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SOCIAL PRESENCE THROUGH CULTURE: EMBEDDING MARUNG VALUES IN GROUP GUIDANCE AT A VOCATIONAL SCHOOL Ekara Rusita Sari; Mudafiatun Isriah; Nailul Fauziyah
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.153

Active peer interaction is essential for cognitive engagement, affective participation, and achievement in vocational education, yet field observations at SMK PGRI 5 Jember showed many students remained passive during group work, signaling weak social presence—the felt sense of being connected and “real” to others—which undermines collaboration, confidence, and learning quality. Leveraging the local Marung culture of togetherness, reciprocity, openness, equality, and empathy, this study designed, validated, and evaluated a culturally grounded group-guidance module to enhance students’ social presence. Using an R&D approach with the ADDIE model, the module underwent content and media expert validation and was tested via a one-group pretest–posttest quasi-experimental design. A 25-item Social Presence Questionnaire measured affective, interactive, and cohesive dimensions before and after the intervention; quantitative analysis employed the Wilcoxon Signed Rank Test and Cronbach’s alpha, and qualitative observations/reflections supplied contextual support. Results showed significant gains in social presence from a pre-test mean of 49.9% (low–moderate) to a post-test mean of 77% (high), p < .001; feasibility ratings were high (83–83.5%), and reliability was strong (α = .888), with observations confirming more balanced participation, respectful dialogue, empathy, and collaborative problem-solving. These findings indicate that integrating Marung values into structured guidance effectively fosters social presence, equitable participation, and empathic communication among vocational students. Theoretically, the work extends Social Presence Theory by demonstrating that culturally situated norms can strengthen interpersonal connectedness in face-to-face classrooms; practically, teachers and counselors can embed equitable turn-taking, respectful disagreement, and peer support into routine group learning, and policymakers can incorporate social-presence indicators into school climate assessments while allocating time for culturally informed guidance. Future research should replicate across multiple vocational schools with control/comparison groups, examine long-term effects on collaborative problem-solving, attendance, and well-being, and use mixed-method or experimental designs to clarify mechanisms linking Marung-based interaction norms to sustained engagement and academic outcomes.

COGNITIVE-BEHAVIORAL COUNSELING TO IMPROVE ACADEMIC ACHIEVEMENT IN AN ISLAMIC BOARDING SCHOOL: A QUASI-EXPERIMENTAL STUDY Veny Kurnia; Weni Kurnia Rahmawati; Nailul Fauziyah
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.197

Academic underachievement among mahasantri in Islamic boarding schools is frequently associated with maladaptive cognitions, low learning motivation, weak study discipline, and ineffective time management, which collectively contribute to declining academic performance. This study aimed to examine the effectiveness of cognitive-behavioral counseling (CBC) in improving mahasantri’s academic achievement in a pesantren-based educational setting. A quasi-experimental nonequivalent control group design was applied, involving an experimental group receiving CBC and a comparison group without intervention, with pretest and posttest measurements administered using a questionnaire capturing indicators of academic problems (academic “decadence”) and achievement-related behaviors. Pre–post changes in the experimental group were analyzed using the Wilcoxon signed-rank test. The results showed that most participants in the experimental group demonstrated improved academic outcomes after counseling; Wilcoxon ranks indicated 28 positive ranks, 7 negative ranks, and 0 ties, with statistical significance (p < .05). The findings support the conclusion that CBC is a promising guidance-and-counseling strategy to strengthen academic achievement in pesantren contexts by helping students identify and restructure irrational thoughts and adopt more adaptive learning behaviors. Practically, counselors and pesantren administrators may integrate CBC sessions to enhance motivation, discipline, and academic self-beliefs. Future research should employ randomized or well-matched group designs, include longitudinal follow-up, and use mixed-method approaches to clarify mechanisms of change.

Pengembangan Nilai-nilai Wayang Jemblung untuk Meningkatkan Self Regulation Mahasiswa BK Semester 8 di Universitas PGRI Argopuro Jember Iqbal Elza Wardana; Mudafiatun Isriyah; Nailul Fauziyah
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 11 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i11.9827

Eighth-semester students who are working on their scientific projects often face academic pressures that lead to low levels of self-regulation, particularly in time management, learning consistency, and emotional control. This study aims to develop a self-regulation enhancement module based on the values of Wayang Jemblung using the Research and Development (R&D) approach with the ADDIE model, employing a Likert scale questionnaire, interviews, and product trials with eighth-semester students at Universitas PGRI Argopuro Jember. The validation results indicated that the module received 75% from media experts and 75% from material experts, both of which fall into the valid category, confirming its feasibility for use. Furthermore, field trials through pre-test and post-test showed an improvement in students’ self-regulation from the low category (61.6%) to the high category (73.4%), although detailed individual increases are not elaborated. Qualitative findings supported these results by highlighting the internalization of cultural values, enhanced self-control, and increased learning motivation. Therefore, the Wayang Jemblung-based module is declared valid, feasible, and effective for improving the self-regulation of eighth-semester students who are completing their scientific projects, and it produces practical outputs in the form of a guidance module and a scientific article ready for publication.

Efektivitas Konseling Realitas untuk Mengurangi Nomophobia (No-Mobile Phone Phobia) pada Siswa Kelas IX di SMP Adh Dhuha Jember Yasinta Nur Izza Riyanto; Weni Kurnia Rahmawati; Nailul Fauziyah
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 15 No. 4 (2025)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v15i4.13990

Nomophobia (no mobile-phone phobia), defined as excessive anxiety when individuals are unable to access their smartphones, has become a serious challenge among adolescents, particularly junior high school students growing up in the digital era. Uncontrolled smartphone use may disrupt learning concentration, social relationships, and students’ mental health. Therefore, effective counseling interventions that are relevant to adolescents’ developmental characteristics are needed. This study aimed to evaluate the effectiveness of reality counseling using the WDEP (Wants, Doing, Evaluation, Planning) technique in reducing nomophobia among ninth-grade students at SMP Adh Dhuha Jember. A quantitative approach was employed using a quasi-experimental design with a pre-test–post-test control group model. Participants were selected through purposive sampling, consisting of students identified as having high levels of nomophobia based on pre-test results. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Data analysis was conducted using an independent sample t-test to examine differences in nomophobia levels between the experimental and control groups. The results showed a significance value of 0.000 (p < 0.05), indicating a significant difference between the two groups. The mean score of the experimental group decreased substantially from 88 in the pre-test to 45.38 in the post-test after receiving the reality counseling intervention, whereas the reduction in the control group was less pronounced. These findings demonstrate that reality counseling with the WDEP technique is effective in reducing nomophobia among junior high school students. This study provides important practical implications for school guidance and counseling services in designing interventions that are responsive to adolescents’ digital behavior problems in the technology-driven era.

Efektivitas Pendekatan Cognitive Behaviour Therapy (CBT) untuk Mengurangi Tingkat Glossophobia pada Siswa di MTs Maftahul Huda Firda Maratur Rofiqoh; Weni Kurnia Rahmawati; Nailul Fauziyah
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 15 No. 4 (2025)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v15i4.13992

Public speaking anxiety, commonly referred to as glossophobia, is a manifestation of social phobia frequently experienced by students at the secondary education level. This condition may hinder students’ communication skills, academic participation, and the development of self-confidence. Therefore, effective and evidence-based counseling interventions are required to help students manage such anxiety. This study aimed to examine the effectiveness of Cognitive Behavior Therapy (CBT)-based counseling services in reducing public speaking anxiety among eighth-grade students at a Madrasah Tsanawiyah (MTs). A quantitative approach was employed using a quasi-experimental design with a pretest–posttest control group model. The research participants consisted of 16 students selected through purposive sampling and assigned to either an experimental group or a control group. Data were collected before and after the intervention using a glossophobia questionnaire developed based on three main aspects: physiological, psychological, and behavioral. Data analysis was conducted to compare anxiety scores before and after the intervention. The results indicated a significant difference between pre-test and post-test scores in the experimental group, with a significance value of p = 0.048 (p < 0.05). The experimental group showed a substantial decrease in glossophobia scores, from a mean of 72.62 to 38.88, while the control group experienced only a slight reduction from 84.63 to 43.50. These findings demonstrate that CBT-based counseling services are significantly effective in reducing public speaking anxiety among students. The results provide important implications for school guidance and counseling practices, particularly in implementing CBT interventions to help students manage glossophobia in a more adaptive manner.

Efektivitas Mindfulness Dalam Mereduksi Perilaku Prokrastinasi Siswa Kelas XI SMKIT Ibnu Katsir Jember Desailly Ragil Putra; Weni Kurnia Rahmawati; Nailul Fauziyah
Educatio Vol 21 No 2 (2026): Educatio: Jurnal Ilmu Kependidikan
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v21i2.31956

This experimental study aims to examine the effectiveness of mindfulness-based counselling in reducing procrastination behaviour among 11th grade students at SMKIT Ibnu Katsir Jember. The research method employed is a quasi-experimental design with a pretest-posttest control group ultilizing 21 11th grade respondent selected through purposive sampling. Data were collected using questionnaire with a likert 1-4 scale and analysed using an independent sample t-test. The result data of processing showed that mindfulness was effective in reducing academic procrastination behaviour with a sig value of 0.001 < 0.05, therefore the initial hypothesis is rejected and the alternative hypothesis is accepted. Based on the research result, mindfulness can be used as an alternative strategy to reduce academic procrastination behaviour because it can reduce procrastination and improve student performance Penelitian ekperimen ini bertujuan untuk melihat keefektifitas konseling berbasis mindfulness dalam mereduksi perilaku prokrastinasi pada siswa kelas 11 SMKIT Ibnu Katsir Jember, metode pada penelitian ini merupakan quasi-eksperimental dengan design control group pretest-posttest dengan menggunakan 21 responden kelas XI yang nanti akan dipilih menggunakan purposive sampling untuk memilih sampel. Data lalu dikumpulkan menggunakan alat instrument berupa kuesioner dengan skala likert 1-4 dan diuji dengan analisis uji independent sample t. Dari hasil yang diperoleh pada pengolahan data menunjukkan mindfulness efektif dalam mereduksi perilaku prokrastinasi akademik dengan nilai Sig 0,001 < 0,05, maka Hipotesis awal ditolak dan Hipotesis altenatif diterima. Bedasarkan hasil penelitian tersebut, mindfulness dapat digunakan sebagai strategi alternative untuk mengurangi perilaku prokrastinasi akademik karna dapat mengurangi prokrastinasi dan meningkatkan prestasi siswa.

INTEGRATING MINDFULNESS-BASED EDUCATION TO REDUCE ANXIETY DISORDERS AMONG ADOLESCENT PENCAK SILAT ATHLETES: A QUASI-EXPERIMENTAL STUDY Mohammad Aldi Nuril Asyari; Weni Kurnia Rahmawati; Nailul Fauziyah
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.77

Anxiety disorders represent one of the most prevalent mental health challenges globally, with athletes—especially those in high-pressure sports such as pencak silat—facing unique vulnerabilities due to the intense physical, psychological, and cultural demands of competition. This study aimed to evaluate the effectiveness of mindfulness-based interventions in reducing anxiety disorder symptoms among adolescent pencak silat athletes at Cempaka Putih Ranting Jombang, Indonesia. Employing a quasi-experimental, one-group time series design, the research involved seven athletes who underwent a structured mindfulness program delivered over three weeks. Data were collected through validated self-report questionnaires (BAI and SCAT) and qualitative interviews, measured at four pre- and four post-intervention points. The results demonstrated a statistically significant reduction in anxiety symptoms across cognitive, emotional, somatic, and behavioral domains, with athletes reporting increased self-regulation, improved emotional stability, and enhanced overall well-being. The findings highlight the substantial benefits of integrating mindfulness practices into athlete training routines, especially in culturally rooted martial arts environments where traditional mental health resources may be limited or stigmatized. This research contributes to the literature by providing robust, contextually grounded evidence of mindfulness efficacy for adolescent martial artists—a group largely underrepresented in sports psychology research. For practical implementation, sports organizations and coaches are encouraged to incorporate mindfulness strategies within athlete development programs to support psychological resilience and performance. Future research should employ larger samples, randomized controlled designs, and extended follow-up periods to assess the long-term effects and broader applicability of mindfulness interventions in diverse athletic and cultural contexts.

ENHANCING EMOTIONAL INTELLIGENCE IN HIGHER EDUCATION: THE EFFECTIVENESS OF DOODLING TECHNIQUE Adhor Aunah Al Hayyi; Weni Kurnia Rahmawati; Nailul Fauziyah
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.84

The decline of emotional intelligence among Generation Z, as evidenced by recent global and national reports, has underscored the urgent need for innovative interventions in educational settings, especially within Islamic boarding schools (pesantren) where students face intense academic, religious, and social demands. This study aimed to examine the effectiveness of the doodling technique as a counseling intervention to enhance emotional intelligence among mahasantri at Pondok Pesantren Ibnu Katsir 2 Jember. Employing a quantitative quasi-experimental design (Time Series One Group), twelve students identified with low to medium emotional intelligence participated in a structured series of doodling sessions. Emotional intelligence was measured across five domains—self-awareness, self-management, motivation, empathy, and social skills—using a validated questionnaire before and after each intervention cycle. The findings revealed a significant and consistent increase in emotional intelligence scores, with all participants demonstrating measurable improvement as confirmed by the Wilcoxon Signed-Rank Test (p = 0.002). The study concludes that doodling is an effective, accessible, and creative intervention for fostering emotional growth, self-regulation, and resilience among pesantren students. The research not only fills a critical gap by applying the doodling technique in this unique context but also provides empirical support for integrating expressive art strategies into counseling and educational practice. It is recommended that future research involve larger samples, control groups, and longitudinal follow-up to further validate and expand upon these findings.

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