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Islamic Guidance and Counseling Journal
Published by Universitas Ma'arif Lampung
ISSN : -     EISSN : 26141566     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Education
Islamic Guidance and Counseling Journal is a double-blind peer-reviewed and open-access journal that contained actual issues related to guidance and counseling and published twice a year (January and July) by the Institut Agama Islam Ma’arif NU (IAIMNU) Metro Lampung and managed by the Study Program of Islamic Guidance and Counseling, Faculty of Tarbiyah. The scope of Islamic Guidance and Counseling Journal: current Perspectives includes, but is not limited to; the following major areas as they relate to: Islamic Guidance and Counseling, Child and Adolescent Counseling, Adult and Elder Counseling, Family Counseling, School Counseling, Higher Education Counseling, Crisis and Risk Counseling, Occupational Counseling, Cyber Counseling, Educational Psychology, Inter-disciplinary approaches to Psychology, Counseling and Guidance, Rehabilitation Counseling, Technology usage in Psychology, Counseling and Guidance and Special Education, and Counselor Education.
Arjuna Subject : -
Articles 239 Documents
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Islamic-Integrated Personal Growth Group to Promote Self-Compassion Among Thai Social Work Students: A Pilot Mixed-Method Study Sopreeyah Pi; Preenapa Choorat; Sarinda Puti; Bunrome Suwanphahu
Islamic Guidance and Counseling Journal Vol. 9 No. 2 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269792400

Abstract

Social work students face high academic and emotional demands, requiring culturally responsive psychological support. This pilot study evaluated an Islamic-integrated personal growth group intervention to foster self-compassion among Muslim social work students in Thailand's southern border provinces. A randomized, two-group, pre-test/post-test trial with an embedded qualitative component and a three-month follow-up was conducted with a small sample (N = 24; 12 interventions, 12 controls); participants were purposively screened against inclusion criteria and randomly assigned to conditions. Baseline equivalence was confirmed across all three self-compassion subscales (all p > .05). Self-compassion was assessed using the Self-Compassion Scale; qualitative data were collected from the intervention group during sessions and at follow-up through audio-recorded observations and open-ended questions and analyzed thematically following Braun and Clarke's (2006) framework. The intervention group showed a significant increase in self-compassion from pre- to post-test, and post-test scores were significantly higher than the control group on the composite score and all three subscales. However, three-month follow-up scores were significantly lower than post-test and no longer different from baseline, indicating the gains were not durably sustained. Thematic analysis showed participants drew on Islamic practices, such as Dhikr and Qadar, to interpret their emotional changes. Given the small sample and non-sustained follow-up effect, these findings should be read as preliminary evidence of short-term feasibility rather than durable effectiveness; larger trials with booster sessions or continued peer support are needed before firmer conclusions can be drawn.
Personal Identity Domains among Adolescents in Indonesia: Salience of Religious Beliefs and Purpose in Life Darmawan Muttaqin; Tina Afiatin; Sutarimah Ampuni
Islamic Guidance and Counseling Journal Vol. 9 No. 2 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269821300

Abstract

Research on adolescent identity has largely focused on developmental processes, while the content or domains of personal identity that are salient among adolescents within specific cultural contexts have not been systematically mapped. This gap is important because historically used domain lists may not be relevant for certain populations, including adolescents in Indonesia. This study aims to map the personal identity domains that are most frequently thought about (salience) and most clearly understood (clarity) among adolescents in Indonesia. Participants consisted of 454 adolescents aged 10-18 years (M = 14.49, SD = 2.51) in Indonesia. Data were collected using the Personal Identity Domain Questionnaire, which measures salience and clarity across 30 identity domains. The results indicated that religious beliefs and purpose in life emerged as the domains with the highest levels of salience and clarity among Indonesian adolescents. These findings suggest that certain identity domains are more prominent than others in terms of salience and clarity. Overall, these findings provide a descriptive empirical map of variation across personal identity domains, highlighting the contextual nature of identity content among adolescents in Indonesia.
Spiritual Intelligence, Emotional Intelligence, and Family Values as Predictors of Self-Control Among Islamic Senior High School Students Andi Bunyamin; Abdul Wahab; Ardi Ardi
Islamic Guidance and Counseling Journal Vol. 9 No. 2 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269823900

Abstract

Self-control is pivotal for adolescent character development, yet empirical evidence that integrates spiritual intelligence, emotional intelligence, and family values within a single explanatory model remains limited, particularly among students in Indonesian state Islamic senior high schools (MAN). The literature also provides mixed expectations regarding whether family values strengthen (moderate) the effects of individual intelligences on self-control. This study aims to test the direct effects of spiritual intelligence, emotional intelligence, and family values on students’ self-control and to examine the moderating role of family values. A cross-sectional survey was conducted with 416 students from five MAN in South Sulawesi using stratified random sampling across urban and rural areas. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) in SmartPLS 4 with measurement and structural model assessment and bootstrapping. The structural results show that emotional intelligence has the strongest positive association with self-control (β = 0.384), followed by family values (β = 0.260) and spiritual intelligence (β = 0.206), all significant. The model explains 47.9% of the variance in self-control (R² = 0.479) and 25.9% in family values (R² = 0.259). Effect sizes estimates suggest that emotional intelligence may have the strongest association with self-control (f² = 0.182), while family values (f² = 0.095) and spiritual intelligence (f² = 0.054) appear to show comparatively smaller associations. the largest contribution to self-control comes from emotional intelligence (f² = 0.182), with smaller contributions from family values (f² = 0.095) and spiritual intelligence (f² = 0.054). The moderation effects of family values are not significant, indicating a direct rather than moderating role. The study refines a context-sensitive model of self-control in Islamic education and suggests that MAN should prioritize emotional regulation development while strengthening family–school partnerships to reinforce family values.
A Preliminary Evaluation of Virtual Reality-Assisted Strength-Based Creative Guided Imagery Counseling for Islamic Positive Self-Talk: A Mixed-Methods Study among Muslim Students Mulawarman Mulawarman; Achmad Miftachul 'Ilmi; Najma Sana Nadhirah Hilman; Sigit Hariyadi; Edwindha Prafitra Nugraheni; Galuh Prawitasari; Galuh Nadhita; Rohmatus Naini; Agus Supriyanto; Amien Wahyudi; Alvia Ainil Lathifah; Nurul Hanifah Puteri; Ilma Zaerotul Farida
Islamic Guidance and Counseling Journal Vol. 9 No. 2 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269824600

Abstract

Mental health and self-development among university students have become important concerns in higher education, particularly among Muslim students who face academic, religious, and social expectations. Although previous studies have examined negative self-talk and conventional counseling approaches, limited empirical attention has been given to interventions integrating virtual reality, strength-based counseling, creative guided imagery, and Islamic psychological values. This preliminary study aimed to examine the feasibility and potential effects of Virtual Reality-Assisted Strength-Based Creative Guided Imagery Counseling, namely KKBK-SHINE, in improving positive self-talk among Muslim university students. The present study adopted an explanatory sequential mixed-methods framework. The initial quantitative phase utilized a quasi-experimental pretest-posttest control group design, followed by a qualitative phase aimed at elucidating participants' subjective experiences post-intervention. A purposive sample of twelve individuals, identified with moderate to low levels of positive self-talk, was recruited and evenly allocated into an intervention and a control group. The intervention cohort underwent four sessions of the KKBK-SHINE program, whereas the control group received treatment as usual (TAU). Quantitative outcomes were assessed using a validated Positive Self-Talk Scale and evaluated via Analysis of Covariance (ANCOVA). Subsequently, qualitative insights were gathered through interviews with the intervention participants and rigorously examined using thematic analysis. The results showed that the KKBK-SHINE group demonstrated greater improvement in positive self-talk than the control group. Qualitative findings revealed four themes: Islamic self-assessment, Islamic self-reinforcement, transformation of self-criticism, and Islamic self-management. Participants reported increased self-awareness, reduced self-blame, stronger emotional regulation, and spiritual coping through muhasabah, istighfar, and positive meaning-making. These findings suggest that KKBK-SHINE is a feasible and potentially beneficial intervention for enhancing positive self-talk among Muslim university students.
Religious Identity Construction among Muslim Adolescents in Islamic Schools: A Qualitative Exploration of Peer Interactions Abdelrahim Fathy Ismail; Fawz Saad Al-Qahtani; Afaf Abdelah Othman; Ahlam Abdelaziem Hamed Ahmed; Alaaeldin Ahmed Hamid; Ahmed Zakaria Hegazy
Islamic Guidance and Counseling Journal Vol. 9 No. 2 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269824700

Abstract

Religious identity among Muslim adolescents is commonly examined through the roles of family, religious education, and school influences. However, less attention has been given to how religious identity is constructed through everyday peer interactions within Islamic schools. This study explored this issue using six focus group discussions with 34 Muslim adolescents (17 males and 17 females; mean age = 15.47 years, SD = 0.51) enrolled in two Islamic secondary schools in Egypt. Data were analyzed using thematic analysis. Four interrelated themes emerged from the analysis. First, Peer Interactions as a Source of Religious Influence and Learning highlighted the role of friendships, religious discussions, and peer influence on religious attitudes and practices. Second, Negotiating Religious Meanings within Peer Groups showed how students were exposed to different viewpoints, discussed religious questions, and managed disagreement within their peer networks. Third, Religious Identity Between Institutional Expectations and Everyday Realities reflected students’ experiences of navigating the gap between religious ideals, social media influences, everyday experiences, and perceptions of institutional rigidity. Fourth, The Islamic School as a Context for Religious Identity Construction illustrated the role of religious guidance, school culture, and the opportunities and limitations provided by the school environment. The findings suggest that religious identity construction among Muslim adolescents is shaped through peer interactions. Institutional expectations, school culture, digital environments, and everyday social experiences emerged as contextual factors that influence these interactions. Peer groups emerged not only as sources of influence but also as spaces in which religious meanings are discussed, interpreted, and negotiated.
The Role of Big Five Personality Traits on Religious Moderation Mediated by Moral Intelligence in Islamic Higher Education Tahrir Tahrir; Sarbini Sarbini; Tasya Augustiya; Arif Budiman Al Fariz; Nining Puji Lestari; Mursidin Mursidin; Dadang Sahroni
Islamic Guidance and Counseling Journal Vol. 9 No. 2 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269824800

Abstract

While State Islamic Universities (PTKIN) are central to promoting religious moderation, occasional instances of student intolerance remain a challenge. Recent literature indicates that this vulnerability stems primarily from psychological rather than ideological factors, identifying personality traits and moral intelligence as significant factors associated with moderate attitudes. This study aims to determine the role of moral intelligence as a mediator variable in the influence of the Big Five personality traits on religious moderation in PTKIN students. This quantitative, cross-sectional study involved 424 students (302 females, 122 males; aged 17–30) from various Islamic universities in Indonesia, recruited via convenience sampling. Personality, religious moderation, and moral intelligence were assessed using the Big Five Personality Scale, the Religious Moderation Scale (MBS), and the Moral Intelligence Scale (MIS), respectively. Data analysis was conducted using a simple mediation model. Extraversion, agreeableness, conscientiousness, and openness positively influenced moral intelligence, which directly enhanced religious moderation. Furthermore, moral intelligence significantly mediated the relationship between these five traits and moderation (R² = .430). Neuroticism showed no significant direct or indirect effects. This study addresses a critical gap in the literature, specifically by examining moral intelligence as a mediating mechanism that bridges personality factors and religious tolerance. Consequently, these findings provide a valuable framework for understanding how religious tolerance emerges within individuals.
Does Academic Grit Mediate the Association Between Family Support and Mental Health Among Muslim University Students in Indonesia? Suwarjo Suwarjo; Dody Hartanto; Muhammad Asyraf bin Che Amat; Remedios C. Moog; Mufied Fauziah
Islamic Guidance and Counseling Journal Vol. 9 No. 2 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269825000

Abstract

Mental health among university students is a growing global concern, yet studies on Muslim students in Indonesia have rarely examined how social and motivational factors jointly shape positive psychological outcomes, with most research relying on deficit-oriented instruments. This study examined whether academic grit mediates the effect of family support on the mental health of Muslim university students in Indonesia. Data were collected from 537 Muslim university students in Pontianak and Yogyakarta using three validated instruments: the Family Support Scale (FSS; 20 items), the Academic Grit Scale (AGS; 10 items), and the Indonesian version of the Arabic Scale of Mental Health (ASMH; 36 items), all using a four-point Likert format. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) in SmartPLS 4. Family support was positively associated with both academic grit (β = 0.371, T = 8.675) and mental health (β = 0.453, T = 11.057). Academic grit was also positively associated with mental health (β = 0.227, T = 5.743), and together the two constructs accounted for 33.3% of the variance in mental health outcomes. Bootstrapping analysis indicated a statistically significant indirect association between family support and mental health through academic grit (β = 0.084, 95% CI: 0.049 to 0.125), although the magnitude of this indirect pathway was limited relative to the direct association (Variance Accounted For = 15.64%). These findings suggest that, within this cross-sectional design, family support is associated with student wellbeing primarily through a direct pathway, with academic grit representing an additional but comparatively modest statistical mechanism. The results tentatively support the integration of family-inclusive counselling approaches and grit-focused developmental programmes in higher education institutions serving Muslim student populations.
Differentiated Digital Scaffolding to Support Engagement and Learning Independence Among Students with Autism Spectrum Disorder Ida Vera Sophya; Rudi Hartono; Hendi Pratama
Islamic Guidance and Counseling Journal Vol. 9 No. 2 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269828900

Abstract

This study investigated Differentiated Digital Scaffolding (DDS) as an individualized support framework for improving engagement, participation, learning independence, and English vocabulary performance among students with autism spectrum disorder (ASD). The study used a mixed-method single-subject A–B–A design involving five primary school students with ASD, consisting of three verbal and two minimally verbal students enrolled at an inclusive elementary school in Central Java, Indonesia. Quantitative data were collected through the Engagement and Behavior Observation Checklist, DDS Observation Sheet, Vocabulary Probe Test, response latency records, and prompt-level records. Qualitative data were obtained from classroom observations and teacher interviews. The results showed that on-task behavior among verbal students increased from 50–70% during baseline to 85–95% during the intervention. On-task behavior among minimally verbal students increased from 40–60% to 70–80%. Off-task behavior decreased from 3–8 to 1–2 episodes among verbal students and from 6–11 to 1–3 episodes among minimally verbal students. All participants also demonstrated vocabulary gains of 3–8 correct responses. Verbal students mainly responded through spoken labeling, while minimally verbal students responded through pointing, matching, and visual selection. The findings indicate that DDS supported more stable engagement, reduced prompt dependence, and increased participation through individualized verbal, visual, gestural, technical, and behavioral scaffolding.
Emotional Awareness and Friendship in Relation to Problem-Solving Skills Among Muslim Students Alif Muarifah; Rohmatus Naini; Diki Herdiansyah; Bagus Gilang Pratama; Rizqullah Bayhaqil Hakim
Islamic Guidance and Counseling Journal Vol. 9 No. 2 (2026): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020269829700

Abstract

Adolescents’ social-emotional functioning is closely linked to how they manage academic and interpersonal demands in school settings. However, limited evidence exists on how emotional awareness and friendship quality are simultaneously associated with problem-solving skills among Muslim high school students. This study examines the associations among emotional awareness, friendship quality, and problem-solving skills in adolescents. A quantitative cross-sectional correlational design was employed using Structural Equation Modeling (SEM). A total of 186 high school students aged 15–18 years in Yogyakarta, Indonesia participated in the study. Emotional awareness-related regulation, friendship quality, and problem-solving skills were measured using validated self-report instruments. Confirmatory factor analysis (CFA) was conducted prior to SEM analysis using AMOS version 20. The findings indicated that emotional awareness and friendship quality were significantly associated with adolescents’ problem-solving skills. These findings suggest significant associations between emotional awareness, friendship quality, and problem-solving skills in adolescents. The results are based on cross-sectional data and should not be interpreted as causal relationships.

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