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All Journal G-Couns: Jurnal Bimbingan dan Konseling Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian
Basir Jarah Anilon
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Education Physics Other

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Digital Footprint of Violence: Bibliometric Analysis of Online Gender-Based Violence with Vosviewer and Scopus Rakhmawati, Dini; Saptadi, Heri; Ratu, Bau; Suryadi; Basir Jarah Anilon
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.v10i01.8737

Abstract

This study aims to map and analyze the scientific landscape of online gender-based violence (OGBV) comprehensively through a bibliometric approach, utilizing the Scopus database and the VOSviewer visualization tool. The goal is to identify trends in topic evolution, key research focus clusters, and prospective research gaps. This method quantifies and visualizes the research structure of OGBV from 2016 to 2025. The results of the Co-Keyword analysis show that the scientific literature is very focused on two main concepts: "cyber violence" and "cyber-bullying". Research has shifted from an initial focus on adolescent cyber-bullying to more gender-specific contemporary and social issues, such as "hate speech" and "online harassment" on "social media". The cluster analysis grouped the research into three main areas: 1) Studies on Victims and Their Impacts (focusing on psychology and quantitative methodologies), 2) Digital Contexts and Forms of Violence (focusing on social media and specific violence), and 3) Gender-Based Violence Relationships and Aspects (focusing on perpetrators, prevention, and online-offline relationships). The main research gap identified in the prevention area, where the term density remains low, underscores the urgency of developing effective interventions and strategies for OGBV. Keywords: bibliometrics, online gender-based violence, vosviewer, cyber violence
KECERDASAN EMOSIONAL SEBAGAI PREDIKTOR PRESTASI BELAJAR SISWA SMA: KAJIAN SISTEMATIS TERHADAP DIMENSI PENGATURAN DAN MOTIVASI DIRI Basir Jarah Anilon; Ahmad T. Zainal Abidin; Syafii, Hisyam; Halim Purnomo; Azhari, Husain
Al Irfan : Jurnal Ilmu Pendidikan dan Penelitian Vol. 2 No. 1 (2026): April
Publisher : IAI Sunan Giri Trenggalek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64877/alirfan.v1i1.71

Abstract

This study aims to examine the influence of emotional intelligence on the academic achievement of public high school students through a systematic literature review approach. Emotional intelligence is defined as an individual's ability to recognize, understand, manage, and express emotions adaptively, which includes five main dimensions: self-awareness, self-regulation, self-motivation, empathy, and social skills. This study uses a systematic literature review method guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). A literature search was conducted through the Google Scholar, Sinta, and DOAJ databases using the keywords "emotional intelligence", "learning achievement", "emotional intelligence", and "academic achievement" with a publication period of 2014–2024. Of the total 87 articles identified, screening based on title and abstract resulted in 43 articles, then selection based on inclusion and exclusion criteria resulted in 18 articles that met the requirements for in-depth analysis. The inclusion criteria included articles discussing the relationship between emotional intelligence and academic achievement, written in Indonesian or English, having gone through a peer-reviewed process, and published in accredited journals. The synthesis results show that emotional intelligence has a positive and significant influence on the academic achievement of public high school students, with contributions ranging from 21% to 34% (R² = 0.21–0.34; p < 0.05). The dimensions of self-regulation and self-motivation were shown to be the most dominant components in influencing student academic achievement. In addition, this relationship was moderated by factors of self-confidence, parental support, and a conducive school climate. The conclusion of this study confirms that the development of emotional intelligence needs to be systematically integrated into educational programs in schools to produce students who excel academically as well as emotionally and socially mature.
Co-Authors Ahmad T. Zainal Abidin Azhari, Husain Bau Ratu Dini Rakhmawati Heri Saptadi, Heri Purnomo, Halim Suryadi syafii, Hisyam