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Self-Concept in Students' Premarital Sexual Behavior Experiences Rini Subekti; Chr. Argo Widiharto; Yunita Dwi Setyoningsih
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.9457

Although there are prohibitions of legal and religious norms related to premarital sexual behavior, the fact is that in Indonesia, it is currently something commonplace among teenagers and adults. However, little is known about how college students who engage in premarital sexual behavior perceive themselves. This study uses a qualitative phenomenological approach, interpretative phenomenological analysis (IPA). Research that emphasizes results in written form and in the words of the individuals being observed to understand aspects of life and to find the essence of individuals' experiences of similar phenomena. This study involved three 22-year-old female students who had engaged in premarital sexual behavior with their boyfriends, were selected by purposive sampling, and were willing to fill out informed consent. The findings showed that the participants' self-concept was positive. Comfort and permissive environment are the main factors that affect the participants' premarital sexual behavior which then shifts the participant's ideal self who initially has a self-image of obedience to the norm, which causes the emergence of a misalignment between the real self and the ideal self which causes incongruence of the participants which then gives rise to inferiority and affects self-esteem and produces a process of reconstruction of self-meaning that ultimately forms the concept of self. These findings underscore the need for preventive services for risky sexual behavior to help students and students minimize premarital sexual behavior by strengthening social norms through an empathetic approach and not judging. Keywords: self-concept, premarital sexual, students

Effectiveness of Cognitive Restructuring Technique to Reduce Students' Verbal Aggression Yunita Dwi Setyoningsih; Parwati Parwati; Riski Putra Ayu Distira; Yanuari Srianturi
Journal of Education and Counseling (JECO) Vol. 5 No. 1 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jeco.v5i1.1224

This study aims to determine the effectiveness of individual counseling using cognitive restructuring techniques to reduce students' verbal aggression. This research method is pre-experiment with one group pretest-posttest design. The subjects of this study were students of class VIII (eight) MTs Islamiyah Malo in the 2022-2023 academic year. While the sample taken was 3 students with a purposive sampling technique. Data collection used verbal aggression instruments, observations and interviews. The results of this study indicate that the verbal aggression behavior of class VIII (eight) MTs Islamiyah Malo students before and after being given treatment with cognitive restructuring techniques is effective in reducing verbal aggression of DCP students 92% in the high category after being given to 66% in the moderate category, ACK students 79% in the high category after being given to 64% in the moderate category, AMA students 81% in the high category after being given to 61% in the moderate category. Data analysis based on the results of the paired sample t-test shows the sig value. (2 tables) of 0.020 < 0.05, then Ho is rejected and Ha is accepted, which means there is a significant difference, thus meaning that individual counseling services using the cognitive behavior therapy approach with cognitive restructuring techniques are effective in reducing verbal aggression of students at MTs Islamiyah Malo.

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.

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.

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