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ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam)
Published by Institut Agama Islam Negeri Zawiyah Cot Kala Langsa
ISSN : 26228912     EISSN : 26228920     DOI : -
Core Subject : Social,
Social Sciences
ENLIGHTEN: Islamic Counseling Guidance Journal, is a forum for scientists, experts, experts, practitioners in the world of Islamic Counseling. Enlighten stands on the notion of concern for the IAIN Langsa Islamic Guidance and Counseling Study Program due to the lack of literature on current Islamic Counseling research. With that enthusiasm, in the year 2018 Enlighten was published first. Enlighten is published twice a year in July and December. The focus of the study relates to the results of research and methods of developing Islamic Counseling. Enlighten already has e-ISSN 2622-8920 and p-ISSN: 2622-8912. Already has various indices and DOI. The entire submit process is published through full OJS, which is reviewed by experts and scientists in Islamic Counseling both at home and abroad.
Arjuna Subject : -
Articles 153 Documents
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The effectiveness of board game media in group guidance to improve career planning skills of vocational high school students: Systematic literature review Imelda Dyah Rahmasari; Diniy Hidayatur Rahman; Zamroni Zamroni
ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) Vol. 8 No. 2 (2025): July-December
Publisher : Program Studi Bimbingan dan Konseling Islam IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/enlighten.v8i2.13040

Abstract

Career planning is a key developmental competence for vocational high school students as they prepare for complex transitions from education to work. Yet many students still face difficulties in career exploration, decision-making, and goal setting because of limited self-awareness, inadequate career information, and conventional guidance practices. This systematic literature review synthesizes empirical evidence on the use of board game media in group guidance to improve vocational students’ career planning skills. Following the PRISMA 2020 framework, a systematic search was conducted in the Scopus database for peer-reviewed English-language articles published between 2015 and 2025. From 216 identified records, 36 studies met the inclusion criteria and were analyzed through narrative and convergent synthesis. Methodological quality was assessed using the Mixed Methods Appraisal Tool. The findings show that board game-based guidance supports career planning by strengthening career self-efficacy, decision-making skills, career maturity, motivation, and reflective engagement. Board games are especially useful when they integrate structured gameplay, peer interaction, facilitator-led debriefing, and culturally relevant career scenarios. However, the evidence remains limited by short intervention periods, heterogeneous outcome measures, insufficient effect-size reporting, and scarce longitudinal or randomized studies. Future research should employ stronger designs and standardized measures across diverse vocational education settings and cultural contexts.
Raudhatul Athfal Teachers’ Perceptions and Attitudes toward Hadith-Based Preventive Guidance for Early Childhood Tolerance within Islamic Guidance and Counseling Mhd. Abror; Roby Maiva Putra; Donny Damara
ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) Vol. 8 No. 2 (2025): July-December
Publisher : Program Studi Bimbingan dan Konseling Islam IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/enlighten.v8i2.12822

Abstract

This study examines the perceptions and attitudes of Raudhatul Athfal (RA) teachers toward the use of hadith as a pedagogical and guidance-based foundation for fostering tolerance in early childhood education in the Riau Islands, Indonesia. The study responds to concerns about the emergence of intolerant behaviors among young children, including reluctance to interact with peers from different religious, ethnic, or cultural backgrounds. From the perspective of Islamic guidance and counseling, tolerance education is not merely moral instruction, but a form of preventive and developmental guidance that nurtures empathy, social acceptance, prosocial behavior, and harmonious interpersonal relationships. Hadith-based education offers an Islamic ethical framework for cultivating compassion, justice, respect for diversity, and peaceful coexistence. In RA settings, teachers serve not only as classroom educators but also as early guidance figures who support children’s internalization of Islamic values in daily social interactions. This study employed a quantitative descriptive-correlational survey design involving 250 RA teachers in the Riau Islands. Data were collected using a standardized questionnaire measuring teachers’ perceptions of hadith-based tolerance education, including knowledge, understanding, and evaluative judgment, as well as attitudes comprising cognitive, affective, and conative dimensions. Data were analyzed using descriptive statistics and Pearson’s Product-Moment correlation. The findings indicate that teachers’ perceptions were categorized as high (96%), and their attitudes were also high (98%). A strong, positive, and statistically significant correlation was found between perception and attitude (r = 0.920; p < 0.05). The study contributes to Islamic guidance and counseling by positioning hadith as a contextual resource for preventive-developmental guidance in pluralistic early childhood education.
The effects of task load, social support, and academic self-efficacy on students’ academic stress: Testing the moderating role of study program Inayah Ridhayanti Qarimah; A. Muhajir Nasir; Syamsuriah Syamsuriah
ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) Vol. 9 No. 1 (2026): January-June
Publisher : Program Studi Bimbingan dan Konseling Islam IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/enlighten.v9i1.14366

Abstract

Academic stress remains a major concern in higher education because it can undermine students’ well-being, learning engagement, and academic performance. This study examined the effects of task load, social support, and academic self-efficacy on students’ academic stress, and tested whether study program moderated these relationships. Using a quantitative cross-sectional survey design, data were collected from 368 students in three teacher education programs at Universitas Negeri Makassar: Elementary School Teacher Education, Guidance and Counseling, and Family Welfare Education. Participants were selected through proportionate stratified random sampling. Likert-scale questionnaires were used to measure task load, social support, academic self-efficacy, and academic stress, with all instruments showing strong internal consistency. Data were analyzed using multiple linear regression and Moderated Regression Analysis. The results showed that task load was the strongest positive predictor of academic stress, while academic self-efficacy had a significant negative effect. Social support did not significantly predict academic stress, and study program did not moderate the tested relationships. The model explained 42.8% of the variance in academic stress. These findings indicate that academic stress is shaped more by perceived workload and internal psychological resources than by study program differences, highlighting the importance of proportional workload management and self-efficacy development.

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