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All Journal Indonesian Research Journal on Education Pamomong: Journal of Islamic Educational Counseling
Rahmawan, Wise
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Religion Arts Humanities Chemistry Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Penguatan Regulasi Emosi dan Literasi Digital melalui Psikoedukasi Pubertas dalam Pembentukan Karakter, Kesiapan Sosial, dan Employability Skills Siswa Generasi Z Wulandari, Wenny; Rahmawan, Wise
Indonesian Research Journal on Education Vol. 6 No. 1 (2026): Irje 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v6i1.3987

Abstract

Penelitian ini bertujuan untuk mengkaji efektivitas program psikoedukasi pubertas yang terintegrasi dengan penguatan regulasi emosi dan literasi digital dalam pembentukan karakter, kesiapan sosial, serta fondasi employability skills siswa Generasi Z. Penelitian dilaksanakan pada siswa laki-laki kelas V sekolah dasar dengan menggunakan pendekatan deskriptif kuantitatif dan kualitatif. Data dikumpulkan melalui kuesioner, pre-test dan post-test, observasi, serta diskusi kelompok terfokus. Hasil penelitian menunjukkan bahwa sebelum intervensi hanya 44% siswa berada pada kategori paham terhadap pubertas, sementara setelah intervensi 90% siswa mampu mengidentifikasi ciri pubertas dan tanggung jawab yang menyertainya. Selain itu, 70% siswa menunjukkan peningkatan kemampuan regulasi emosi dengan menyebutkan strategi pengelolaan emosi yang lebih adaptif. Pada aspek literasi digital, siswa mulai mampu membedakan konten yang layak dan tidak layak, meskipun tekanan teman sebaya masih menjadi tantangan. Perubahan perilaku sosial juga tampak pada meningkatnya partisipasi, kerja sama, dan pengelolaan respons emosional siswa. Temuan ini menunjukkan bahwa psikoedukasi pubertas yang dirancang secara kontekstual dan partisipatif efektif dalam mendukung perkembangan sosial-emosional siswa serta menjadi fondasi awal pembentukan employability skills pada jenjang pendidikan selanjutnya.
Employability Skills and Career Readiness Among Muslim Vocational Students: Mediating Role of Career Decision-Making Self-Efficacy Wulandari, Wenny; Sahin, Arif; Rahmawan, Wise; Fathurrahman, Farouq; Mubarak, Muh. Azhar; Putri, Wiffy Zalina
Pamomong: Journal of Islamic Educational Counseling Vol. 7 No. 1 (2026): Inpress
Publisher : State Islamic University (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/pamomong.v7i1.6336

Abstract

Rapid changes in the labour market require vocational students to develop career readiness supported by employability skills and psychological resources for career decision-making. This study tested the direct and indirect effects of employability skills on career readiness via career decision-making self-efficacy (CDMSE) among Grade-12 Muslim vocational students. Using a cross-sectional design, all students at SMK Multicomp Depok, Indonesia (N = 215) were surveyed using saturated sampling, with Muslim status verified through school records. Adapted measures were used: the Self-Perceived Employability Scale (α = .96), the Career Decision-Making Self-Efficacy Scale (α = .95), and the Student Career Readiness Scale (α = .98). Mediation was examined using PROCESS Macro for SPSS (Model 4) with bootstrap resampling. Employability skills significantly predicted CDMSE (b = 1.21, SE = .12, t = 10.22, p < .01; R² = .33) and career readiness (direct effect controlling for CDMSE: b = .66, SE = .11, t = 6.09, p < .01). CDMSE also significantly predicted career readiness (b = .42, SE = .05, t = 8.13, p < .01; model R² = .53). The indirect effect of employability skills on career readiness via CDMSE was significant (b = .51, SE = .09, 95% BC CI [.35, .70]), indicating partial mediation. The findings support Social Cognitive Career Theory and suggest that guidance and counseling programs should integrate employability development with interventions that strengthen decision-making self-efficacy. Limitations include the cross-sectional design, self-report measures, and a single-school sample; future research should use longitudinal designs and broader settings to improve generalizability.
Co-Authors Fathurrahman, Farouq Mubarak, Muh. Azhar Putri, Wiffy Zalina Sahin, Arif WULANDARI, WENNY