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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 997 Documents
 96   97   98   99   100 
Religious Character Formation in Students with Intellectual Disabilities through Spiritual Counseling: A Field Evaluation Integrated with Bibliometric Analysis Maulana, Muhammad Fikri; Khilmiyah, Akif
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8721

Abstract

The development of religious character among children with intellectual disabilities remains a neglected field in inclusive education, despite its critical role in fostering moral awareness and social adaptation. This study aims to evaluate methods for internalizing religious character values through spiritual counseling services at Extraordinary School of Pembina Yogyakarta, while mapping global research trends in this domain. Using a convergent parallel mixed-methods design, qualitative data were collected through interviews, observations, and document analysis, complemented by a bibliometric analysis of 247 Scopus-indexed publications (2014–2024) using VOSviewer. The results reveal four effective strategies: spiritual individual counseling, group guidance via visual and audio media, ritual habituation, and counselor–parent collaboration. Bibliometric findings identified five major clusters: character education, inclusive learning, disability counseling, religious values, and adaptive pedagogy. This study enriches Lickona’s and Bandura’s frameworks by contextualizing religious character education for children with intellectual disabilities and underscores the need for standardized counseling modules and continuous counselor training. Keywords: internalization of religious values, intellectual disability, guidance and counseling, character education
Integrating Inquiry-Based Learning into Guidance and Counseling Instruction: An Innovative Pedagogical Approach in Teacher Education Ismanto, Heri Saptadi; Budiman, Muhammad Arief
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8730

Abstract

The growing emphasis on competency-based and reflective learning models in global counselor education, as promoted by UNESCO and OECD frameworks, highlights the need for pedagogical innovations that foster critical thinking and learner autonomy. Responding to this global demand, this study examines the implementation of the Inquiry-Based Learning (IBL) model in the Guidance and Counseling course and analyzes students’ responses to its application. Using a qualitative descriptive design and questionnaires, the research involved 68 undergraduate students in their second and fourth semesters. The findings indicate that IBL significantly enhanced students’ engagement (by 87%), critical thinking (by 76%), and conceptual understanding of counseling theories (by 81%). Students reported that IBL encouraged greater independence, reflection, and collaborative inquiry throughout the learning process. This study addresses a notable gap in the literature: empirical evidence on IBL in counselor education—particularly in non-Western contexts remains limited. Conceptually, the results affirm the alignment of IBL with constructivist and experiential learning paradigms, offering a model that bridges theory and practice in developing the foundational competencies of future counselors. In practice, these findings underscore the potential of IBL as a transformative strategy for cultivating globally relevant, contextually grounded counselor education. Keywords: inquiry-based learning, guidance and counseling, active learning, qualitative descriptive, counseling students
How to Improve the Self-Esteem of Minangkabau Teenagers Through Agentic Group Guidance? Indah Wijayanti; Herman Nirwana; Rezki Hariko; Yeni Karneli; Hanifah Usman
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8734

Abstract

Self-esteem is now a global psychological issue that influences mental well-being, achievement, and social relationships. However, research linking self-esteem development to a culture-based counseling approach remains limited, especially in the Minangkabau context, which is rich in values of togetherness and independence. This type of research is a quantitative quasi-experimental method with a non-equivalent design. The subjects of this study were 20 students of Batipuh 1 State Senior High School. The research instrument was a self-esteem checklist developed using a Likert scale. Data were analyzed using the N-Gain test, the Wilcoxon test, and the Mann-Whitney test . The results showed that the Agentic group guidance service in the experimental group was "quite effective" in increasing students' self-esteem with an N-Gain of 57.5 while the control group was 32.3. The Mann-Whitney test produced p = 0.001 (<0.005). This research is novel in integrating Bandura's socio-cognitive theory of agentic behavior with Minangkabau cultural values, resulting in a contextual and culturally sensitive agentic group guidance model. This model has the potential to be an effective framework for developing culture-based counseling interventions in a multicultural society. Keywords: sociocognitive, deliberation, reflective dialogue, significance, virtue
Elementary School Teachers' Perceptions of Augmented Reality Learning Media through Assemblr Edu Khoeriyah, Rizka Ummu; Acih Trisnawati; Titin Sutinah; Imas Mulyati; Sri Mulyani; Devi Raswati; Maman Suryaman
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8754

Abstract

The development of digital technology has brought significant changes in education, particularly in how teachers teach and students learn. One innovation increasingly applied is Augmented Reality (AR) technology through the Assemblr Edu platform. This study aims to analyze elementary school teachers’ perceptions of using AR-based learning media via Assemblr Edu and to identify supporting and inhibiting factors in its implementation. Using a descriptive qualitative approach, data were collected through in-depth interviews, observation, and documentation involving eight elementary school teachers in Karawang Regency who participated in Assemblr Edu training. The results show that 75% of teachers perceived AR media as very effective in increasing students’ motivation and facilitating understanding of abstract concepts, especially in science and mathematics lessons. Teachers stated that the 3D visualization features enhanced student engagement and comprehension. However, limited infrastructure, especially unstable internet access in schools located in the outskirts of Karawang, remains a key barrier. Teachers emphasized the need for continuous mentoring and hands-on workshops to strengthen their ability to create AR-based learning materials. The findings highlight Assemblr Edu's potential as an innovative medium that supports teacher professionalism and digital literacy. These results can serve as a basis for regional policies on teacher-training programs that integrate AR technology into elementary education. Keywords: augmented reality, teacher perception, learning media, teacher professional development
The Role of Educational Management in Developing Teachers' Digital Competencies as the Key to Successful Technology-Based Learning Wigiyantini, Meti; Asep Rahmat Kurnia; Rohayanah; Winda Widiastuti; Nuryaningsih Pulungan; Maman Suryaman
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8760

Abstract

The rapid advancement of digital technology has reshaped the educational landscape, yet many elementary school teachers still struggle to integrate technology effectively into instruction. This research addresses the gap between managerial support and teachers’ digital competence in achieving successful technology-based education. Guided by educational management theory and the digital competence framework, this study analyzes how the role of educational management and teachers’ digital skills affect learning success. Using a quantitative explanatory survey involving 105 elementary school teachers in Karawang Regency, data were collected through a five-point Likert-scale questionnaire and analyzed using SPSS. The results show that both variables significantly influence technology-based learning success (p = 0.000, R² = 0.684). These findings highlight that visionary and adaptive school management, combined with strong teacher digital competence, are key drivers of educational transformation. The study contributes theoretically to the discourse on digital pedagogy and, practically, to strengthening managerial strategies in digital-era schooling. Keywords: educational management, teachers' digital competencies, technology-based learning, educational transformation
A Model of Academic Well-Being: An Integrative Review of Faculty and Staff Mental Health in Higher Education Arbin Janu Setiyowati; Nasih, Ahmad Munjin; Puspitasari, Poppy; Rahmawati, Hetti; Awalya Siska Pratiwi; Hidayatullah, Hengki Tri
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8789

Abstract

The well-being of faculty and staff in higher education has increasingly become a global concern, particularly during the COVID-19 pandemic. However, existing research remains fragmented and lacks a unified theoretical framework. This study aimed to synthesize empirical evidence on faculty and staff mental health and to develop an integrative Academic Well-Being model for higher-education settings. A Systematic Integrative Review (SLR) was conducted in accordance with PRISMA 2020. Seventeen peer-reviewed international studies published between 2017 and 2025 were analyzed through thematic synthesis. The findings reveal that academic well-being is a multidimensional construct encompassing eight key dimensions: psychological, social, organizational, spiritual, physical, digital, financial, and cultural policy. Psychological well-being and empathetic leadership emerged as central determinants, while digital adaptation, spiritual meaning, and financial security are emerging factors in the post-pandemic period. The synthesis resulted in an Ecological Model of Academic Well-Being (EAWB) comprising four nested levels: individual, interpersonal, organizational, and cultural systemic that interact dynamically to shape mental health and professional flourishing in academia. The model highlights that sustainable well-being arises not from personal resilience but from compassionate leadership, organizational justice, and inclusive cultures. This review contributes a holistic framework for transforming universities into compassionate ecosystems. Keywords: academic well-being model, mental health, university staff, higher education
Career Interests Among Young Adults of Minang Ethnicity in the Overseas of Lubuk Linggau City Murisal, Murisal; Ardias, Widia Sri; Zikri, Muhammad; Maiseptian, Fadil
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8818

Abstract

This study examines the career interests of Minangkabau young adults living in Lubuk Linggau using the Social Cognitive Career Theory (SCCT) framework. A mixed-methods explanatory sequential design was conducted, starting with quantitative data from 78 members of the Minang Family Association assessed through Holland’s RIASEC model, followed by in-depth qualitative interviews. The findings show that the Realistic type dominates career interests, followed by Artistic, Enterprising, Investigative, Social, and Conventional. Qualitative results reveal that career preferences develop through early apprenticeship experiences, informal skill learning within the merantau tradition, and exposure to entrepreneurial role models in diaspora networks. Internal motivation and self-confidence interact with family expectations, educational pathways, and cultural values emphasizing resilience and independence in work. Theoretically, this study contributes to SCCT by demonstrating cultural migration practices shape self-efficacy and outcome expectations. Practically, the findings suggest the need for culturally responsive career guidance to support youth employability in diaspora contexts. Keywords: career interest, riasec model, social cognitive career theory

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