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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.
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Articles 699 Documents
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Pengaruh Konten Media Sosial dan Fear of Missing Out (FoMO) terhadap Kepekaan Sosial Siswa Ana Dhafarikhah; Chr. Argo Widiharto; Venty Venty
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 3 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i3.16838

Abstract

This study aimed to determine the influence of social media content and Fear of Missing Out (FoMO) on social sensitivity among eleventh-grade students at SMA Negeri 10 Semarang. This research employed a quantitative approach with a correlational design. The population consisted of 319 students, while the sample included 98 students selected using an accidental sampling technique. Data were collected using questionnaires and Likert scales, including a social media content questionnaire, a social sensitivity scale, and a Fear of Missing Out (FoMO) scale. Data analysis was conducted using multiple linear regression analysis through SPSS. The results showed that social media content had a positive and significant effect on students’ social sensitivity, with a significance value of 0.000 < 0.05 and a t-value of 8.170 > 1.98525. Meanwhile, Fear of Missing Out (FoMO) did not have a significant effect on students’ social sensitivity, with a significance value of 0.348 > 0.05 and a t-value of –0.942 < 1.98525. Simultaneously, social media content and Fear of Missing Out (FoMO) significantly influenced students’ social sensitivity, with a significance value of 0.000 < 0.05 and an F-value of 33.395 > 3.09. The coefficient of determination (R Square) of 0.413 indicated that both variables contributed 41.3% to students’ social sensitivity. This study demonstrates that social media content has a more dominant influence on social sensitivity compared to Fear of Missing Out (FoMO).
Hubungan antara Self-Disclosure dan Social Skills dengan Quality Friendship Siswa SMAN se-Kecamatan Slawi Della Aprilya Rara Imelsiana; Najma Sana Nadhirah Hilman Nadhirah Hilman
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 3 (2026)
Publisher : Universitas Muhammadiyah Metro

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Abstract

Friendship quality is an important aspect of adolescent social development because it supports emotional security, peer acceptance, identity formation, and psychological well-being. During adolescence, students increasingly rely on peer relationships, making interpersonal competencies such as self-disclosure and social skills relevant factors in understanding the quality of their friendships. This study aimed to examine the relationship between self-disclosure and social skills with quality friendship among senior high school students in Slawi District. A quantitative correlational design was employed using multiple linear regression analysis. The participants consisted of 286 tenth-grade students from three public senior high schools in Slawi District selected through cluster sampling. Data were collected using three Likert-scale instruments measuring self-disclosure, social skills, and quality friendship. The quality friendship instrument was adapted from Farida and Tjiptorini based on Bukowski’s theory, the social skills instrument was adapted from Kusumaningsih based on Gresham and Elliott’s theory, and the self-disclosure instrument was adapted from Kinanti based on Altman and Taylor’s theory. The data were analyzed using SPSS version 26 after the assumptions of normality, linearity, multicollinearity, heteroscedasticity, and residual independence were fulfilled. The results showed that self-disclosure and social skills were simultaneously and significantly related to quality friendship, F(2, 283) = 19.605, p < 0.001. The adjusted coefficient of determination was 0.115, indicating that both variables explained 11.5% of the variance in quality friendship. Partially, self-disclosure was not significantly related to quality friendship, β = 0.033, t = 0.590, p = 0.556, whereas social skills were positively and significantly related to quality friendship, β = 0.344, t = 6.126, p < 0.001. These findings indicate that students’ social skills play a more prominent role than self-disclosure in explaining friendship quality. This study provides practical implications for school counselors in developing guidance and counseling programs that strengthen students’ social skills, interpersonal communication, empathy, cooperation, and conflict resolution to promote healthier and more supportive peer relationships.
Pendidikan Karakter Berbasis Kearifan Lokal: Kajian Filosofis Tradisi Rokat Pandaba untuk Mengurangi Perilaku Ghasab di Pondok Pesantren Mahtumah Al Harie; Mudafiatun Isriyah; Weni Kurnia Rahmawati
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 3 (2026)
Publisher : Universitas Muhammadiyah Metro

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Abstract

Ghasab, the act of using another person’s belongings without permission, remains common in Islamic boarding schools. The problem is far from trivial because it conflicts with religious norms while eroding the trustworthy character (amanah) of students. Responses have so far relied on advice, reprimands, and sanctions, yet they have done little to change behaviour because they rarely reach inner awareness. This article examines the philosophical values embedded in the Rokat Pandaba tradition and considers whether they can serve as a cultural approach to curbing ghasab. The study uses a Systematic Literature Review of sources from Google Scholar, Garuda, and DOAJ published between 2013 and 2026. The review identifies five core values within Rokat Pandaba: self-reflection (muhasabah), inner purification, asking forgiveness, moral responsibility, and the resolve to change. These values resonate with Kohlberg’s theory of moral development, Lickona’s character education, and the multicultural counselling framework of Sue and Sue. The findings indicate that integrating local wisdom such as Rokat Pandaba into character education in pesantren may offer a more grounded approach, both educationally and therapeutically, for addressing ghasab.
Peran Deiksis dalam Membentuk Respons Emosional dan Konflik Antar Mahasiswa di Kota Makassar Joko Purwanto; Irham Rahman; Rusliana Rusliana
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 3 (2026)
Publisher : Universitas Muhammadiyah Metro

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Abstract

This study aims to examine the role of deixis in shaping emotional responses and conflicts among university students in Makassar City. The background is grounded in recurring student clash incidents frequently triggered by communication misunderstandings and offense arising from negatively perceived language use. Deixis, as a linguistic element whose meaning depends on the context of utterance, is hypothesized to influence students’ emotional states and potentially trigger inter-student conflicts. The study employed a mixed methods approach with a sequential explanatory design. The first phase involved distributing questionnaires to 150 students from various universities in Makassar, while the second phase consisted of in-depth interviews with 18 informants and six weeks of field observation. The results show that deixis use is positively and significantly correlated with students’ emotional responses (r = 0.612; p < 0.05) and with the intensity of inter-student conflicts (r = 0.521; p < 0.05). Emotional response was confirmed as a partial mediator in the relationship between deixis and student conflict. Qualitatively, interview and observation findings confirm that exclusive deictic forms such as mereka (‘they’) and kalian (‘you all’) often reinforce social boundaries between groups and accelerate conflict escalation, whereas inclusive deixis such as kita (‘we’) tends to build solidarity and a conducive communicative atmosphere. This study concludes that deixis is a non-neutral psychosocial instrument: its use can shape social perceptions, trigger negative emotional responses, and heighten the potential for inter-student conflict, particularly in multicultural campus environments such as Makassar City. The implications of this study underscore the importance of enhancing deictic literacy and communicative awareness among students as a preventive measure against social conflict in higher education settings.
Empati dan Peer Support sebagai Prediktor Perilaku Prososial Siswa SMP: Analisis Perbedaan Berdasarkan Jenis Kelamin Aulia Nurul Khasanah; Ernest Cety Septyanti
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 3 (2026)
Publisher : Universitas Muhammadiyah Metro

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Abstract

The increasing tendency towards individualistic behavior and low social awareness in adolescents poses challenges for schools in developing prosocial behavior. Although empathy and peer support have been widely studied separately, evidence on their joint contribution to prosocial behavior among junior high school students in Indonesia, as well as their gender differences, remains limited. This study aimed to analyze  empathy and peer support as predictors of students prosocial behavior and to examine gender differences. This studied employed a quantitative correlational design, involving 230 junior high school students selected through purposive sampling. The instruments used included the Interpersonal Reactivity Index scale (α=0.859), the peer support scale (α=0.920), and the prosocial scale (α=0.920). Data was analyzed using multiple linear regression and an independent t-test. The results showed that empathy (β=0.546; p <.001) and peer support (β=0.458; p <.001) contributed significantly to students' prosocial behavior. Both variables together explained 45.3% of the variation in prosocial behavior (R² = 0.453). Furthermore, differences in prosocial behavior were found by gender (t= 3,997; p < .001), with female adolescents exhibiting higher prosocial behavior than male adolescents. This finding indicates that the development of guidance and counseling services should integrate empathy training and strengthen peer support as strategies to enchance students prosocial behavior, while accounting for gender differences.
Group Guidance with the Value Clarification Technique to Enhance Empathy among Students Involved in Passive Bullying Titin KS; Nur Fadhilah Umar; M. Amirullah; Nurfaidah Ardis
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.v16i1.17687

Abstract

Passive bullying involvement refers to indirect participation in bullying situations, such as remaining silent, laughing, implicitly supporting the aggressor, or failing to assist the victim. Although this behavior is often overlooked in schools, it may reinforce the continuation of bullying and reflect limited empathic sensitivity among students. This study aimed to examine the empathy levels of students involved in passive bullying and to evaluate the effectiveness of group counseling using the Value Clarification Technique in enhancing empathy among eighth-grade students at SMP IT Darul Fikri Makassar. A quantitative approach with a quasi-experimental pretest–posttest nonequivalent control group design was employed. Twenty-four students participated and were assigned to an experimental group and a control group. The experimental group received group counseling using the Value Clarification Technique, whereas the control group received lecture-based services. Data were collected using an empathy scale and a passive bullying scale and were analyzed using descriptive statistics, N-gain analysis, and an independent-samples t-test. The results showed that the experimental group achieved a greater increase in empathy than the control group. The experimental group obtained a mean N-gain score of 0.52, categorized as moderate, whereas the control group obtained a mean N-gain score of 0.06, categorized as low. The difference in empathy improvement between the two groups was statistically significant (p < .001). Improvements were observed across the dimensions of perspective taking, fantasy, empathic concern, and personal distress. These findings indicate that group counseling using the Value Clarification Technique effectively helps students reflect on the values of care, justice, social responsibility, and moral courage when responding to bullying situations. The intervention can therefore be used by school counselors as a preventive and remedial strategy to enhance empathy and promote prosocial responses to bullying in schools.
Pengaruh Beban Kerja, Konflik Peran Ganda, dan Dukungan Sosial Keluarga terhadap Stres Kerja pada Karyawan Wanita yang Telah Menikah Supriyati Supriyati; Vira Sandayanti
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 3 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i3.17337

Abstract

The increasing participation of women in the workforce presents various challenges, particularly in balancing family and work pressures, which can lead to work-related stress. This study was conducted to examine the effects of workload, dual-role conflict, and family social support on work-related stress among female employees. The research hypothesis posits that there is a significant relationship between workload, dual-role conflict, and family social support and work-related stress. A quantitative approach was used in this study, with a total of 188 female employees who were married, had children, were aged 25–55 years, and had a minimum of 1 year of work experience. Subjects were selected using simple random sampling. Data were collected using the work stress scale, work load scale, dual role conflict scale, and family social support scale. Multiple regression analysis was conducted using IBM SPSS Statistics. The results indicate that workload, dual-role conflict, and family social support simultaneously have a significant effect on work-related stress, accounting for 51.0% of the variance. Partially, workload and dual-role conflict have a significant positive effect on work-related stress, while family social support has a significant negative effect on work-related stress. These findings highlight the importance of workload management, work-family balance, and strengthening family support in reducing work-related stress among female employees.
Pengaruh Kecerdasan Emosional Terhadap Penyesuaian Sosial Siswa Kelas XI Di SMA N 2 Rembang Swandana Adi Saputra; Venty Venty; Siti Fitriana
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 3 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i3.17360

Abstract

Social adjustment is an important ability that students need to establish harmonious relationships within the school and community environment. One factor that is assumed to influence social adjustment is emotional intelligence. This study aimed to determine the effect of emotional intelligence on the social adjustment of eleventh-grade students at SMA Negeri 2 Rembang. The study employed a quantitative approach with a simple linear regression design. The population consisted of 224 students, while 139 students were selected as the sample using purposive sampling techniques. Data were collected through Likert-scale questionnaires measuring emotional intelligence and social adjustment. Data analysis was conducted using IBM SPSS version 22 through normality testing, linearity testing, and simple linear regression analysis. The results showed that the data were normally distributed with a significance value of 0.074 (> 0.05), and the relationship between variables was linear with a deviation from linearity significance value of 0.700 (> 0.05). Regression analysis revealed an F value of 28.456 with a significance level of 0.000 (< 0.05), while the hypothesis test showed a t value of 5.754 with a significance level of 0.000 (< 0.05). The findings indicated that emotional intelligence had a positive and significant effect on students’ social adjustment. The higher the students’ emotional intelligence, the better their social adjustment ability. These findings highlight the importance of developing emotional intelligence to improve students’ social adjustment in the school environment.
Digital Readiness of School Counselors for Hybrid Counseling: A Scoping Review and a Multilevel Competency Framework Eko Susanto; Yuni Novitasari
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.v16i1.17903

Abstract

Digital transformation has altered how school counseling is organized, delivered, documented, and extended beyond the physical school setting. Yet the literature uses heterogeneous terms including online counseling, virtual counseling, tele-counseling, digital counseling, technology integration, web-based guidance, and artificial intelligence making it difficult to determine what “readiness” for hybrid school counseling should encompass. This scoping review maps the recent Scopus-indexed literature relevant to school counselors’ digital readiness and technology-mediated practice. A supplied Scopus export containing 100 records was screened in two stages. The temporal window was restricted to the most recent ten calendar years (2017–2026), and only records classified by Scopus as Document Type “Article” were eligible. This produced 48 records for title-and-abstract relevance screening. Eighteen sources met the Population–Concept–Context criteria and were included. The evidence base was geographically concentrated in the United States and Indonesia and methodologically diverse, comprising quantitative, qualitative, mixed-methods, research-and-development/system-development, and conceptual sources. Five overlapping themes were identified: practitioner digital readiness and adaptive competence; digitally mediated and hybrid service delivery; digital assessment, data, and program infrastructure; organizational and ethical conditions; and artificial intelligence and future-ready counseling. Digital self-efficacy, role clarity, institutional support, privacy, access, relationship quality, and human oversight repeatedly emerged as readiness conditions. A central gap is that the literature frequently examines online, virtual, or digital components but rarely operationalizes hybrid school counseling as a distinct, intentionally integrated service model. The review therefore proposes a multilevel readiness framework in which individual, practice, organizational, and ethical-relational readiness jointly shape hybrid counseling capability. Future research should validate multidimensional readiness measures, compare hybrid and single-modality counseling, and test implementation models across diverse school systems.

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