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Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Published by STAI Auliaurrasyidin Tembilahan
ISSN : 26140314     EISSN : 27218430     DOI : https://doi.org/10.46963/mash
Core Subject : Education, Social,
Education Social Sciences Other
Mitra Ash-Sibyan adalah jurnal di Program Studi Pendidikan Islam Anak Usia Dini STAI Auliaurrasyidin Tembilahan yang mencakup bidang pendidikan dan konseling. Jurnal Mitra Ash-Sibyan ini diharapkan mampu menjadi wadah bagi dosen, guru, dan praktisi pendidikan untuk menerbitkan tulisan ilmiah. Jurnal Mitra Ash-Sibyan memilih bidang pendidikan dan konseling karena pada tataran pendidikan anak usia dini akan bersentuhan secara langsung baik secara psikologis maupun bagaimana cara mendidik anak. Hal ini tentu sangat erat dengan fungsi konseling. Harapan besar tentu semoga jurnal Mitra Ash-Sibyan dapat dimanfaatkan secara positif di bidang pendidikan dan konseling. Focus and Scope of Journal Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling is research, study and analysis related to early childhood and collage students of early childhood education, include: - Parenting for early childhood - Development of early childhood - Learning approaches for early childhood - Learning approaches for collage students of early childhood education - Learning styles of early childhood - Learning styles of collage students of early childhood education - Learning strategy for early childhood - Learning strategy for collage students of early childhood education - Learning assessment for early child development - Learning achievement of early childhood - Learning achievement of collage students of early childhood education - Learning materials for early childhood education - Learning materials for collage students of early childhood education - Learning tool play for early childhood education - Management institution of early childhood - Innovation in early childhood education - Various field related to early childhood education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 79 Documents
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Development of the “Wander Expression” Booklet as an Innovative Media Guide for Classical Guidance Service to Enhance Students’ Social-Emotional Skills Tria Putri Ayu Arisona; Asieline Wahyu Tri Ardyanti; Budi Purwoko; Evi Winingsih
Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Vol. 9 No. 01 (2026): Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mash.v9i01.3536

Abstract

This study investigates the development of the Wander Expression Booklet as an innovative media guide to support school counselors in delivering classroom guidance services aimed at enhancing students’ social-emotional skills. The study employed a Research and Development (R&D) approach using the 4D Development Model, which consists of the Define, Design, Develop, and Disseminate stages (Thiagarajan, Semmel, & Semmel, 1974). The research subjects were school counselors at a secondary school in Surabaya, Indonesia. Data were collected through observations, interviews, and validation questionnaires administered to content experts, media experts, and prospective users. Data analysis was conducted using qualitative descriptive techniques with score conversion into feasibility categories. The validation results demonstrated that the Wander Expression Booklet achieved feasibility scores of 94% from content experts, 94% from media experts, and 90% from prospective users, all categorized as highly feasible. Product revisions were implemented based on expert feedback, including refinement of the title, strengthening of social-emotional content, and the addition of visualized media implementation procedures. A limited trial conducted at SMP Negeri 28 Surabaya indicated increased student engagement, enthusiasm, and understanding in recognizing and regulating emotions appropriately. Based on these findings, the Wander Expression Booklet is considered valid, practical, and effective as a media guide for classroom guidance services in secondary schools.
Predicting College Students’ Intention to Reject Sexual Violence: The Role of Self-Esteem and Religiosity Nurfadilah Nurfadilah; Nur Afiah
Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Vol. 9 No. 01 (2026): Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mash.v9i01.3484

Abstract

Sexual violence in higher education threatens students’ psychological well-being, academic engagement, and sense of safety. In this study, sexual violence encompasses harassment, coercion, and assault occurring within higher education settings. In Indonesia, the increasing number of reported cases and the persistence of underreporting highlight the urgency of identifying internal factors that shape students’ intention to reject such behavior. Grounded in the Theory of Planned Behavior, this study examined the simultaneous and partial effects of self-esteem and religiosity on students’ intention to reject sexual violence. Using a quantitative approach with multiple linear regression, data were collected from 209 active undergraduate students at IAIN Parepare through validated four-point Likert-scale instruments. The findings indicated that self-esteem and religiosity simultaneously had a significant effect on intention (Adjusted R² = 0.703, p < .001). However, partial analysis revealed that only religiosity had a significant and dominant positive effect (β = 0.829, p < .001), while self-esteem did not show a statistically significant contribution (p = .124). These results suggest that moral and spiritual value internalization plays a more decisive role than positive self-evaluation in shaping students’ commitment to rejecting sexual violence. The study underscores the importance of integrating inclusive religious education with institutional prevention policies to foster a safer campus environment.
The Relationship Between Social Comparison on Instagram and Self-Esteem among Emerging Adults in Indonesia Amelia Christin Sitorus; Vania Ardelia
Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Vol. 9 No. 02 (2026): Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mash.v9i02.3634

Abstract

This study aims to examine the relationship between social comparison and self-esteem among emerging adults who use Instagram. This study employed a quantitative correlational design involving 200 emerging adults aged 18–25 years who actively use Instagram. The instruments used were the Iowa–Netherlands Comparison Orientation Measure (INCOM) to assess social comparison and the Rosenberg Self-Esteem Scale (RSES) to measure self-esteem. Reliability analysis indicated good internal consistency for both scales (α = 0.737 for social comparison and α = 0.711 for self-esteem). Normality testing showed that the data were normally distributed (p > 0.5). Pearson correlation analysis revealed a significant negative relationship between social comparison and self-esteem (r = -0.206, p = .004). Although statistically significant, the correlation coefficient indicated a small effect size, suggesting that social comparison explained only a limited proportion of variance in self-esteem. These findings indicate that higher social comparison is associated with lower self-esteem. This study contributes to the literature by investigating the relationship between social comparison and self-esteem among Indonesian emerging adults who use Instagram through standardized psychological instruments. The findings suggest that social comparison activities on Instagram contributes to self-evaluation processes among emerging adults. Furthermore, the study extendes the theoretical understanding of self-esteem development during emerging adulthood and provides practical implications for promoting healthier social media use to support psychological well-being.
The Effectiveness of Assertive Training Techniques in Group Counseling Services for Reducing Verbally Aggressive Behavior Among Junior High School Students Aura Meutia Pangesti; Dimas Ardika Miftah Farid
Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Vol. 9 No. 02 (2026): Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mash.v9i02.3652

Abstract

This study examined the preliminary effectiveness of Assertive Training implemented through group counseling in reducing verbal aggressive behavior among junior high school students. A quantitative one-group pretest–posttest design was employed involving six students identified as exhibiting verbal aggressive behavior. Data were collected using a verbal aggressive behavior scale developed from the theoretical frameworks of Berkowitz, Infante and Wigley, and Buss and Perry, covering four dimensions: verbal abuse, sarcasm, slander, and anger. Data were analyzed using the Wilcoxon Signed-Rank Test. The findings showed a statistically significant reduction in verbal aggressive behavior following the intervention (Asymp. Sig. [2-tailed] = 0.028, p < .05). These results provide preliminary empirical evidence that Assertive Training implemented through group counseling may effectively reduce students’ verbal aggressive behavior while promoting more adaptive communication patterns. However, because the study involved a small sample and lacked a control group, the findings should be interpreted cautiously. Further studies employing larger samples and more rigorous experimental designs are recommended to confirm the effectiveness of the intervention. Overall, this study offers preliminary empirical support for the application of Assertive Training as a school-based counseling intervention to reduce verbal aggressive behavior among junior high school students.
Curriculum Management of Sufism-Based Character Education in Early Childhood: A Case Study of the Tasawuf for Kids Program at RA Idrisiyyah Pagendingan Devitri Awalliyah; Rizal Fauzi; Syafrudin Syafrudin
Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Vol. 9 No. 02 (2026): Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mash.v9i02.3675

Abstract

This study aims to analyze the management of Sufism-based character education curriculum implemented through the Tasawuf for Kids program at Raudhatul Athfal (RA) Idrisiyyah Pagendingan. Employing a qualitative case study design, the research involved seven purposively selected participants, including the school principal, curriculum coordinator, and classroom teachers. Data were collected through participant observation, in-depth interviews, and document analysis and were analyzed using the interactive model of Miles and Huberman, supported by coding procedures. The findings reveal that curriculum planning has not yet been formally documented but is implicitly embedded within the institution’s vision and educational philosophy. Curriculum implementation is realized through the habituation of adab (Islamic etiquette), religious practices, and teacher role modeling within the tarekat-based institutional culture. Curriculum evaluation is conducted primarily through classroom observation without the support of standardized assessment instruments. Supporting factors include teachers’ strong commitment and the institution’s conducive spiritual environment, whereas inhibiting factors consist of the absence of formal curriculum documentation and standardized evaluation instruments. Overall, the findings indicate that the management of the Sufism-based curriculum demonstrates an adaptive approach that effectively supports character education in early childhood. The study contributes to the discourse on curriculum management by highlighting the integration of Sufistic values into early childhood education and provides practical implications for strengthening spirituality-based character education within Islamic educational institutions.
Psychological Well-Being Among Prospective Counselors at Semarang State University: The Roles of Self-Compassion and Coping Strategies Anisa Khoiriyani; Kusnarto Kurniawan
Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Vol. 9 No. 02 (2026): Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mash.v9i02.3752

Abstract

Psychological well-being is essential for prospective counselors because academic demands, social adjustment, and professional preparation may influence their mental health and readiness for future practice. Previous studies have generally examined self-compassion and coping strategies as independent predictors of psychological well-being, providing limited evidence regarding their combined contribution. This study aimed to examine the relationships between self-compassion, coping strategies, and psychological well-being among prospective counselors. A quantitative correlational design was employed involving 159 undergraduate students from the Guidance and Counseling Study Program at Semarang State University, selected using proportionate stratified random sampling. Data were collected using the Self-Compassion Scale, a Coping Strategies Scale, and the Psychological Well-Being Short Scale and analyzed through multiple linear regression. The results revealed significant positive relationships between self-compassion, coping strategies, and psychological well-being, both individually and simultaneously (p < 0.001). Together, self-compassion and coping strategies explained 52% of the variance in psychological well-being. These findings indicate that both variables play complementary roles in supporting prospective counselors’ psychological well-being. The study contributes empirical evidence for developing guidance and counseling services and self-development programs that strengthen self-compassion and adaptive coping strategies to enhance psychological resilience and professional readiness.
A Portrait of a Child-Friendly School in Creating a Bullying-Free Learning Environment at MI Muhammadiyah 01 Payaman Dini Nur Kholifatun Nisa; Humairah Humairah; Ahmad Ipmawan Kharisma
Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Vol. 9 No. 02 (2026): Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mash.v9i02.3797

Abstract

Child-Friendly Schools are educational policy programs designed to fulfill children’s rights, provide adequate facilities, support effective learning, and create safe, comfortable, and healthy learning environments. Although previous studies have examined Child-Friendly School implementation, research specifically describing its role in creating bullying-free learning environments at the elementary madrasah level remains limited. This study aims to describe the implementation of a Child-Friendly School in creating a bullying-free learning environment at MI Muhammadiyah 01 Payaman. A descriptive qualitative design was employed, involving the principal, teachers, and students as research participants. Data were collected through observations, semi-structured interviews, document analysis, and field notes. Data were analyzed using the Miles and Huberman model, while credibility was established through source, technical, and time triangulation. The findings indicate that the school has implemented the main Child-Friendly School indicators, including child-friendly policies, student-oriented curriculum implementation, trained educators and education personnel, supportive facilities and infrastructure, child participation, and parental and community participation. These indicators contributed to a safe, comfortable, inclusive, and supportive learning environment and strengthened efforts to prevent bullying. However, several aspects require further improvement, particularly the cleanliness of some facilities and limited collaboration with external community institutions. The study highlights the importance of continuous implementation, monitoring, and development of Child-Friendly School indicators to strengthen bullying prevention and support students’ holistic development.
Coping Strategies Among Mothers of Children with Special Needs: A Phenomenological Study Using the SOAR Framework Lintang Songgo Langit; Anniez Rachmawati Musslifah; Dhian Riskiana Putri
Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Vol. 9 No. 02 (2026): Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mash.v9i02.3819

Abstract

Mothers of children with special needs are vulnerable to parenting stress arising from psychological, social, and economic challenges associated with caregiving. This study explored mothers’ experiences of parenting stress, identified the coping strategies they employed, and developed coping enhancement recommendations using the SOAR (Strengths, Opportunities, Aspirations, Results) framework. A qualitative phenomenological design was employed, involving three mothers from the Pejuang Buah Hati Wonogiri (Jatigiri) community. Data were collected through in-depth semi-structured interviews and analyzed using Colaizzi’s phenomenological method, followed by SOAR analysis to formulate strengths-based recommendations. The findings indicate that coping strategies evolved dynamically from less adaptive responses during the initial stage of diagnosis toward more adaptive emotion-focused and problem-focused coping as mothers developed greater self-acceptance, knowledge, and social support. The SOAR analysis further identified internal strengths and external opportunities that could strengthen mothers’ coping capacities. Based on these findings, coping-enhancement recommendations were formulated to improve parenting competencies, children’s independence, social support, family economic resilience, and mothers’ psychological well-being. These findings provide practical guidance for counselors, family support workers, community organizations, and local governments in developing comprehensive support programs for mothers of children with special needs.
Students’ Responsibility Awareness: An Explanatory Sequential Mixed-Methods Study at a Junior High School Rifka Putri Tasya; Rido Setiawan; Riza Adzkia; Shalza Amanda; Sri Dewi; Asni Asni
Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling Vol. 9 No. 02 (2026): Mitra Ash-Shibyan: Jurnal Pendidikan dan Konseling
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mash.v9i02.3841

Abstract

This study examined students’ responsibility awareness at SMPN X, South Jakarta, from a developmental perspective. Previous studies have investigated adolescent responsibility, moral development, self-regulation, and character education; however, limited research has specifically examined responsibility awareness as a developmental task within the context of school guidance and counseling by integrating quantitative developmental assessment with qualitative exploration. Therefore, this study employed an explanatory sequential mixed-methods design. The quantitative phase involved 360 seventh- and eighth-grade students selected through total sampling using the Developmental Task Inventory (DTI), and the data were analyzed using the Developmental Task Analysis (DTA) software. The qualitative phase involved one school counselor and two homeroom teachers selected through purposive sampling, and the interview data were analyzed using coding and thematic analysis. The findings indicate that students’ responsibility awareness scores ranged from 3.39 to 3.81, placing most students between the Conformity and Self-Awareness developmental stages. Responsible behavior was generally evident in academic engagement and compliance with school regulations but remained largely influenced by external supervision. Teacher role modeling, a positive school climate, and supportive peer relationships facilitated the internalization of responsibility, whereas limited parental involvement and insufficient moral reasoning hindered its development. These findings highlight the importance of strengthening guidance and counseling services to promote moral internalization, self-regulation, and collaboration between schools and families in fostering autonomous responsibility.

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