Garuda - Garba Rujukan Digital

Inovasi Strategi Elaborasi Mindfullnes untuk Meningkatkan Efektivitas Layanan BK dengan Deep Learning pada MGBK SMK Kabupaten Tegal Yunita Dwi Setyoningsih; Argo Widiharto; Farikha Wahyu Lestari; Ismah Ismah
Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 1 (2026): Pelita: Jurnal Pengabdian kepada Masyarakat
Publisher : Perkumpulan Kualitama Edukatika Indonesia

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The development of digital technology in the 21st century has had a significant impact on education, including the emergence of moral degradation, increasing individualism, and instant-living tendencies among students. These conditions contribute to academic pressure and psychosocial problems, requiring more comprehensive guidance and counseling services. The implementation of deep learning within the Merdeka Curriculum serves as a strategic approach to strengthening students’ character and resilience; however, its application remains limited because many counseling teachers have not yet fully developed adequate emotional regulation and social awareness skills. The integration of elaborative mindfulness strategies into deep-learning–based counseling services offers a promising solution by emphasizing non-judgmental awareness, enabling counselors to be fully present, empathetic, and able to create a conducive counseling atmosphere. This community engagement program aims to enhance the understanding and skills of counseling teachers in integrating both approaches. A total of 71 counseling teachers participated in the program. The method used was Participatory Action Research (PAR) conducted over two weeks, consisting of five stages: (1) Diagnosing, identifying key partner issues such as difficulties in analyzing the needs of Generation Z and Alpha students and the lack of understanding of deep learning; (2) Action Planning, designing interventions through seminars, lectures, demonstrations, and online mentoring; (3) Action Taking, conducting training sessions with expert speakers; (4) Evaluating, assessing the impact of the interventions through open-ended questionnaires; and (5) Specifying Learning, documenting insights gained from both the successes and challenges of the implementation process. The results show an increase in teachers’ understanding from a score of 22.02 to 27.65. These findings highlight that strengthening the competencies of counseling teachers through contextual and collaborative approaches effectively supports the integration of deep learning and mindfulness in guidance and counseling services.

Urgensi Pelayanan Bimbingan Pribadi Dan Sosial Pada Siswa SMK Agus Afriliyanto; Yunita Dwi Setyoningsih
Journal Prakarsa Paedagogia Vol. 5 No. 1 (2022): Juni 2022
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpp.v5i1.8633

Aspek pribadi dan sosial berkenaan dengan pemahaman dan pengembangan karakteristik, potensi, dan kecakapan-kecakapan yang dimilikinya, baik intelektual, sosial, fisik motorik maupun efektif emosional. Berdasarkan tahap perkembangannya, usia remaja disebut dalam masa transisi atau peralihan karena sedang mengalami perkembangan fisiologisâ€“â€“perubahan fisik primer maupun perubahan fisik sekunderâ€“â€“, perkembangan emosiâ€“â€“psikis atau mental yang mudah berubah-ubah/emosi tidak stabilâ€“â€“dan perkembangan sosialâ€“â€“tuntutan atau beban sosialâ€“â€“yang akan menimbulkan ketakutan, kecemasan bahkan rasa tidak percaya diri. Penelitian ini menggunakan pendekatan penelitian kajian pustaka. Berdasarkan penelitian ini didapatkanlah urgensi dari pelaksanaan bimbingan pribadi sosial untuk siswa SMK (remaja). Dalam hal ini adalah implementasi yang digunakan guru bimbingan konseling yaitu: metode tidak langsung diantaranya: bimbingan klasikal, kolaborasi dengan wali kelas, kolaborasi dengan orangtaua, kaloborasi dengan pihak terkait di luar dari sekolah, kunjungan rumah. Metode langsung yaitu: konseling individual, bimbingan kelompok, konseling kelompok, dan bimbingan individual.

HUBUNGAN ANTARA REGULASI EMOSI DENGAN PERENCANAAN KARIER SISWA SMK N 9 SEMARANG Katerin Augestia; Siti Fitriana; Yunita Dwi Setyoningsih
Al-Irsyad: Jurnal Pendidikan dan Konseling Vol 16, No 1 (2026): Al Irsyad: Jurnal Pendidikan dan Konseling
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/al-irsyad.v16i1.30124

Perencanaan karier merupakan tugas perkembangan penting bagi siswa SMK karena berkaitan dengan kesiapan memasuki dunia kerja setelah lulus sekolah. Namun, masih terdapat siswa yang mengalami kebingungan dan keraguan dalam menentukan pilihan karier. Salah satu faktor yang berhubungan dengan perencanaan karier adalah regulasi emosi. Siswa yang mampu mengelola emosi secara baik cenderung lebih mampu menghadapi tekanan, mempertimbangkan alternatif pilihan, dan mengambil keputusan karier secara lebih terarah. Penelitian ini bertujuan untuk mengetahui hubungan antara regulasi emosi dengan perencanaan karier pada siswa SMK Negeri 9 Semarang. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian berjumlah 319 siswa kelas XI dengan sampel 167 siswa yang ditentukan menggunakan teknik simple random sampling berdasarkan tabel Isaac dan Michael pada taraf kesalahan 5%. Pengumpulan data menggunakan angket regulasi emosi dan angket perencanaan karier dengan skala Likert empat pilihan jawaban. Analisis data menggunakan statistik deskriptif, uji normalitas Kolmogorov-Smirnov, uji linearitas, dan uji korelasi Product Moment Pearson dengan bantuan SPSS. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara regulasi emosi dengan perencanaan karier dengan koefisien korelasi 0,198 dan signifikansi 0,010 (p < 0,05). Hasil ini menunjukkan bahwa regulasi emosi memiliki keterkaitan dengan kemampuan perencanaan karier siswa dan dapat menjadi dasar pertimbangan bagi guru bimbingan dan konseling dalam memberikan layanan yang mendukung pengembangan regulasi emosi serta perencanaan karier siswa.

Understanding the impact of bullying and anti-bullying attitudes among indonesian adolescents: a correlational study Ardani Sayyidatul Itsna; Suhendri Suhendri; Yunita Dwi Setyoningsih
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1225000

Bullying remains a significant concern in educational settings because of its potential negative consequences for students’ psychological, social, and academic development. Understanding the consequences of bullying may be associated with students’ attitudes toward rejecting and preventing bullying. This relationship can be considered from the Theory of Planned Behavior, in which attitude represents an important factor associated with behavioral intention and subsequent behavior. This study aimed to examine the relationship between understanding the impact of bullying and anti-bullying attitudes among Indonesian adolescents. A quantitative approach with a correlational design was employed. The participants consisted of 24 eighth-grade students from a population of 72 students, with eight students randomly selected from each of three classes in accordance with the school’s participation limit. Data were collected using researcher-developed instruments measuring understanding of the impact of bullying and anti-bullying attitudes. The final instruments consisted of 20 and 31 items, respectively, with Cronbach’s alpha coefficients of 0.904 and 0.965. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, linearity testing, and Pearson Product Moment correlation. The results showed a strong and statistically significant positive relationship between understanding the impact of bullying and anti-bullying attitudes (r = 0.726, p = 0.001). The correlation indicated a substantial shared variance between the two variables (r² = 0.527). These findings suggest that greater understanding of the consequences of bullying is associated with stronger anti-bullying attitudes. However, the correlational design does not establish a causal relationship between the variables. The findings provide empirical support for considering understanding of bullying impacts within preventive guidance and counseling services.

Developing a Rational–Reflective Counseling Model Integrating Peace Values to Enhance School Counselors' Professional Competence in Promoting Digital-Friendly Schools Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Husni Wakhyudin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.3

The increasing prevalence of cyberbullying in digital learning environments requires school counselors to adopt counseling approaches that are both evidence-based and culturally responsive. However, integrating psychological interventions with local wisdom remains a challenge in school counseling practice. This study aimed to develop and evaluate a Rational–Reflective Counseling Model Integrating Peace Values to enhance school counselors' professional competence in promoting digitally friendly schools. A Research and Development (R&D) design adapted from Borg and Gall was employed through three phases: pre-development, development, and post-development. Sixteen senior high school counselors in Central Java, Indonesia, were selected through purposive sampling. Data were collected using needs assessment and professional competence questionnaires, expert validation sheets, observation checklists, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-test, and normalized gain (N-gain) in Jamovi, while qualitative data were analyzed using thematic analysis. The developed model demonstrated excellent content validity (Aiken's V = 0.94), satisfactory reliability, and significantly improved counselors' professional competence (p < .05) with a moderate N-gain (0.65). The novelty of the model lies in integrating Rational Emotive Behavior Therapy, reflective learning, and peace values derived from Serat Wulangreh into a culturally responsive counseling framework. The findings suggest that the model is valid, practical, and promising for strengthening counselors' professional competence and fostering safe, inclusive, and digitally friendly school environments.

Developing a Rational–Reflective Counseling Model Integrating Peace Values to Enhance School Counselors' Professional Competence in Promoting Digital-Friendly Schools Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Husni Wakhyudin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.3

The increasing prevalence of cyberbullying in digital learning environments requires school counselors to adopt counseling approaches that are both evidence-based and culturally responsive. However, integrating psychological interventions with local wisdom remains a challenge in school counseling practice. This study aimed to develop and evaluate a Rational–Reflective Counseling Model Integrating Peace Values to enhance school counselors' professional competence in promoting digitally friendly schools. A Research and Development (R&D) design adapted from Borg and Gall was employed through three phases: pre-development, development, and post-development. Sixteen senior high school counselors in Central Java, Indonesia, were selected through purposive sampling. Data were collected using needs assessment and professional competence questionnaires, expert validation sheets, observation checklists, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-test, and normalized gain (N-gain) in Jamovi, while qualitative data were analyzed using thematic analysis. The developed model demonstrated excellent content validity (Aiken's V = 0.94), satisfactory reliability, and significantly improved counselors' professional competence (p < .05) with a moderate N-gain (0.65). The novelty of the model lies in integrating Rational Emotive Behavior Therapy, reflective learning, and peace values derived from Serat Wulangreh into a culturally responsive counseling framework. The findings suggest that the model is valid, practical, and promising for strengthening counselors' professional competence and fostering safe, inclusive, and digitally friendly school environments.

Developing a Rational–Reflective Counseling Model Integrating Peace Values to Enhance School Counselors' Professional Competence in Promoting Digital-Friendly Schools Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Husni Wakhyudin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.3

The increasing prevalence of cyberbullying in digital learning environments requires school counselors to adopt counseling approaches that are both evidence-based and culturally responsive. However, integrating psychological interventions with local wisdom remains a challenge in school counseling practice. This study aimed to develop and evaluate a Rational–Reflective Counseling Model Integrating Peace Values to enhance school counselors' professional competence in promoting digitally friendly schools. A Research and Development (R&D) design adapted from Borg and Gall was employed through three phases: pre-development, development, and post-development. Sixteen senior high school counselors in Central Java, Indonesia, were selected through purposive sampling. Data were collected using needs assessment and professional competence questionnaires, expert validation sheets, observation checklists, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-test, and normalized gain (N-gain) in Jamovi, while qualitative data were analyzed using thematic analysis. The developed model demonstrated excellent content validity (Aiken's V = 0.94), satisfactory reliability, and significantly improved counselors' professional competence (p < .05) with a moderate N-gain (0.65). The novelty of the model lies in integrating Rational Emotive Behavior Therapy, reflective learning, and peace values derived from Serat Wulangreh into a culturally responsive counseling framework. The findings suggest that the model is valid, practical, and promising for strengthening counselors' professional competence and fostering safe, inclusive, and digitally friendly school environments.

Developing a Rational–Reflective Counseling Model Integrating Peace Values to Enhance School Counselors' Professional Competence in Promoting Digital-Friendly Schools Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Husni Wakhyudin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.3

The increasing prevalence of cyberbullying in digital learning environments requires school counselors to adopt counseling approaches that are both evidence-based and culturally responsive. However, integrating psychological interventions with local wisdom remains a challenge in school counseling practice. This study aimed to develop and evaluate a Rational–Reflective Counseling Model Integrating Peace Values to enhance school counselors' professional competence in promoting digitally friendly schools. A Research and Development (R&D) design adapted from Borg and Gall was employed through three phases: pre-development, development, and post-development. Sixteen senior high school counselors in Central Java, Indonesia, were selected through purposive sampling. Data were collected using needs assessment and professional competence questionnaires, expert validation sheets, observation checklists, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-test, and normalized gain (N-gain) in Jamovi, while qualitative data were analyzed using thematic analysis. The developed model demonstrated excellent content validity (Aiken's V = 0.94), satisfactory reliability, and significantly improved counselors' professional competence (p < .05) with a moderate N-gain (0.65). The novelty of the model lies in integrating Rational Emotive Behavior Therapy, reflective learning, and peace values derived from Serat Wulangreh into a culturally responsive counseling framework. The findings suggest that the model is valid, practical, and promising for strengthening counselors' professional competence and fostering safe, inclusive, and digitally friendly school environments.

The Role of Guidance and Counseling Services in Enhancing Cultural Diversity Awareness among Indonesian Students: A Decade Review Hasrul Hasrul; M Ismail Makki; Hariadi Ahmad; Yunita Dwi Setyoningsih; Chea Lim
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3151

Students' cultural diversity awareness or cultural sensitivity is not only related to social attitudes but also has implications for value development, character building, and scientific literacy. However, research on the role of guidance andcounselingservices in increasing students' awareness of cultural diversity in Indonesia remains relatively limited. This article aims to provide an overview and evaluation of the contribution of guidance andcounselingservices to increasing students' awareness of cultural diversity in Indonesia over the past decade. Methodologically, this process follows the basic idea ofNarrative Literature Review (NRL). The research results show that over the past 10 years, the role and contribution of guidance andcounselingservices in increasing students' awareness of cultural diversity in Indonesia have been minimal, with only 8 articles meeting the inclusion criteria. Meanwhile, the service approach employed emphasizes guidance rather thancounseling. The results of this study can be used for evaluation and recommendations to guide and counsel teachers or schoolcounselors, as well as researchers in Indonesia, in continuing to provide optimal guidance andcounselingservices that increase students' awareness of cultural diversity.

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