Garuda - Garba Rujukan Digital

The Influence of Religiosity and Self-Esteem on Life Purpose through Peer Support Diky Arya Prakosa; Heru Mugiarso; Ernest Ceti Septyanti
Indonesian Journal of Guidance and Counseling: Theory and Application Vol. 14 No. 2 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijgc.v14i2.41946

Generation Z faces a variety of psychological and social challenges that impact the development of life goals, including academic pressure, social comparison through digital media, and increased anxiety and symptoms of mental illness. Consequently, many students experience confusion about their life direction, and some even begin to exhibit risky behaviors in response to these pressures. Gen Z, as digital natives , faces mental health challenges and the need for a clear sense of purpose during their critical years at university. This study used quantitative research with a survey of 332 psychology students from three universities, applying validity and path analysis tests to investigate the relationships between variables. This study aims to analyze the influence of religiosity and self-esteem on the life goals of Gen Z college students in Surakarta, with peer support as a mediating variable. The results can serve as a basis for developing more effective college guidance and counseling services that balance religiosity, self-esteem, and social support. The results of this study can be a theoretical contribution to the study of student development and help educational institutions in designing relevant intervention programs to address psychological problems and future orientation of students.

Analisis Kuantitatif Self-Efficacy, Parental Involvement, dan Learning Engagement pada Siswa Penerima Beasiswa Program Afirmasi Rohmah Lulu Fitriani; Ernest Ceti Septyanti
Jurnal Bimbingan dan Konseling Ar-Rahman Vol 12, No 1 (2026): June
Publisher : UPT Publikasi dan Pengelolaan Jurnal Universitas Islam Kalimantan MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/jbkr.v12i1.23777

This study aimed to analyze the relationship and contribution of self-efficacy and parental involvement to the learning engagement of junior high school students participating in an affirmative program in Gunungpati District, Semarang City. A quantitative approach with a non-experimental causal design was employed. The study involved 169 students selected through purposive sampling. Data were collected using self-efficacy, parental involvement, and learning engagement scales that met validity and reliability requirements. Multiple linear regression was used for data analysis. The results showed that self-efficacy had a positive and significant effect on learning engagement (β = 0.452; p < 0.001; t = 7.154). Parental involvement also had a positive and significant effect on learning engagement (β = 0.374; p < 0.001; t = 5.488). Simultaneously, both variables made a significant contribution to learning engagement with a coefficient of determination (R²) of 0.459, indicating that 45.9% of the variance in learning engagement was explained by self-efficacy and parental involvement. These findings highlight the importance of internal and external factors in enhancing students’ learning engagement through self-efficacy development and school-parent collaboration._____________________________________________________________Penelitian ini bertujuan menganalisis hubungan dan kontribusi efikasi diri serta keterlibatan orang tua terhadap keterlibatan belajar siswa SMP penerima program afirmasi di Kecamatan Gunungpati, Kota Semarang. Penelitian menggunakan pendekatan kuantitatif dengan desain kausal non-eksperimental. Sebanyak 169 siswa dipilih sebagai responden melalui teknik purposive sampling. Data dikumpulkan menggunakan skala efikasi diri, keterlibatan orang tua, dan keterlibatan belajar yang telah memenuhi kriteria validitas dan reliabilitas. Analisis data dilakukan dengan regresi linear berganda. Hasil penelitian menunjukkan bahwa efikasi diri berpengaruh positif dan signifikan terhadap keterlibatan belajar (β = 0,452; p < 0,001; t = 7,154). Keterlibatan orang tua juga berpengaruh positif dan signifikan terhadap keterlibatan belajar (β = 0,374; p < 0,001; t = 5,488). Secara simultan, kedua variabel memberikan kontribusi signifikan dengan nilai koefisien determinasi (R²) sebesar 0,459, yang menunjukkan bahwa 45,9% variasi keterlibatan belajar dapat dijelaskan oleh efikasi diri dan keterlibatan orang tua. Temuan ini menegaskan pentingnya faktor internal dan eksternal dalam meningkatkan keterlibatan belajar siswa melalui penguatan efikasi diri dan kolaborasi sekolah dengan orang tua.

KONSELING DIGITAL DAN DUKUNGAN AI DALAM PENGEMBANGAN SUMBER DAYA MANUSIA: TINJAUAN SISTEMATIS Sigit Hariyadi; Widya Novi Angga Dewi; Binti Isrofin; Ernest Ceti Septyanti; Awalya; Joko Sutarto
FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Vol. 9 No. 3 (2026): Vol 9, No 3 Mei 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/fokus.v9i3.30604

The Indonesian employee mental health crisis issue can be mitigated through the innovation of digital counseling and the support of artificial intelligence (AI). This research adopts the approach of a systematic literature review (SLR) with the aid of the PRISMA technique covering twelve (12) articles published between 2021 and 2025 from the databases of Science Direct, PubMed, SAGE Open, and Taylor and Francis. The research aimed to determine the efficacy of digital counseling and AI on employees' psychological well-being, productivity, and retention, and to identify the facilitators and barriers to implementation. Additionally, it sought to ascertain the ethical issues arising from the recommendations of governance theories. The research showed that digital counseling can improve accessibility and reduce stigma; however, it is ineffective in addressing issues related to data privacy and unresolved emotions associated with AI. The positive impact on adoption is determined by corporate social responsibility, emotional support from leaders, and organizational supportive features. To summarize, the meaningful integration of humans and digital counseling, coupled with thorough ethical governance structures and genuine leadership, is crucial to the success of digital counseling and organizational performance.

Analisis Kuantitatif Self-Efficacy, Parental Involvement, dan Learning Engagement pada Siswa Penerima Beasiswa Program Afirmasi Rohmah Lulu Fitriani; Ernest Ceti Septyanti
JURNAL BIMBINGAN DAN KONSELING AR-RAHMAN Vol 12 No 1 (2026): June
Publisher : UPT Publikasi dan Pengelolaan Jurnal Universitas Islam Kalimantan MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/jbkr.v12i1.23777

This study aimed to analyze the relationship and contribution of self-efficacy and parental involvement to the learning engagement of junior high school students participating in an affirmative program in Gunungpati District, Semarang City. A quantitative approach with a non-experimental causal design was employed. The study involved 169 students selected through purposive sampling. Data were collected using self-efficacy, parental involvement, and learning engagement scales that met validity and reliability requirements. Multiple linear regression was used for data analysis. The results showed that self-efficacy had a positive and significant effect on learning engagement (β = 0.452; p < 0.001; t = 7.154). Parental involvement also had a positive and significant effect on learning engagement (β = 0.374; p < 0.001; t = 5.488). Simultaneously, both variables made a significant contribution to learning engagement with a coefficient of determination (R²) of 0.459, indicating that 45.9% of the variance in learning engagement was explained by self-efficacy and parental involvement. These findings highlight the importance of internal and external factors in enhancing students’ learning engagement through self-efficacy development and school-parent collaboration._____________________________________________________________Penelitian ini bertujuan menganalisis hubungan dan kontribusi efikasi diri serta keterlibatan orang tua terhadap keterlibatan belajar siswa SMP penerima program afirmasi di Kecamatan Gunungpati, Kota Semarang. Penelitian menggunakan pendekatan kuantitatif dengan desain kausal non-eksperimental. Sebanyak 169 siswa dipilih sebagai responden melalui teknik purposive sampling. Data dikumpulkan menggunakan skala efikasi diri, keterlibatan orang tua, dan keterlibatan belajar yang telah memenuhi kriteria validitas dan reliabilitas. Analisis data dilakukan dengan regresi linear berganda. Hasil penelitian menunjukkan bahwa efikasi diri berpengaruh positif dan signifikan terhadap keterlibatan belajar (β = 0,452; p < 0,001; t = 7,154). Keterlibatan orang tua juga berpengaruh positif dan signifikan terhadap keterlibatan belajar (β = 0,374; p < 0,001; t = 5,488). Secara simultan, kedua variabel memberikan kontribusi signifikan dengan nilai koefisien determinasi (R²) sebesar 0,459, yang menunjukkan bahwa 45,9% variasi keterlibatan belajar dapat dijelaskan oleh efikasi diri dan keterlibatan orang tua. Temuan ini menegaskan pentingnya faktor internal dan eksternal dalam meningkatkan keterlibatan belajar siswa melalui penguatan efikasi diri dan kolaborasi sekolah dengan orang tua.

PERAN SELF-COMPASION SEBAGAI MEDIATOR DALAM HUBUNGAN ANTARA DUKUNGAN ORANG TUA TERHADAP ACADEMIC BUOYANCY SISWA DI SMP N 23 SEMARANG Sevilla Permatawati; Ernest Ceti Septyanti
Al-Irsyad: Jurnal Pendidikan dan Konseling Vol 16, No 2 (2026): Edisi Juli - Desember 2026
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/al-irsyad.v16i2.31162

Siswa pada jenjang sekolah menengah pertama menghadapi tantangan akademik sehari-hari yang menuntut kapasitas adaptif untuk bangkit dari kesulitan. Penelitian ini bertujuan untuk menguji pengaruh dukungan orang tua terhadap academic buoyancy siswa, dengan self-compassion sebagai variabel mediasi. Desain korelasional diterapkan pada 225 siswa kelas tujuh dan delapan yang dipilih menggunakan teknik purposive cluster sampling. Data dikumpulkan menggunakan skala dukungan orang tua, self-compassion, dan academic buoyancy, kemudian dianalisis menggunakan analisis mediasi dengan teknik bootstrapping. Hasil menunjukkan bahwa dukungan orang tua berpengaruh positif terhadap self-compassion (B = 0,2205; p < 0,001), dan self-compassion berpengaruh positif terhadap academic buoyancy (B = 0,1431; p < 0,001). Namun, pengaruh langsung dukungan orang tua terhadap academic buoyancy tidak signifikan (0,0025, p>0,001), sementara pengaruh tidak langsung melalui self-compassion terbukti signifikan (0,0316; BootCI [0,0109 ; 0,0513]), menunjukkan mediasi penuh. Temuan ini mengindikasikan bahwa dukungan orang tua saja belum cukup untuk meningkatkan academic buoyancy siswa tanpa diinternalisasi menjadi self-compassion, sehingga layanan bimbingan konseling sekolah perlu memprioritaskan penguatan self-compassion bersamaan dengan psikoedukasi tentang pola asuh.

Peran Bimbingan dan Konseling dalam Mengurangi Kecanduan Game Online melalui Digital Well Being : A Systematic Literatur Review Rizka Tyara; Mulawarman Mulawarman; Sunawan Sunawan; Muslikah Muslikah; Ernest Ceti Septyanti
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 3 (2025): September : Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i3.6858

Online game addiction has emerged as a significant concern in the contemporary digital era, particularly among adolescents and students. This condition poses detrimental impacts on psychological well-being, social functioning, and academic achievement. The present study aims to investigate the role of guidance and counseling services in mitigating online game addiction through the lens of digital well-being, employing a Systematic Literature Review (SLR) methodology. Relevant national and international journal articles published within the past decade were systematically analyzed. The findings indicate that guidance and counseling interventions are effective in fostering self-awareness, improving time management skills, and promoting healthy digital behaviors among individuals affected by online gaming addiction. The digital well-being framework serves as a critical foundation for cultivating a more balanced and mindful interaction between individuals and technology. The study concludes by underscoring the necessity of integrating guidance and counseling strategies with digital well-being principles to address online game addiction in a comprehensive and sustainable manner.

PERAN SELF AWARENESS DAN LINGKUNGAN KELUARGA DALAM MEMBENTUK KEDISIPLINAN SISWA PADA ATURAN SEKOLAH DI SMK SWASTA KOTA SEMARANG Wahyu Nastiti; Ernest Ceti Septyanti
FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Vol. 9 No. 5 (2026): Vol 9, No 4 September 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/fokus.v9i5.32711

Student discipline is an important indicator of the success of character education in schools. However, violations of rules still often occur and have the potential to hinder students' academic and social development if not addressed early. Therefore, identification of factors that influence discipline is needed as a basis for developing preventive and responsive Guidance and Counseling services. This study aims to analyze the relationship between self-awareness and family environment with the level of discipline of grade 10 students at SMK Muhammadiyah 1 Semarang and SMK Teuku Umar Semarang. The study used a quantitative approach with a correlational design. Data were collected through a Likert scale to measure discipline (Kohlberg's theory), self-awareness (Goleman's theory), and family environment (Rudolf Moos & Bernice Moos's theory). The population was 333 students with a sample of 182 students through stratified random sampling. The instrument was valid with a reliability of 0.905 (self-awareness), 0.839 (discipline), and 0.870 (family environment). The results of the analysis using multiple linear regression showed a significant influence of self-awareness and family environment (p < 0.05). Simultaneously, both variables contributed 65.3%, while 34.7% was influenced by other variables. It was concluded that the higher the self-awareness and the more conducive the family environment, the better the student's discipline. This finding emphasizes the importance of optimizing Guidance and Counseling services that focus on developing self-awareness and increasing family involvement as a preventive strategy to improve student discipline towards school rules.

The effectiveness of assertive training group counselling in improving students interpersonal communication LaLu Muhammad Nasir; Dwi Yuwono Puji Sugiharto; Ernest Ceti Septyanti
Jurnal Bimbingan Konseling Vol. 15 No. 2 (2026): August 2026
Publisher : Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jubk.v15i2.31440

Interpersonal communication is essential for students’ social development and the establishment of positive relationships. This study aimed to examine the effectiveness of group guidance using assertiveness training in improving interpersonal communication among Grade XI students at Madrasah Mu'allimin Yogyakarta. A quasi-experimental method with a nonequivalent control group design was employed, involving 14 students divided into experimental and control groups. The experimental group received seven sessions of assertiveness training, while the control group received no intervention. Data were analyzed using the Wilcoxon signed-rank test and Mann–Whitney U test. The results revealed a significant improvement in interpersonal communication in the experimental group, with mean scores increasing from 47.86 to 94.86 (Z = 2.371, p < .05). Meanwhile, the control group showed a nonsignificant increase from 47.85 to 62.28 (Z = 1.725, p > .05). A significant difference in posttest scores was also found between the experimental and control groups (Z = 3.134, p < .05), favoring the experimental group. These findings suggest that group guidance incorporating assertiveness training is an effective approach to improving students’ interpersonal communication and offers practical implications for strengthening school guidance and counseling services.

Brief cognitive behavior group counseling using cognitive restructuring, and problem-solving techniques to improve students' digital well-being Nurul Khoiriyah; Mulawarman; Ernest Ceti Septyanti; Eem Munawaroh
Jurnal Bimbingan Konseling Vol. 15 No. 2 (2026): August 2026
Publisher : Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jubk.v15i2.34523

Digital well-being has become an important concern among adolescents due to their increasing engagement with digital technologies. This study aimed to compare the effectiveness of brief cognitive behavioral group counseling using cognitive restructuring and problem-solving techniques in improving digital well-being among Grade 10 students at SMA Negeri 12 Semarang, Indonesia. A two-group pretest–posttest design with a two-week follow-up was employed, involving 20 students divided into cognitive restructuring and problem-solving groups. Each group participated in five counseling sessions lasting 90 minutes each. Digital well-being was assessed using the Digital Well-Being Scale (DWBS), and data were analyzed using mixed-design analysis of variance (ANOVA). The results revealed a significant main effect of time, F(2, 36) = 115.684, p < .001, ηp² = .865, with overall mean scores increasing from 32.60 at pretest to 47.80 at posttest and 50.40 at follow-up. However, neither the group effect, F(1, 18) = 0.003, p = .955, nor the time × group interaction, F(2, 36) = 0.117, p = .890, was statistically significant. These findings indicate substantial improvements in digital well-being across both intervention groups, with improvements maintained at the two-week follow-up. Both techniques represent promising approaches for supporting students' digital well-being through school-based group counseling, although no significant difference in their outcomes was detecte

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