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All Journal EDUCATIONE: Journal of Education Research and Review Aqlamuna
Halimah
Universitas Pelita Bangsa
Education Social Sciences

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CLASSICAL GUIDANCE MEETS SELF-LOVE: AN INNOVATIVE INTERVENTION TO BOOST SELF-CONFIDENCE AND SELF-IMAGE Halimah; Saiful Muktiali
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.v4i1.161

Abstract

Self-confidence and self-image are pivotal for students’ academic engagement, persistence, and psychosocial adjustment, yet scalable classroom formats that directly strengthen these self-evaluative processes remain limited in vocational high schools. This study aimed to test the effectiveness of a brief, counselor-led, self-love–based classroom guidance module in improving self-confidence and self-image among Grade-10 students. Using a quantitative pretest–posttest control group design, two intact classes (N = 34) from an Indonesian vocational school were allocated as experimental (four sessions of self-love guidance integrating acceptance, compassionate self-talk, and mastery planning) or control (guidance-as-usual). Instruments demonstrated adequate psychometrics (item–total r = .492–.636; α = .88). The experimental group showed a large gain from pretest to posttest (M = 75.12 to 86.59; SD = 7.77 to 2.67; t(16) = –6.263, p < .001), while the control group improved modestly (M = 71.88 to 73.94; t(16) = –2.764, p = .014). Between-group effects on gains were very large (Cohen’s d = 1.61; Hedges’ g = 1.57). We conclude that a concise, classroom-deliverable self-love module can substantively elevate students’ self-confidence and self-image and reduce within-class variability, indicating convergence on adaptive coping scripts. Practically, schools can embed 10–15 minute micro-practices (reflective journaling, compassionate self-talk, if–then plans) within guidance periods without disrupting timetables. Future studies should employ larger, multi-site samples, follow-up assessments for maintenance, and mediational analyses (e.g., script internalization, self-criticism reduction) to clarify mechanisms and boundary conditions.
Coping Strategies in Overcoming Loneliness of Out-of-Town Students Halimah; Imroatun Nafia; Saiful Muktiali; Listian Indriyani Achmad
Aqlamuna: Journal of Educational Studies Vol. 2 No. 2 (2024): December
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/bk2q4k31

Abstract

Loneliness is a psychological challenge often experienced by out-of-town university students. Being far from family, they often feel isolated and struggle to adapt to a new environment. This study aims to analyze the experiences of loneliness among students at FIKT, Pelita Bangsa University, including its causes and coping strategies. This research employs a qualitative phenomenological approach, involving 90 students through questionnaiers and unstructured interviews. The findings indicate that loneliness is caused by physical and emotional distance from family, a lack of meaningful activities, and difficulties in building social connections. Loneliness affects students moods, learning motivation, and physical health. Coping Strategies include engaging in productive activities, building social relationships and seeking support from campus communities. Positive social interactions and the role of the campus environment are key factors in overcoming loneliness. Social students psychological well-being.
Co-Authors Imroatun Nafia Listian Indriyani Achmad Saiful Muktiali