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Indonesian Journal of Learning Education and Counseling
Published by Institute for Learning Innovation and Counseling
ISSN : 26228068     EISSN : 26228076     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Indonesian Journal of Learning Education and Counseling has a prefixes DOI: 10.31960 . IJoLEC is published twice a year by the ILIN Institute with a field of study (1) Education in Learning: Primary Education, Learning Models, Curriculum, Learning Innovation, Vocational Education, (2) Educational Technology: Learning Technology, Learning Media, Virtual Education , Educational software, digital technology in education, Multimedia Learning, E-Learning (3) Counseling: Educational Psychology, Guidance and Counseling, IT in BK, BK Media, Counseling Techniques, Family Counseling .
Arjuna Subject : -
Articles 157 Documents
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Effectiveness of Solution-Focused Brief Counseling in Promoting Self-Disclosure among Junior High School Students: A Single Subject Design Study Alvina Auliza Firjana; Dian Ari Widyastuti; Sri Tutur Martaningsih; Agungbudiprabowo; Hjh Salwa Dato Seri Setia Hj Mahalle
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3334

Abstract

Self-disclosure among junior high school students in Yogyakarta City is still low, requiring intervention to improve it. This study aims to determine the effectiveness of individual solution-focused brief counseling (SFBC) in improving self-disclosure in junior high school students. This study used a quantitative approach with a single subject design (SSD). The subjects in this study consisted of two junior high school students in Yogyakarta City selected using a purposive sampling technique. Data collection in this study used a self-disclosure scale and self-disclosure observation guidelines. Meanwhile, data analysis used visual data analysis using graphical representation. The results of the visual analysis showed an increase in self-disclosure, as indicated by the ABA design graph. Based on these findings, it can be concluded that individual solution-focused brief counseling is effective in improving self-disclosure in students. The results of this study can be a valuable reference for guidance and counseling teachers/counselors in implementing individual solution-focused brief counseling to help students increase their self-disclosure.
Analyzing Teachers’ Needs for Digital-Based Collaborative Training Toward Quality Inclusive Education Bastiana Bastiana; Syamsuddin Syamsuddin; Maenuddin Bustanil Syah; Reza Hadiwijaya Dynasti
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3337

Abstract

Inclusive education requires effective collaboration between regular teachers and special education teachers to ensure equitable learning opportunities for all students. Although teacher collaboration has been widely discussed in inclusive education literature, limited research has examined teachers’ needs for digital-based collaborative training that supports structured collaboration through digital technology. In many inclusive schools, collaborative practices are still constrained by limited digital competence and the lack of systematic professional development programs. This study aims to analyze teachers’ needs for digital-based collaborative training in inclusive education settings as a preliminary needs analysis for developing a collaborative training model.  The study employed a quantitative descriptive design involving 20 teachers from inclusive schools in Makassar, consisting of 10 special education teachers and 10 regular teachers, selected using purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistical analysis (percentage) to identify the level and dimensions of teachers’ training needs. The findings indicate that teachers demonstrate a high need for strengthening digital literacy to support collaborative practices, particularly in the use of educational technology for communication, joint lesson planning, and instructional coordination between teachers. Teachers also report a strong need to improve collaborative competencies and develop structured strategies for implementing collaborative learning in inclusive classrooms. These findings provide empirical evidence for determining teachers’ professional development priorities and contribute to the development of digital-based collaborative training models that strengthen teachers’ digital competence and support more effective collaborative practices in inclusive education.
Design and Implementation of an Online Thesis Management System Using the Waterfall Model at a Health Polytechnic in Indonesia Alsri Windra Doni; Darwel; Mahdalena Prihatin Ningsih; Aprizal Ponda; Evino Sugriarta; Dewi Susanti
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3343

Abstract

The study aims to develop and validate an online thesis management system designed to address the limitations of manual systems in the thesis supervision process, such as a lack of transparency, delays in communication, and difficulties in monitoring student progress. In response to these challenges, this study proposes an integrated system framework that facilitates real-time academic interaction between students and their thesis advisors. The method employs a system development research approach using the waterfall model, which was selected for its suitability in developing structured and systematically documented systems. The research phases include requirements analysis, system design based on Entity Relationship Diagrams (ERDs) and use case diagrams, implementation, and system testing. The system was evaluated using a usability testing approach, involving the distribution of a questionnaire to 55 respondents to measure usability, ease of use, and user satisfaction. The results indicate that the developed system model is capable of improving the efficiency of thesis supervision management, enhancing the transparency of academic processes, and supporting data driven decision making. The main contribution of this study lies in the development of an adaptive, user-oriented academic information system model, which not only has practical implications for the management of final projects but also provides a conceptual foundation for the development of similar systems in higher education institutions. The implications of this study underscore the importance of ongoing system integration with other academic platforms, as well as the need for periodic system evaluations to enhance the user experience and ensure the sustainability of the implementation.
The Effectiveness of Simulation Game Based Group Counseling in Enhancing Students’ Emotional Regulation Aldea Putri Rahmawati; Siti Fitriana; Padmi Dhyah Yulianti
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3338

Abstract

This study focuses on examining the effectiveness of group counseling services utilizing simulation game techniques in managing the emotions of tenth-grade students at SMA Negeri 1 Mranggen. The intervention consisted of group counseling sessions employing simulation games, conducted over five meetings with a duration of 40 minutes per session. The measured indicators included self-awareness, self-regulation, motivation, empathy, and social skills. Methodologically, this study employed a quantitative approach with a one-group pretest-posttest experimental design. 10 students were selected as subjects through simple random sampling, utilizing a 29-item Likert scale instrument that had been tested for validity and reliability. Based on the results of the t-test, there was an increase in scores for each participant as well as across all emotional management indicators, indicating a significant difference between conditions before and after the intervention. 
Digital Game-Based Learning and Student Engagement in Elementary Science: Evidence from a Quasi-Experimental Study Using Wordwall Muhammad Amran; Nur Ilmi; Israyanti Ahmad
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3366

Abstract

This study investigates the effectiveness of Game-Based Learning (GBL) in enhancing student engagement in elementary integrated science learning, addressing the issue of limited active participation commonly observed in classrooms. Using a quantitative approach, the study employed a quasi-experimental design with a posttest-only control group. The sample consisted of two fourth-grade classes at UPTD SD Negeri 28 Pare-pare. Class IV.2 served as the experimental group and Class IV.1 as the control group. The experimental group received instruction using a Game-Based Learning approach supported by the Wordwall digital platform, whereas the control group was taught using conventional instructional methods. Data on student engagement were collected through observation and analyzed using an independent samples t-test. The results revealed a statistically significant difference in student engagement between the two groups (p < 0.05). This indicates that students who were taught using the Game-Based Learning approach demonstrated higher levels of engagement compared to those who received conventional instruction. These findings suggest that integrating digital Game-Based Learning tools such as Wordwall can effectively promote active participation and enhance student engagement in elementary science learning
The Effectiveness of Spiritual Parenting Training in Enhancing Parental Self-Efficacy among Working Mothers Ihda Al Husnayaini; Syamsul Bachri Thalib; M. Ahkam Alwi; Ahmad Razak; Abdul Saman
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3387

Abstract

Working mothers face various role demands in their lives, making them more susceptible to role conflicts that can affect their self-confidence in providing parenting and education to their children, also known as parental self-efficacy. One of the factors that influences the level of parental self-efficacy is their knowledge and values of beliefs. Spiritual parenting training is one of the efforts aimed at increasing parental self-efficacy. This study aims to examine the effectiveness of spiritual parenting training as an effort to increase parental self-efficacy in working mothers in Makassar City. This study used a quasi-experimental design with a one-group pre-test post-test model involving 10 participants. The measuring instrument used was the parental self-efficacy scale with a reliability value of 0.990. The results of the study reveal an increase in parental self-efficacy with an average pre-test score of 102 and a post-test score of 128. Data analysis was conducted using the Wilcoxon signed rank test technique with a significance value of 0.0025 (p < 0.05). The spiritual parenting training increases awareness of the importance of mothers’ roles and the commitment to parenting, which has an impact on the increase of parental self-efficacy of working mothers in Makassar City.
Gamification Group Counseling to Enhance Academic Resilience among Students with Learning Disabilities: The Mediating Role of Academic Self-Efficacy A. Muh Ramadhan AS; Wahyu Nurhamzah; Rustinah Rustinah; Muhammad Ilham Bakhtiar
Indonesian Journal of Learning Education and Counseling Vol. 7 No. 2 (2025): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v7i2.3439

Abstract

This study aims to test the effectiveness of a group counseling intervention based on gamification, joyful learning, in improving the academic resilience of students with learning disabilities and to analyze the role of academic self-efficacy as a mediating variable in this relationship. The study used a quantitative approach with a quasi-experimental design (pretest-posttest control group design). It involved 60 junior high school students selected using a purposive sampling technique, consisting of 30 students in the experimental group and 30 students in the control group. Data were collected using academic self-efficacy and academic resilience scales that had undergone validity and reliability tests. Data analysis was conducted using SEM-PLS. The results showed that the structural model had good explanatory capabilities in explaining the relationship between variables. Joyful learning proved to be the most dominant factor in improving students' academic resilience. Counselor competence also had a positive and significant effect on academic resilience, although it did not have a significant direct effect on the development of learning independence (self-learning development). In addition, academic resilience showed a positive but not yet significant effect on self-learning development. Findings indicate that enjoyable, meaningful, and participatory learning experiences play an important role in strengthening the academic resilience of students with learning disabilities.

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