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G-Couns: Jurnal Bimbingan dan Konseling
Published by Universitas PGRI Yogyakarta
ISSN : 25416782     EISSN : 25806467     DOI : https://doi.org/10.31316/g.couns.v4
Core Subject : Science, Education,
Education Physics Other
Diterbitkan sebagai media publikasi hasil penelitian dan karya ilmiah dalam bidang ilmu Bimbingan dan Konseling sebagai upaya meningkatkan dan mengimplementasikan teori serta praktik layanan Bimbingan dan Konseling. G-COUNS: Jurnal Bimbingan dan Konseling merupakan rujukan media publikasi ini untuk menyebar luaskan hasil karya ilmiah dalam bidang bimbingan dan konseling khususnya dan bidang psikologi pendidikan pada umumnya. G-COUNS: Jurnal Bimbingan dan Konseling terbit 2 kali dalam satu tahun yaitu bulan Desember dan Juli.
Arjuna Subject : Umum - Umum
Articles 18 Documents
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Search results for , issue "Vol. 10 No. 03 (2026): July 2026" : 18 Documents clear
Individual Counseling Services Based on REBT to Handle Student Victims of Bullying at Islamic State Junior High School 1 Banyumas Nurarviani, Falia; AM, Vici Prihmaningrum; Haniati, Umi
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.7635

Abstract

The phenomenon of bullying has become a spotlight because it is considered a serious problem that occurs in many schools. This bullying is often experienced by teenagers and can have a negative impact on the psychological condition of the victim. This study uses a qualitative descriptive method with a case study research type. Data are collected through observation, interviews, and documentation. The purpose of this study was to determine the impact of bullying experienced by a grade VII student at Islamic State Junior High School 1 Banyumas and to identify the stages of individual counseling services using the Rational Emotive Behavior Therapy (REBT) approach to help students who are victims of bullying. The results showed that students who were victims of bullying experienced psychological impacts such as a lack of self-confidence, feeling anxious while at school, and preferring to be alone. To address these problems, BK teachers provide individual counseling using the REBT approach. Individual counseling services using the REBT approach consist of 3 stages: the initial stage (identification of irrational thoughts), the working stage (disputation or refutation of irrational thoughts), and the final stage (replacement with more rational thoughts). These findings suggest that individual counseling services with the REBT approach can help students who are victims of bullying to rebuild their self-confidence, think more positively, and accept themselves better. Keywords: bullying, individual counseling, rational emotive behavior therapy
Group Guidance Based on Ibn Arabi's Cosmology for Students’ Self-Improvement: A Semantic Analysis on the Writing of Vocational High School Students in Purwokerto Azkiya, Ramadhan; Azizah, Nur
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.7906

Abstract

Today's teenagers need to be prepared to face self-development challenges that affect their motivation and sense of meaning in life. This study examines group guidance grounded in Ibn Arabi's cosmology to improve students' self-improvement through the semantic analysis of handwriting in vocational high schools. The research method uses a qualitative case study with handwriting documentation and in-depth interviews. The study subjects were five students from class XI MPLB 1 at State Vocational High School 1 Purwokerto. Data analysis was carried out semantically to reveal implied meanings and spiritual values. The study results showed that group guidance encouraged students to write about improving their quality of life, life skills, health, and continuous improvement, reflecting motivation and the meaning of life. Group guidance based on Ibn Arabi's cosmology can support students' self-improvement. Guidance and counselling teachers can develop a group guidance model based on Ibn Arabi's cosmology to more meaningfully support students' self-development. Keywords: group guidance, self improvement, ibn arabi cosmology, lexical semantics
The Implementation of Child-Centered Group Play Therapy in Social Skill Learning for Slow learner Asri, Dahlia Novarianing; Christiana, Ratih; Ismanda, Septalia Fajar Dwi
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.7911

Abstract

Slow learners experience substantial deficits in social interaction, yet interventions targeting their social skills development remain underexplored. This study investigated the implementation of Child-Centered Group Play Therapy (CCGPT) to enhance social skills among slow learners in an inclusive elementary school. A qualitative descriptive approach was employed over two months at Bangsri 02 Elementary School, Magetan Regency, Indonesia. Eight slow learners (four male, four female) in grades V and VI were purposively selected. Data were collected through passive participant observation, in-depth interviews with special assistant teachers, and documentation. Analysis followed Miles and Huberman's interactive model, comprising data reduction, presentation, and conclusion drawing. Teachers demonstrated adequate competency in implementing the five-stage CCGPT protocol. Of 31 social skill indicators measured across cooperation, assertion, responsibility, empathy, and self-control domains, 27 indicators (87.01%) were achieved. However, four indicators remained underdeveloped: self-confidence in interaction, appropriate emotional expression, emotional control, and proper speech tone. Implementation challenges included teachers’ limited psychological backgrounds, inadequate facilities, and cognitive constraints among slow learners. CCGPT shows promise for improving social skills in slow learners. Recommendations include specialized teacher training, provision of therapy rooms, and future research incorporating art elements to enhance emotional expression and self-confidence. Keywords: child-centered group play therapy, social skills; slow learner, inclusive education, qualitative study
Exploring the Role of Elementary School Teachers as Counselors: Perceptions, Practices, and Challenges in Student Support Asshidiqy, Ahmad Rifqy; Mursita, Rohmah Ageng; Yuniarti, Puji; Annur, Siti Ayu Jahrotun Nisa; Nurmalinda, Rossa
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.8826

Abstract

The purpose of this study is to delve into the changing role of elementary school teachers as counselors, examining attitudes, practices, and barriers to providing emotional and mental health support. This study, conducted at Medalsari Elementary School in the Karawang Regency, West Java, also emphasizes the need for teachers’ involvement in cultivating and sustaining students’ social-emotional health, particularly in rural areas where mental health professionals are scarce. The qualitative methodology of the study employs surveys and open-ended questions, which enable the exploration of teachers' understanding of counselling, the practices they utilise, and the barriers they face. Teachers know they have two jobs and one is critical, being a counselor as well as an educator, but it’s hard to do both because there isn’t enough time, training, or resources. Despite these challenges, teachers implement techniques  such as speaking directly to students, practicing mindfulness, and approaching parents. The study highlights the need for enhanced professional development and organisational support to adequately integrate counselling into teachers' roles. Keywords: elementary school teachers, counseling, social-emotional support, rural education, teacher training  
Etnopedagogy of Bali Aga Parenting: Integration of Customary Values, Spirituality, and Family Education in Sembiran Wisudayanti, Ari; Sudiana, I Gusti Ngurah; I Wayan Wastawa
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.8844

Abstract

This study examines the ethnopedagogical dimensions of parenting practices among the Bali Aga community in Sembiran Village, emphasizing the integration of customary values, spirituality, and family-based education. Employing a qualitative ethnographic approach, data were collected through participatory observation, in-depth interviews, and document analysis. The data were thematically analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings reveal that Bali Aga parenting embodies a moral educational system rooted in Hindu cosmology and communal harmony. Parents serve as spiritual educators, transmitting the values of satya (truth), siwam (purity), and suci (sacredness) through ritual practices, storytelling traditions, and collective participation. The family operates not merely as a social unit but as a cultural institution for character formation grounded in local wisdom. In practice, the study suggests developing a culturally grounded family counseling model that leverages indigenous parenting values to strengthen children’s resilience, spiritual awareness, and moral responsibility in both traditional communities and contemporary educational settings. Keywords: ethnopedagogy, parenting, bali aga, cultural values, character education
Mothers' Psychological Well-Being and the Risk of Stunting in Early Childhood Kharismatika, Danella; Muqodas, Idat
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.8961

Abstract

Stunting remains a major public health challenge in Indonesia, with maternal factors playing a crucial role. This study analyzes the relationship between maternal psychological well-being and the risk of stunting in early childhood. A cross-sectional study was conducted at UPTD Puskesmas Purwakarta in October 2025, involving 35 mothers of stunted children aged 0-5 years selected via purposive sampling. Psychological well-being was measured using Ryff's scale, and stunting risk was assessed via a validated questionnaire. Data were analyzed using Pearson correlation and multiple linear regression. Bivariate analysis showed a significant negative correlation (r = -0.40; p = 0.018). However, multivariate analysis controlling for maternal age, education, and occupation revealed a significant positive relationship (b= 0.31; 95% CI= 0.05 to 0.57; p=0.022), indicating a suppressor effect of education that reverses the relationship. The model explained 31.4% of the variance in stunting risk (R² = 0.314; Adjusted R² = 0.223). The findings reveal a complex relationship in which higher education reduces stunting risk but may lower maternal psychological well-being, thereby obscuring the positive association between well-being and stunting risk. Stunting prevention programs should integrate psychological support with educational interventions, focusing on stress management and reframing health information for educated mothers. Keywords: maternal psychological well-being, risk of stunting, early childhood
The Protective Role of Teacher Autonomy Against Work-Family Conflict: A Cross-Generational Study of Female Junior High School Teachers in Indonesia Zulaika, Gayuk; Rahayu, Yusti Probowati; Artiawati, Artiawati
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.9024

Abstract

Cross-generational junior high school female teachers face multi-role challenges that can trigger family conflicts and affect performance. This study aims to test teacher autonomy as a protective factor in mitigating family conflicts that have an impact on work, as well as analyzing the age difference (Generation X: 43-58 years and Generation Y: 28-42 years) as moderators. This study, involving 691 female junior high school teachers in Java, uses purposive sampling and the Teacher Autonomy Scale and the Family-Work Conflict Scale. Hierarchical regression analysis with SPSS 27.0 was used to test the hypothesis. The results showed that teacher autonomy was negatively and significantly related to family conflicts affecting work (β = -0.365; p < 0.001), with an effective contribution of 13.3%. This means that the higher teachers' autonomy, the lower the family conflicts that affect work. Age variables also contributed significantly to the decrease in conflict (ΔR² = 0.057; p < 0.001). However, the role of age moderation was not significant (ΔR² = 0.001; p = 0.474), confirming teacher autonomy as a universal buffer resource whose effectiveness does not depend on generational differences. These findings confirm that autonomy functions as a structural need, not as a function of age cohorts. Policy implications recommend the formalization of schedule flexibility and autonomy-based interventions, such as partial time flexibility and professional scheduling autonomy. This strategic step is crucial to improving the psychological well-being of female teachers and to affirming autonomy as a key instrument in family-friendly policies in the education sector. Keywords: family interferences with work conflict, teacher autonomy, female teachers, cross-generational
Alienation as a Predictor of Career Anxiety: An Empirical Study of Generation Z in Bengkulu Indonesia Amellia, Lola; Suminar, Panji; Himawati3, Ika Pasca
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.9027

Abstract

Although Generation Z is widely regarded as adaptive in the digital era, this cohort also faces significant social and economic pressures in career planning. However, empirical evidence on the influence of social alienation on career anxiety in non-Western contexts, particularly in Indonesia, remains limited. Therefore, this study aims to examine the effect of alienation on career anxiety among Generation Z in Bengkulu City, drawing on Émile Durkheim’s theory of anomie, which posits that the weakening of social norms may lead to alienation and uncertainty about life direction. This study employed a quantitative approach using a cross-sectional survey design. The sample consisted of 380 Generation Z respondents aged 20–24 years, selected through purposive sampling. Data were collected using structured questionnaires that measured alienation based on Seeman’s (1959) conceptual framework with local adaptation, as well as career anxiety, and were analyzed using simple linear regression in SPSS. All instruments met the criteria for validity (r > 0.1005) and reliability (Cronbach’s Alpha > 0.60). The results indicate that alienation significantly predicts career anxiety (β = 0.64, p < .001), with the regression equation Y = 27.489 + 0.757X. Alienation accounts for 41% of the variance in career anxiety (R² = .41), indicating a moderate to strong effect size. These findings confirm the relevance of Durkheim’s theory of anomie in understanding the contemporary social dynamics of Generation Z in Indonesia. In practice, the results highlight the importance of developing career guidance and counseling programs that integrate psychosocial dimensions, particularly reducing social alienation, to mitigate career anxiety among Generation Z. Keywords: alienation, generation Z, bengkulu city, career anxiety
Global Insights into the Effectiveness of Moral and Character Education: Implications for 21st Century Learning Syahri, Lia Mita; Arafani, Adnan; Kharisma, Inggria; Syahrial, Syahrial; Handani, Tri
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.9037

Abstract

Moral-based character education plays a vital role in developing individuals with integrity, responsibility, and empathy, particularly in the context of Society 5.0, where technological advancement must be balanced with strong moral values. This study aims to examine the global effectiveness of moral and character education interventions in enhancing students’ moral understanding and character development. A systematic literature review and meta-analysis were conducted following PRISMA guidelines, synthesizing findings from experimental and quasi-experimental studies published between 2018 and 2025, sourced from major international and national databases. Using a random-effects meta-analytic approach, the results indicate a statistically significant positive effect of moral and character education interventions, despite variations across study contexts. These findings demonstrate that moral and character education contribute meaningfully to the formation of moral identity and ethical awareness. In practice, this study underscores the importance of integrating moral values into curricula and learning practices to strengthen integrity, empathy, and responsibility as essential competencies in 21st-century education. This research provides a comprehensive global synthesis that highlights the original contribution of meta-analytic evidence to the field of moral and character education. Keywords: character education, moral education, values education
Living with Risk and Pressure: Exploring Psychological Well-Being of Coal Mining Workers Mukti, Patria; Parung, Joniarto; Artiawati, Artiawati
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.9039

Abstract

Coal mining employees work in high-risk environments, face long working hours, and experience limited interaction with their families, conditions that potentially affect their psychological well-being. However, empirical understanding of how workers construct and experience psychological well-being within this context remains limited. This study aims to explore the personal experiences and individual meanings of psychological well-being among coal mining employees, describe the factors influencing it, and identify coping mechanisms used to maintain or enhance it. The research design/methodology used an interpretative phenomenological approach. Semi-structured interviews were conducted to collect data, which were analyzed using Interpretative Phenomenological Analysis (IPA). The informants were permanent employees, married, and working as temporary employees. The findings reveal: 1) an in-depth understanding of how coal mining workers define and experience psychological well-being, 2) several factors influencing psychological well-being, including family-health, organizational facilities, connection with family, and work duration. The practical implications of this study indicate that organizations need to place greater emphasis on employees’ psychological well-being, particularly those working far from their families. At the individual level, employees are encouraged to develop adaptive coping strategies, while at the organizational level, psychological support programs and evaluation of working hours are required to better safeguard employee well-being. Keywords: psychological well-being, mining employees, phenomenology

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