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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Advanced Sciences and Mathematics Education Bulletin of Indonesian Islamic Studies
Nurul Astuti Yensy
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Religion Arts Humanities Chemistry Education Mathematics Physics Social Sciences

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Analysis of Students' Needs for Guidance and Counseling Services in Higher Education in Overcoming Students' Mental Well-Being: A Systematic Literature Review Lena Marianti; Sudarwan Danim; Nurul Astuti Yensy
Bulletin of Indonesian Islamic Studies Vol. 4 No. 2 (2025): Bulletin of Indonesian Islamic Studies
Publisher : KURAS Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/biis.v4i2.1657

Abstract

This research aims to analyze students' needs for guidance and counseling (BK) services in higher education in order to improve students' mental well-being. The research method used is Systematic Literature Review (SLR), by examining eight relevant scientific articles published between 2020 and 2025. Data sources were obtained through the ScienceDirect, ResearchGate, SpringerLink, and Google Scholar databases, using the keywords "guidance and counseling in higher education", "student well-being", and "counseling needs". The research procedure includes the stages of identification, selection, data extraction, and thematic synthesis to find consistent patterns and conclusions. The results show that students have a high need for BK services which include academic, social, career, and psychological aspects. BK services have proven to play an important role in helping students manage stress, increase self-awareness, develop resilience, and strengthen mental well-being. However, the implementation of BK services in universities still faces challenges, such as limited human resources, lack of student awareness of the function of BK, and lack of institutional support. Technology-based innovations, such as e-counseling and artificial intelligence (AI) integration, are considered to be able to expand access to services and increase the effectiveness of counseling, especially for students who are reluctant to do face-to-face counseling. This research confirms that BK services are a strategic component in the higher education system that supports the development of character and mental well-being of students. Therefore, it is necessary to strengthen the capacity of counselors, innovate technology-based services, and a holistic approach that integrates academic, psychological, social, and spiritual aspects.
From policing to pedagogy: Governance, mechanisms, and outcomes of school, police partnerships in character education a PRISMA guided review Evi Nurhidayati; Nurul Astuti Yensy; Sudarwan Danim
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1251

Abstract

Background: Character education has become a major educational priority in Indonesia, encouraging secondary schools to collaborate with police institutions and community stakeholders to strengthen discipline, safety, and civic values. Nevertheless, evidence on how school–police partnerships (SPPs) operate and influence character education remains limited and dispersed. Aims: This PRISMA-guided review investigates the governance models, implementation mechanisms, outcomes, and contextual factors associated with SPPs in character education. Methods: The review analyzed studies published between 2021 and 2025 focusing primarily on Indonesian secondary schools, with several regional comparisons included where relevant. Literature was identified through major academic databases, screened in two stages following PRISMA procedures, and synthesized using thematic narrative analysis. Results: The findings show that partnerships supported by formal governance arrangements, such as memoranda of understanding, operational guidelines, joint training, and restorative referral systems, tend to achieve stronger implementation and more positive school climates than informal initiatives. Interventions emphasizing mentoring, dialogue, service learning, habituation, and culturally grounded activities were associated with improvements in prosocial behavior, civic responsibility, and student discipline. Program effectiveness was influenced by school climate, parental participation, community trust, and cultural compatibility. However, inconsistencies remain in reporting validity, implementation fidelity, adaptation processes, and program costs. Conclusion: SPPs are more effective when governance, pedagogy, and restorative principles are integrated within local educational contexts. Further longitudinal and realist-oriented studies are needed to strengthen the evidence base and improve policy applicability.
Co-Authors Evi Nurhidayati Lena Marianti Sudarwan Danim