment Therapy (ACT) counseling services. The research employed a quantitative approach with a survey design. Convenience sampling was used to select 140 senior high school students as participants. Data were collected using the Positive Body Image among Adolescents Scale (PBIAS), which had been adapted into Indonesian following the Beaton adaptation procedure.The results revealed that 69% (96 students) exhibited a positive body image, consisting of 57 female and 39 male students. Meanwhile, 31% (44 students) experienced a negative body image, with 27 females and 17 males. These findings highlight the importance of systematic efforts to foster positive body image among adolescents. One effective intervention is Acceptance and Commitment Therapy (ACT), which utilizes six core processes: acceptance, cognitive defusion, self as context, being present, values, and committed action, that work integratively to promote a healthy and adaptive body image. These processes can be applied in school counseling services to support students in developing positive body image.
Career Readiness in Adolescents: A Systematic Literature Review (SLR) Approach Retna Sukmadiningsih; Dede Rahmat Hidayat; Eka Wahyuni
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 19, No. 6 : Al Qalam (November 2025)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v19i6.5690

Abstract

This study aims to conduct a systematic review of the literature discussing career readiness in adolescents, focusing on nine primary articles published between 2020 and 2024. This study uses the PRISMA approach to select and analyze articles from scientific databases, namely Google Scholar and Semantic Scholar. Inclusion criteria include peer-reviewed articles, relevant to the context of career readiness in adolescents, and presenting significant empirical and conceptual findings. The nine articles analyzed raise various approaches to improving readiness, such as school-based career guidance interventions, entrepreneurship education that develops students' mindset and growth mindset, and the use of technology in synchronous online learning. In addition, the study also includes a conceptual review and development of assessment instruments based on a multidimensional approach. The findings show that career readiness is a complex construct influenced by internal factors such as self-efficacy, metacognition, and goal orientation, and is influenced by contextual learning approaches and systemic support from schools. This study provides important insights into the design of evidence-based career guidance programs, the development of more accurate and holistic readiness assessment instruments, and highlights the urgency of synergy between pedagogical approaches and future-oriented career readiness.
THE EFFECTIVENESS OF ACCEPTANCE AND COMMITMENT THERAPY (ACT) TECHNIQUES IN COUNSELING TO REDUCE AGGRESSION BEHAVIOR: LITERATURE REVIEW Juni Fajar Sari; Eka Wahyuni; Karsih Karsih
Jurnal Konseling Pendidikan Islam Vol. 6 No. 3 (2025): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v6i3.942

Abstract

This article reports the results of a systematic review of articles published between 2020 and 2025 that specifically examine the effectiveness of Acceptance and Commitment Therapy (ACT) techniques in counseling to reduce aggressive behavior. The databases used are Semantic Scholar, PubMed, and DOAJ. Articles selected from various databases use the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach. The results of the analysis of five selected articles revealed that ACT is effective in reducing aggressive behavior in both school and college students. When compared to Beck cognitive therapy and CBT, ACT is more effective in reducing aggressive behavior. In ACT therapy sessions, clients' feelings of anger, hostility and all types of verbal and physical aggression are accepted and the feelings associated with them are expressed and adjusted in feedback with group members. If the client's negative feelings are softened during the ACT therapy session, and if they recognize their personal values ​​and turn them into desired behavioral goals, then mental peace will be achieved, thereby reducing aggressive behavior. The results of this study support the use of ACT as an effective approach to help students reduce their aggressive behavior in a more adaptive manner.
THE RELATIONSHIP BETWEEN SOCIAL MEDIA ADDICTION AND ACADEMIC PROCRASTINATION: A SYSTEMATIC LITERATURE REVIEW Respati Wisanggeni; Herdi Herdi; Eka Wahyuni
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.963

Abstract

This study aims to analyze the relationship between social media addiction and academic procrastination among students through a systematic literature review guided by PRISMA. Article searches were conducted using the Publish or Perish application with three databases, namely Google Scholar, Scopus, and Semantic Scholar. Seven articles from various databases were qualitatively analyzed to identify the relationship between the two variables. The findings show that the majority of studies found a positive and significant relationship between the two variables, and factors such as perseverance and loneliness also strengthen this relationship. These findings have important implications for efforts to prevent academic procrastination in the educational environment.
APPLICATION OF MINDFULNESS-BASED COGNITIVE THERAPY (MBCT) TO IMPROVE SELF-REGULATION IN STUDENTS EXPERIENCING SCHOOL DISENGAGEMENT: A LITERATURE REVIEW Klaudia Sartika Dabur; Eka Wahyuni; Karsih Karsih
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.975

Abstract

School disengagement is a common problem, which can negatively impact students' motivation, academic performance, and emotional well-being. Mindfulness-based cognitive therapy has shown promise for addressing these challenges by improving self-regulation and reducing school disengagement. This systematic review analyzed recent literature (2019-2025) from databases such as Google Scholar, Scopus, and PubMed, by selecting relevant studies through PRISMA. Findings showed that mindfulness-based cognitive therapy significantly improved emotion regulation, awareness, and coping strategies, while reducing anxiety and stress among students, and promoting increased engagement in learning. OveralSchool disengagement is a common problem, which can negatively impact students' motivation, academic performance, and emotional well-being. Mindfulness-based cognitive therapy has shown promise for addressing these challenges by improving self-regulation and reducing school disengagement. This systematic review analyzed recent literature (2019-2025) from databases such as Google Scholar, Scopus, and PubMed, by selecting relevant studies through PRISMA. Findings showed that mindfulness-based cognitive therapy significantly improved emotion regulation, awareness, and coping strategies, while reducing anxiety and stress among students, and promoting increased engagement in learning. Overall, mindfulness-based cognitive therapy is an effective approach to improve self-regulation and reduce student disengagement in school. The potential integration of mindfulness-based cognitive therapy in psychological prevention and intervention programs in the school setting is important to support the improvement of students' well-being and academic success, particularly through strengthening self-regulation skills and reducing factors that lead to school disengagement.l, mindfulness-based cognitive therapy is an effective approach to improve self-regulation and reduce student disengagement in school. The potential integration of mindfulness-based cognitive therapy in psychological prevention and intervention programs in the school setting is important to support the improvement of students' well-being and academic success, particularly through strengthening self-regulation skills and reducing factors that lead to school disengagement.
OVERVIEW OF EMOTIONAL DYSREGULATION OF STUDENTS VICTIMS OF BULLYING IN JUNIOR HIGH SCHOOL AND ITS IMPLICATIONS FOR COUNSELING INTERVENTIONS Syekha Aulia Mutia Zahra; Eka Wahyuni; Susi Fitri
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1015

Abstract

Emotion dysregulation is a problem that occurs in any or all emotion regulation abilities. The occurrence of emotion dysregulation can lead to various mental health problems. This study aims to describe the level of emotion dysregulation of students who are victims of bullying in junior high school and its implications for counseling interventions. The research used a quantitative approach with a survey method. The sampling technique used convenience sampling technique with a total research sample of 108 junior high school students. Data collection was carried out through the Difficulties in Emotion Regulation Scale Short Form (DERS-SF) instrument, while data analysis techniques used descriptive statistics. The category is high in emotion dysregulation if X ≥ 54, while the category is low in emotion dysregulation if X < 54. The results of the analysis on students who are victims of bullying show that 41 students (37.96%) have a high level of emotion dysregulation and 67 students (62.04%) have a low level of emotion dysregulation. Based on the results of this analysis, it is found that the majority of the level of emotional dysregulation of students who are victims of bullying at one private junior high school in East Jakarta is in the low category. However, there are still many students who are victims of bullying in junior high schools who have high levels of emotional dysregulation, so efforts to reduce the emotional dysregulation of students who are victims of bullying in junior high schools are very important for guidance and counseling teachers to do. One of the effective counseling interventions used is Acceptance and Commitment Therapy (ACT).
RELATIONSHIP OF SELF-COMPASSION AND EMPATHY IN FINAL YEAR GUIDANCE AND COUNSELING STUDENTS Aliva Karina Muyassar; Happy Karlina Marjo; Eka Wahyuni
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1109

Abstract

This study aims to see an overview of the relationship between the level  of self-compassion and empathy in final year students at the State University of Jakarta (UNJ) and Sultan Ageng Tirtayasa University (UNTIRTA), and relate it to the urgency of the role of Guidance and Counseling services in universities. The approach used was quantitative descriptive, with a sampling technique using convenience sampling techniques for the number of respondents as many as 110 students (55 from UNJ and 55 from UNTIRTA). This study aims to get an overview and relationship  of self-compassion and empathy in final year BK students. The instruments used are the Self-Compassion Scale (SCS) and the Empathy Assessment Scale (EAS). The results showed that the average self-compassion score  in UNJ and UNTIRTA students was 75.64, with a standard deviation of 7.069, which shows a relatively good and stable level of self-concept in both universities. However, there is a striking difference in the level of empathy. UNJ students have an average EAS score of 76.07 with a wide range (36–87), while UNTIRTA students have a lower average EAS score, which is 56.53, with a narrower range (46–61). As many as 86% of students are in the category of moderate empathy, 9% low, and only 5% have high empathy. These findings suggest that although final year students have a fairly good level of self-acceptance, empathic abilities have not been optimally developed. This has important implications for guidance and counseling services, namely the need to prepare intervention programs that are directed at strengthening emotional awareness and empathy through individual, group, and social-emotional counseling.
The Relationship Between Academic Stress And Self-Regulation in Learning on Academic Procrastination among Students at State Junior High Schools in Jakarta Eka Sari; Happy Karlina Marjo; Eka Wahyuni
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 2026, 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.v10i01.8400

Abstract

Academic achievement is an essential indicator in education, yet it is often hindered by academic procrastination, defined as the tendency of students to delay completing tasks. Academic stress can influence procrastination, which refers to psychological pressure arising from learning demands, and self-regulation, the ability to manage emotions, behavior, and learning strategies. This study examines the relationship between academic stress and self-regulation with academic procrastination among junior high school students in Jakarta. The population consisted of 706 students from State Junior High School A (428 students) and State Junior High School B (278 students). Using Slovin’s formula with a 5% significance level, a sample of 371 students was obtained. Three measurement scales were employed to assess each variable. The results revealed a significant negative relationship between academic stress and self-regulation with procrastination. Pearson correlation coefficients were -0.632 (academic stress) and -0.430 (self-regulation), with p = 0.000 (p < 0.01). These findings highlight the importance of collaboration among students, counselors, and parents in time management and emotion regulation to foster a supportive learning environment and reduce procrastination. Keywords: academic stress, self-regulation, procrastination
Co-Authors Agsutina Cahyaningrum Aip Badrujaman Aliva Karina Muyassar Anaway Irianti Mansyur Anugrah Ade Putra Ardiani Febriana Balqis Urwatul Wutsqo Cahyawulan, Wening Chandra Budiman Dede Rahmat Hidayat Dewita Ramadani Dian Ayu Desy Purnamasari Diana Syamila Dinny Rahmayanty Djunaedi Djunaedi Dwi Oktadinata Eka Sari Evan Setiawan Fairuz Nabila Farah Wahyuni Fia Nurul Fauziah Gantina Komalasari Gita Amelia Happy Karlina Marjo Herdi Herdi, Herdi Hilma Fitriyani Irma Maulida Juni Fajar Sari Karsih Karsih Khalida Zia Br Siregar Klaudia Sartika Dabur Kristina Betty Artati Lani Cahyani Lara Fridani Michiko Mamesah Nina Fitriyani Nurfauzy Abdillah Nurihsan, Achmad Juntika Prabowo, Arga Satrio Rani Desinta Respati Wisanggeni Retna Sukmadiningsih Saurma Anita Sibarani Sindi Nursalam Siti Husnah Suherman Suherman Suprianto Baen Susi Fitri Syamsu Yusuf Syekha Aulia Mutia Zahra Tessa Nabila Titun Arsita Trias Ristian Vidya Siti Wulandari Wirda Hanim Yansi Larbona Yuevelyn Devina Rahmananda Yustia Nova Annisa