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All Journal Journal La Edusci Jurnal Psikologi dan Konseling West Science
Misliani, Herlin
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Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

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Bimbingan Konseling Sebagai Strategi Pengendalian Diri untuk Meningkatkan Kesehatan Mental Siswa Qamirah, Lailah; Sari, Diah Madya Puspita; Misliani, Herlin; azizah, wala
Jurnal Psikologi dan Konseling West Science Vol 3 No 04 (2025): Jurnal Psikologi dan Konseling West Science
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/jpkws.v3i04.2686

Abstract

Latar Belakang Penelitian: Kesehatan mental siswa merupakan aspek penting yang mempengaruhi proses belajar dan perkembangan mereka. Dalam konteks pendidikan, bimbingan konseling diharapkan dapat berperan sebagai strategi efektif untuk meningkatkan pengendalian diri dan kesehatan mental siswa. Tujuan: Penelitian ini bertujuan untuk mengeksplorasi peran bimbingan konseling dalam meningkatkan pengendalian diri siswa dan dampaknya terhadap kesehatan mental mereka. Metodologi: Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian terdiri dari siswa di beberapa sekolah menengah yang mengikuti program bimbingan konseling. Data dikumpulkan melalui wawancara mendalam, observasi, dan analisis dokumen. Hasil Utama: Hasil penelitian menunjukkan bahwa bimbingan konseling secara signifikan meningkatkan kemampuan pengendalian diri siswa, yang berkontribusi pada penurunan tingkat kecemasan dan depresi. Siswa yang terlibat dalam program bimbingan konseling menunjukkan peningkatan dalam keterampilan sosial dan motivasi belajar. Kesimpulan Utama: Bimbingan konseling terbukti efektif sebagai strategi untuk meningkatkan kesehatan mental siswa. Program bimbingan yang terstruktur dan berkelanjutan sangat diperlukan untuk mencapai hasil yang optimal. Kontribusi terhadap Bidang: Penelitian ini memberikan wawasan baru tentang pentingnya bimbingan konseling dalam pendidikan dan merekomendasikan integrasi program bimbingan konseling yang lebih baik di sekolah untuk mendukung kesehatan mental siswa.
Improving Qur’anic Literacy through the Tafahhum Method: A Qualitative Case Study Misliani, Herlin
Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i2.2946

Abstract

This study examines the use of the tafahhum method in improving Quranic literacy among students at the Institut Ilmu Al Quran Jakarta. It begins from the concern that Quranic learning often emphasizes fluent recitation and memorization more than meaningful understanding. Using a qualitative case study design, the research involved 30 undergraduate students from the 2022 cohort and 3 lecturers of tahsin and tahfiz. Data were collected through classroom observations, semi structured interviews, documentation, and student response sheets used as supporting descriptive material. The findings show that students’ Quranic literacy was generally strong in recitation, but still uneven in tajwid accuracy and comprehension of meaning. Tafahhum was practiced in tahsin, tahfiz, and murojaah sessions through guided explanation, reflective engagement, and contextual connection between verses and everyday life. However, not all students were able to engage the process equally well. Some still struggled to explain the meanings of memorized verses, connect verses thematically, and relate Quranic messages to lived experience. These difficulties were influenced by differences in Arabic proficiency, educational background, interpretive readiness, and confidence in active participation. The study concludes that tafahhum plays an important role in bridging recitation and comprehension. Its successful implementation, however, depends on sustained pedagogical guidance, contextual learning, language support, and collaborative classroom practices that help students engage the Quran as both a recited and meaningful text.
Co-Authors Azizah, Wala Qamirah, Lailah Sari, Diah Madya Puspita