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Indonesian Journal of Educational Counseling
Published by Universitas Mathla'ul Anwar Banten
ISSN : 25412779     EISSN : 25412787     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education
Arjuna Subject : -
Articles 223 Documents
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Model E-Sosıometrı untuk Meningkatkan Ketepatan Layanan Bımbıngan dan Koselıng Sosıal di Sekolah Menengah Rachmawati, Ulvina; Sugiyanto, Sugiyanto; Widiatmoko, Mualwi; Farozin, Moh
Indonesian Journal of Educational Counseling Vol 10 No 1 (2026): Vol 10, No. 1, Tahun 2026
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/001.2026101.651

Abstract

This research aims to develop and test the feasibility of an e-sociometry model, awebsite-based e-sociometry model as an instrument for assessing students' needs. This research uses the Borg and Gall model with ten stages but is limited to the fourth stage (feasibility test) due to time and cost considerations. Data collection was carried out through interviews for the preliminary study and expert validation questionnaires to assess the feasibility of the e-sociometry model, while data analysis of the expert validation results used the Aiken's V formula. The interview results revealed technical and analytical constraints in the previous sociometry and that it had not been integrated with Profil Pelajar Pancasila, which is one of the educational goals. Furthermore, the feasibility test showed a score of 0.87, indicating that the e-sociometry model is considered valid or feasible to use. This finding can serve as a solution for guidance and counseling teachers in accurately identifying students' social problems, ultimately leading to the design of appropriate social guidance and counseling services
Communication Anxiety and Speaking Performance in EFL Learners: A Systematic Review of Counseling and Pedagogical Strategies Cahya, Nur; Churnia, Elfi
Indonesian Journal of Educational Counseling Vol 10 No 1 (2026): Vol 10, No. 1, Tahun 2026
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/001.2026101.652

Abstract

Communication anxiety is a persistent affective barrier that significantly hinders English as a Foreign Language (EFL) learners’ speaking performance. This systematic review synthesizes empirical studies published in the past five years to identify key psychological, linguistic, and instructional factors contributing to communication anxiety and to evaluate counseling-based and pedagogical interventions. Guided by PRISMA 2020 procedures, a comprehensive search across Scopus, Web of Science, ERIC, ScienceDirect, DOAJ, and Google Scholar identified 82 eligible studies. Findings indicate that communication anxiety is closely linked to fear of negative evaluation, linguistic insecurity, and low communicative self-efficacy. Teacher-centered instruction, strict error correction, and competitive classroom environments amplify anxiety, whereas supportive pedagogical climates increase learners’ willingness to communicate. Anxiety was consistently shown to disrupt fluency, lexical access, coherence, and spontaneous speech production. Counseling-based interventions including cognitive restructuring, mindfulness, relaxation training, and individual counseling effectively reduced affective symptoms and improved emotional regulation. Pedagogical strategies such as peer interaction, task repetition, scaffolded speaking tasks, and technology-mediated practice also contributed to reduced anxiety and improved oral performance. Integrated approaches that combine psychological and instructional support produced the most stable gains. Overall, the review emphasizes the importance of holistic teaching frameworks that simultaneously address affective needs and communicative competence, offering theoretical and practical insights for designing anxiety-sensitive speaking instruction in EFL contexts.
Kontrol Diri Santri dan Kepatuhan Terhadap Aturan di Pondok Pesantren Pratiwi, Riah
Indonesian Journal of Educational Counseling Vol 10 No 1 (2026): Vol 10, No. 1, Tahun 2026
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/001.2026101.654

Abstract

This study examines the relationship between self-control and student compliance with rules in Islamic boarding schools within a structured educational environment that emphasizes discipline and religious values. Using a Systematic Literature Review (SLR) approach, this study analyzed 15 empirical articles published between 2020 and 2025, sourced from national accredited journals and reputable international publications. The analysis was conducted through data reduction, categorization, and synthesis, guided by self-regulation theory and social learning perspectives. The findings indicate that students’ self-control generally falls within moderate to high levels and plays an important role in shaping compliant behavior. However, the relationship between self-control and compliance is not always linear, as compliance is also influenced by external factors such as supervision quality, peer dynamics, seniority culture, and consistency in rule enforcement. In several contexts, compliance emerges as a response to structural control rather than internalized self-regulation. These findings suggest that fostering sustainable student compliance requires an integrated approach that combines the development of individual self-control with the creation of a supportive institutional ecosystem. This study contributes to Islamic educational psychology by clarifying the conditional role of self-control in shaping authentic and enduring compliance among boarding school students.

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