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International Journal of Research in Counseling and Education
Published by Universitas Negeri Padang
ISSN : 26205750     EISSN : 26205769     DOI : -
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Research in Counseling and Education (IJRiCE) ISSN: 2620-5769 (Electronic), ISSN: 2620-5750 (Print), is a peer-reviewed, counseling and education journal published by Universitas Negeri Padang (UNP) in collaboration with Indonesian Counselor Association (IKI). The aim of IJRiCE is to publish articles dedicated to all aspects of the latest outstanding developments in the field of counseling and education and featuring articles that advance the empirical, theoretical, and methodological understanding of counseling and education. It was first published in 2017 with print and online in Vol. 1, No. 1 November 2017.
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Articles 163 Documents
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Development of Pisa-Like Reading Comprehension Test Perez, Mardy Lyn Tugahan
International Journal of Research in Counseling and Education Vol 9, No 1 (2025): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/00635za0002

Abstract

This research aims to develop a reading comprehension test for English 7 not perfectly PISA but similar to PISA and to determine the contributing factors of students’ reading performance. This research type is formative evaluation development by Tessmer. The participants of this research were 150 high school students of two public schools in Jimenez, Misamis Occidental, Philippines. The results of this study show that the approximate distribution of tasks per targeted process and text availability can be applied in designing the Table of Specifications (TOS) and there are 8 indicators to consider in selecting texts and contexts and in constructing the test items in order to develop PISA-like reading comprehension test namely: (1) cognitive process, (2) format of the text, (3) type of the text, (4) situation or context, (5) type of test  (6) level of question, (7) type of question, and (8) text medium and text environment. The developed reading comprehension test is not perfectly PISA but only PISA-like because the indicators do not include reading proficiency levels in PISA and do not deal much with questions and item difficulty for each reading proficiency level. Results also yield PISA-like reading comprehension test items that are: (a) valid as it adheres to the PISA reading literacy criteria and the sets of questions are highly reliable; (b) practical because teachers agree that the questions can assess students' reading literacy and thinking skills; and (c) effective because the mean score of students, although very low, reflects the 2018 PISA Reading result. Contributing factors of the low performance are poor vocabulary, poor reading strategies, getting bored and tired of reading, multiple texts, expectations of reading the same texts previously discussed and writing the same answers already given, type of text and reading tasks are also factors of poor performance. The use of PISA- like reading comprehension test may be a great help, so teachers can modify reading comprehension test, and students will be familiar with PISA.
Collaborative Guidance and Counseling for Southeast Asian Students’ Mental Health: A Comparative Study in Indonesia, Thailand, and Malaysia Ramdani, Ramdani; Sitinjak, Theresia; Afdal, Afdal; Bin Abdul Razak, Amirul Fahmie; Darunkan, Thammasin
International Journal of Research in Counseling and Education Vol 9, No 1 (2025): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/00724za0002

Abstract

This study investigates collaborative guidance and counseling practices to enhance secondary students’ mental health in Indonesia, Thailand, and Malaysia, highlighting the role of local cultural values. Using a qualitative comparative multi-case study design, data were collected through in-depth interviews, observations, and document analysis involving 60 students, 20 counselors, and 8 principals. Cross-case thematic analysis identified three key factors for effective collaboration: integration of cultural and spiritual values, adaptive interprofessional synergy, and participatory school leadership. Cultural constructs such as gotong royong in Indonesia, Kreng Jai in Thailand, and Rukun Negara in Malaysia underpin collaborative practices and support students’ psychological well-being. The study proposes a Cultural-Contextual Collaborative Counseling Model, emphasizing cultural embeddedness as a mediator linking collaboration to mental health outcomes. Findings contribute to culturally responsive counseling theories and inform educational policies that promote cross-cultural guidance practices across the ASEAN region
The Application of Socratic Dialogue in Agentic Group Guidance: An Effective Path to Better Emotional Regulation Mharchelya, Mharchelya; Hariko, Rezki; Ardi, Zadrian; Nurfarhanah, Nurfarhanah
International Journal of Research in Counseling and Education Vol 9, No 1 (2025): International Journal of Research in Counseling and Education
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/00722za0002

Abstract

Recent research data shows that adolescents experience poor emotional conditions. This study aims to examine the effectiveness of interventions to improve students' emotional regulation at SMAN 10 Padang. The study uses a quantitative approach with a quasi-experimental design and a time series design. The research respondents were nine students of SMAN 10 Padang in the 2025/2026 academic year, selected using purposive sampling. Research data were collected using the Student Emotional Regulation Scale, which was compiled based on the Likert scale model. The data were analyzed descriptively, followed by a Wilcoxon Signed Ranks Test using SPSS 24.0 for Windows to see the changes before and after the treatment was given, and then using the N-Gain Score to determine the effectiveness of the treatment. The results showed that agentic group guidance using the Socratic dialogue technique was effective in improving adolescents' emotional regulation through a reflective approach, social support, and self-confidence reinforcement, so it can be recommended as a sustainable emotional learning strategy in schools. The test results showed that agentic group counseling using the Socratic dialogue technique had an average N-Gain of 0.64. This means that the implementation of agentic group counseling using the Socratic dialogue technique to improve students' emotional regulation at SMA Negeri 10 Padang was quite effective.

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