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GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling
Published by Universitas Muhammadiyah Metro
ISSN : 20889623     EISSN : 24427802     DOI : -
Core Subject : Education, Social,
Education Social Sciences
(E-ISSN 2442-7802) (P-ISSN 2088-9623) is a peer-reviewed scientific Open Access journal published by Universitas Muhammadiyah Metro collaboration with Association of Guidance and Counseling Indonesia (ABKIN). The scope besides Guidance and Counseling as well psychology and education. Published twice a year in June and December.
Arjuna Subject : -
Articles 699 Documents
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Dinamika Rekonstruksi Pemaknaan Hidup dari Ibu Tunggal Pasca Perceraian Hidup Faradhiba Natasya Ho
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 2 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i2.16376

Abstract

Divorce is a life event that alters the structure of women’s lives and necessitates adjustment to the role of single motherhood. This situation gives rise to emotional burdens, personal changes, various challenges, and the need to reconstruct one’s direction and meaning in life. This study aims to explore the dynamics of meaning reconstruction among single mothers following divorce through an understanding of their subjective experiences. A qualitative approach with a phenomenological method was employed. Data were collected through in-depth semi-structured interviews with three single mothers and analyzed using Moustakas’ stages, namely bracketing, horizonalization, clustering of meanings, textural description, and imaginative variation. The findings indicate that the process of meaning reconstruction is manifested through self-reflection, religiosity, and social support, which contribute to the formation of new meanings in life. This process is characterized by self-acceptance, personal transformation, emotional maturity, and the ability to perceive oneself as an individual possessing agency, value, and life purpose.This study provides theoretical implications by enriching the understanding of meaning reconstruction processes within the context of post-divorce families. Practically, the findings underscore the importance of emotional, spiritual, and social support in psychological interventions aimed at strengthening life meaning and the well-being of single mothers in Indonesia. Keywords : Single mothers, Reconstruction of Life Meaning, Divorce
Hubungan Peer Conformity terhadap Impulse Buying dengan Fear of Missing Out (FoMO) Sebagai Variabel Mediasi pada Gen Z Pengguna Paylater di Indonesia Muhammad Hisyam Ramadhan; Miftahun Najah
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 2 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i2.16396

Abstract

This study aims to examine the effect of peer conformity on impulse buying with Fear of Missing Out (FoMO) as a mediating variable among Generation Z users of paylater services in Indonesia. A quantitative correlational design was employed involving 167 respondents selected through purposive sampling. Data were collected using a Likert scale questionnaire and analyzed using linear regression and mediation analysis. The results show that peer conformity has a significant positive effect on FoMO (β = 0.488; p < 0.01) and on impulse buying (β = 0.337; p < 0.01). In addition, FoMO has a significant positive effect on impulse buying (β = 0.223; p < 0.01). The mediation analysis indicates that FoMO acts as a partial mediator in the relationship between peer conformity and impulse buying, with a total effect of β = 0.446 (p < 0.01). These findings suggest that impulse buying behavior among Generation Z is influenced not only directly by social pressure but also indirectly through a cognitive appraisal process that generates FoMO as an emotional mediator. This study contributes to consumer psychology literature and provides practical implications for managing consumptive behavior in the digital era.
Machiavellianisme dan Sikap terhadap AI Generatif pada Mahasiswa Sarjana di Indonesia Aflah Zakinov Irta; Rizal Kurniawan
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 2 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i2.16404

Abstract

Generative artificial intelligence (Gen AI) has become increasingly integrated into higher education, offering academic benefits while also raising concerns about academic integrity. Although previous studies have examined students’ acceptance of Gen AI, the role of dark personality traits, particularly Machiavellianism, remains underexplored in the Indonesian higher education context. This study aimed to examine the relationship between Machiavellianism and attitudes toward Gen AI among Indonesian undergraduate students. A quantitative cross-sectional correlational design was employed. The participants consisted of 226 undergraduate students from universities in Java and Sumatra who had used or were familiar with Gen AI tools such as ChatGPT, Gemini, or Claude. Participants were recruited through convenience sampling via online survey distribution. Machiavellianism was measured using the four-item Machiavellianism subscale of the Indonesian-validated Dark Triad Dirty Dozen (DTDD), while attitudes toward Gen AI were assessed using an Indonesian adaptation of the four-item AI Attitude Scale (AIAS-4). Both instruments demonstrated satisfactory internal consistency, with Cronbach’s alpha values of 0.82 for Machiavellianism and 0.86 for attitudes toward Gen AI. Data were analyzed using Pearson product–moment correlation. The results revealed a significant positive relationship between Machiavellianism and favorable attitudes toward Gen AI, r(224) = 0.264, p < 0.001, indicating that students with stronger Machiavellian tendencies tended to evaluate Gen AI more positively. Although the effect size was modest, the finding suggests that strategic, manipulative, and utilitarian personality tendencies may shape how students perceive Gen AI as an academic tool. This study contributes to the literature on personality and technology acceptance in a collectivist educational context. The findings imply the need for AI literacy programs and academic integrity policies that address not only technological competence but also ethical reflection and responsible AI use among university students.
Hubungan Digital Jealousy dengan Relationship Anxiety pada Emerging Adults Pengguna Media Sosial Evania Eklesia Senduk; Vania Ardelia
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 2 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i2.16429

Abstract

The rapid growth of social media has transformed the dynamics of romantic relationships, particularly among individuals in emerging adulthood. Digital interactions allow partners to monitor, compare, and interpret each other’s online activities, which may trigger new forms of jealousy known as digital jealousy. This phenomenon is closely associated with relationship insecurity, especially among individuals who are prone to anxious attachment and excessive concern about their romantic relationships. This study aimed to examine the relationship between digital jealousy and relationship anxiety among social media-active emerging adults. A quantitative correlational design was employed involving 240 participants aged 18–29 years who were currently or had previously been involved in a romantic relationship and actively used social media. Participants were selected using purposive sampling, and data were collected through an online questionnaire accompanied by informed consent. Digital jealousy was measured using the Digital Jealousy Scale (DJS), while relationship anxiety was assessed using the Experiences in Close Relationships-Revised (ECR-R). Data were analyzed using Pearson correlation after the normality assumption was fulfilled. The results revealed a significant positive relationship between digital jealousy and relationship anxiety. These findings indicate that emerging adults who experience higher levels of jealousy triggered by partners’ digital activities tend to report higher levels of anxiety in romantic relationships. This study highlights the importance of understanding digital jealousy as a psychological factor that may affect emotional security in romantic relationships. The findings provide practical implications for relationship counseling, digital literacy, and psychoeducation programs aimed at helping emerging adults develop healthier patterns of social media use and more adaptive emotional regulation in romantic relationships.
Ambivalensi Emosi Pengguna Instagram: Studi Kualitatif pada Pengguna Aktif dan Pasif Agitia Kurniati Asrila; Silvi Juwita; Fauziah Taslim
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 2 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i2.16439

Abstract

Instagram has become a prominent social media platform that shapes users’ emotional experiences through continuous online social interaction. Both active and passive users may encounter diverse emotional responses when viewing, posting, comparing, or engaging with content on the platform. This study aimed to explore the emotional experiences of Instagram users and analyze the dynamics of positive and negative emotions that emerge during platform use. A qualitative approach was employed using an open-ended questionnaire to capture users’ subjective emotional experiences. The study involved 136 Instagram users, consisting of 74 women and 62 men. The data were analyzed using thematic analysis to identify dominant emotional patterns and meanings associated with Instagram use. The findings revealed that the most frequently reported emotion was happiness (44%), followed by envy (24%), sadness (19%), anger (11%), fear (8%), and unidentified emotions (5%). The results further indicated that positive and negative emotions often appeared simultaneously, reflecting emotional ambivalence among Instagram users. This emotional ambivalence suggests that Instagram use does not produce a single emotional outcome but rather generates complex and overlapping affective experiences. Although negative emotions such as envy, sadness, anger, and fear were present, they did not necessarily indicate psychological crisis. Instead, these emotions functioned as daily stressors that users need to recognize and manage. This study highlights the psychological consequences of Instagram use and emphasizes the importance of emotional awareness, digital self-regulation, and reflective social media engagement. The findings provide implications for digital well-being programs, psychoeducation, and counseling interventions aimed at helping users manage emotional responses in social media environments.
Regulasi Emosi pada Emerging Adulthood dengan NSSI: Peran Keberfungsian Keluarga dan Self Compassion Hanifah Indri Nuryamin; Dinda Aisha; R Yuwono Pratomo
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 2 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i2.16442

Abstract

Individuals with a history of Non-Suicidal Self-Injury (NSSI) frequently utilize self-harm as a maladaptive coping mechanism, largely due to severe difficulties in emotion regulation. This vulnerability is particularly pronounced during emerging adulthood, a developmental period characterized by significant psychosocial transitions. Consequently, this study aims to examine the simultaneous and partial influence of family functioning and self-compassion on emotion regulation among emerging adults with a history of NSSI in Karawang Regency, Indonesia. Employing a quantitative cross-sectional correlational design, the study recruited a sample of 204 participants through convenience sampling. Data were collected using three standardized instruments: the Difficulties in Emotion Regulation Scale-Short Form (DERS-SF), the McMaster Family Assessment Device-General Functioning Subscale (FAD-GF), and the Self-Compassion Scale (SCS). The collected data were subsequently analyzed using multiple linear regression techniques via SPSS version 26. The findings indicated that, partially, family functioning did not significantly predict emotion regulation. In contrast, self-compassion emerged as a significant predictor. Collectively, both family functioning and self-compassion accounted for 19.1% of the total variance in emotion regulation among the participants. In conclusion, self-compassion serves as a more dominant protective factor in predicting emotion regulation for individuals with an NSSI history compared to family functioning. These findings suggest that clinical and psychological interventions tailored for this demographic should strongly prioritize fostering self-compassion to improve emotional resilience and reduce reliance on self-injurious behaviors.
Efektivitas Program Sekolah Ramah Anak dalam Penguatan Iklim Inklusi di Sekolah Dasar: Systematic Literature Review Wiji Listiyani; Liftiah Liftiah; Ali Formen
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.16479

Abstract

Inclusive education requires a safe, supportive, and non-discriminatory school environment that can accommodate the diverse needs of all students, including children with special needs. The Child-Friendly School program, known in Indonesia as Sekolah Ramah Anak (SRA), is designed to create an educational environment that protects children’s rights, promotes participation, and supports inclusive learning practices. This study aimed to systematically analyze the effectiveness of SRA programs in strengthening inclusive climate in elementary schools, particularly in relation to students with special needs. A systematic literature review was conducted following the PRISMA 2020 guidelines. The review analyzed 27 scientific articles indexed in SINTA and Scopus and published between 2021 and 2026. The selected studies were examined through thematic synthesis to identify implementation patterns, benefits, challenges, and supporting factors related to SRA and inclusive education. The findings indicate that SRA programs contribute positively to inclusive education by improving school accessibility, strengthening teacher competence, enhancing students’ social interaction, reducing discriminatory practices, and creating safer and more supportive learning environments. However, several challenges remain, including limited infrastructure, insufficient trained teachers, weak policy implementation, lack of adaptive learning resources, and limited cross-sector collaboration. These findings suggest that SRA programs can serve as an important strategy for strengthening inclusive climate in elementary schools, but their effectiveness depends on systemic support, policy consistency, school readiness, and collaboration among teachers, school leaders, parents, communities, and policymakers. This study provides practical implications for elementary schools and education stakeholders in developing child-friendly and inclusive school systems that ensure equal learning opportunities for all students.
Optimalisasi Potensi Anak ADHD di Sekolah Dasar melalui Pembelajaran Terstruktur dan Multisensori Lilik Noeraini; Liftiah Liftiah; Ali Formen
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.16483

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) often experience difficulties in maintaining attention, regulating behavior, and achieving optimal learning outcomes in elementary school settings. These challenges require adaptive instructional strategies that are structured, engaging, and responsive to students’ individual needs. This study aimed to analyze the characteristics and learning needs of a student with ADHD and to examine the implementation of structured and multisensory learning approaches in improving focus, behavior, and basic academic outcomes. A descriptive qualitative approach supported by simple quantitative pre-test and post-test data was employed. The study used a case study design involving one second-grade student at SDN 2 Temengeng who was identified as showing ADHD characteristics based on classroom observation and teacher interviews. Data were collected through observation, interviews, documentation, behavioral observation sheets, learning progress notes, and pre-test–post-test assessment. Data validity was strengthened through source and technique triangulation, while qualitative data were analyzed using data reduction, data display, and conclusion drawing. The findings revealed that the student showed core ADHD characteristics, including inattention, hyperactivity, and impulsivity, which affected classroom engagement and academic performance. After the implementation of structured and multisensory learning, the student demonstrated improved attention span, reduced hyperactive and impulsive behaviors, and better basic reading and writing performance. The N-Gain results in the moderate category further indicated that the intervention had meaningful effectiveness. These findings suggest that the integration of structured instruction, clear routines, positive reinforcement, visual media, movement-based activities, and multisensory stimulation can optimize the learning potential of children with ADHD. This study provides practical implications for elementary teachers, parents, and schools in developing adaptive and inclusive learning strategies for students with ADHD.
Hubungan Self-Doubt dengan Resiliensi pada Remaja: Studi pada Siswa SMA Negeri Muhammad Maulana; Muhammad Andri Setiawan; Muhammad Arsyad
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 2 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i2.16519

Abstract

Adolescence is a developmental period marked by academic demands, social expectations, and emotional changes that may increase vulnerability to self-doubt. Self-doubt reflects uncertainty about one’s abilities and may weaken students’ capacity to cope with challenges. Resilience, on the other hand, enables adolescents to adapt positively, recover from difficulties, and maintain psychological functioning under pressure. This study aimed to examine the relationship between self-doubt and resilience among public high school students. A quantitative correlational design was employed involving 111 students from grades 10 and 11 selected through stratified random sampling. Data were collected using a self-doubt scale based on Oleson and Steckler’s concept and a resilience scale based on Reivich and Shatté’s framework, both using a five-point Likert format. Data analysis was conducted using Pearson’s product–moment correlation after the assumptions of normality and linearity were fulfilled. The results revealed a strong and significant negative relationship between self-doubt and resilience (r = −0.714, p < 0.001). This finding indicates that students with higher levels of self-doubt tend to demonstrate lower levels of resilience. Descriptive results also showed that most students were in the low to moderate category of self-doubt, while their resilience tended to be in the moderate category. These findings suggest that self-doubt is an important psychological factor associated with adolescents’ resilience. The study provides practical implications for school guidance and counseling services, particularly in designing preventive and developmental programs that help students reduce self-doubt, strengthen self-confidence, enhance adaptive coping, and build resilience through support from teachers, counselors, peers, and families.
Hubungan antara Kecerdasan Emosional dan Manajemen Konflik pada Pengurus BEM FKIP Universitas Lambung Mangkurat Meiylina Ariani Ariani
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 2 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i2.16529

Abstract

This study was motivated by the frequent conflicts that arise within student organizations due to differences in personality, background, and communication styles among members. The study aims to examine the relationship between emotional intelligence and conflict management among the executive board members of the Student Executive Board of the Faculty of Teacher Training and Education at Lambung Mangkurat University (BEM FKIP ULM). The study employed a quantitative approach using a correlational method. The research participants consisted of 68 BEM FKIP ULM executives selected using a saturation sampling technique. The research instruments comprised an emotional intelligence questionnaire and a conflict management questionnaire developed based on the theories of Goleman and Rahim. Data analysis was conducted using Pearson’s Product-Moment correlation with the assistance of SPSS. The results indicated a positive and significant relationship between emotional intelligence and conflict management, with a correlation coefficient of 0.733 and a significance level of 0.000. These findings suggest that the higher the emotional intelligence of the executives, the better their ability to manage conflicts constructively. This study concludes that emotional intelligence plays a crucial role in supporting the effectiveness of conflict management within student organizations.

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