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COUNSENESIA Indonesian Journal of Guidance and Counseling
Published by Universitas Tunas Pembangunan Surakarta
ISSN : 28072235     EISSN : 27463532     DOI : https://doi.org/10.36728/cijgc
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Jurnal COUNSENESIA Indonesian Journal of Guidance and Counseling adalah jurnal yang diterbitkan oleh Program Studi Bimbingan Dan Konseling Universitas Tunas Pembangunan Surakarta yang berfokus pada penyebaran dan pengembangan bidang ilmu Bimbingan dan Konseling. Secara spesifik ruang lingkup publikasi jurnal ini sebagai berikut: Konseling krisis, Konseling Multikultural, Konseling Populasi Khusus, Psikologi Pendidikan, Psikoedukasi, Bimbingan dan Konseling Karir, Bimbingan dan Konseling Anak Usia Dini, Bimbingan dan Konseling Keluarga, Administrasi dan supervisi Bimbingan dan Konseling, Teknik dan Pendekatan Konseling, Media dalam Bimbingan dan Konseling, Managemen dan evaluasi Bimbingan dan Konseling, Teknologi Informasi dan Komunikasi dalam Bimbingan dan Konseling. Jurnal Ini diterbitkan satu tahun 2 kali yaitu Juni dan Desember. Seluruh proses dari pengiriman naskah sampai publikasi tidak dikenakan biaya (Free of Charge).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 171 Documents
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The contribution of emotional intelligence and achievement motivation to the grit of scholarship recipients Rossanti, Febriyanti; Mulawarman, Mulawarman
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 7 No 1 (2026): COUNSENESIA 2026
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v7i1.6146

Abstract

This study aims to examine the contribution of emotional intelligence and achievement motivation to grit among scholarship recipient students, with a comparison between science (exact) and non-science (non-exact) fields. Using an ex post facto design, the participants were 350 scholarship recipients at Universitas Negeri Semarang selected through proportional stratified random sampling. Data were collected using the Schutte Emotional Intelligence Scale (SEIS), Achievement Motivation Scale, and Grit Scale for Children and Adults (GSCA). Data analysis employed multiple linear regression. The results showed that emotional intelligence significantly contributed to grit (? = 0.298, p < 0.05), while achievement motivation demonstrated a stronger contribution (? = 0.712, p < 0.05). Simultaneously, both variables explained 62.8% of the variance in grit. In addition, science students exhibited higher levels of grit compared to non-science students. These findings indicate that grit among scholarship recipients is shaped by emotional and motivational factors as well as academic context, highlighting the importance of counseling interventions that strengthen emotional regulation and achievement motivation.
The role of self-worth in mediating the influence of fairness on psychological wellbeing of senior high school students Ismail, Carina Nur Laili; Mahfud, Ashari
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 7 No 1 (2026): COUNSENESIA 2026
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v7i1.6197

Abstract

This study examines the role of self-worth as a mediator in the relationship between fairness and psychological wellbeing among senior high school students. A total of 400 senior high school students from Central Java participated in this research through an online survey utilizing the Student Fairness Scale, Self-Worth Scale, and Psychological Wellbeing Scale instruments. Data were analyzed using structural equation modeling (SEM). The results demonstrated that fairness had a significant positive effect on psychological wellbeing (? = 0.31, p < 0.001). Fairness also exerted a significant effect on self-worth (? = 0.47, p < 0.001), while self-worth exhibited a strong positive influence on psychological wellbeing (? = 0.52, p < 0.001). Mediation analysis revealed that self-worth partially mediates the relationship between fairness and psychological wellbeing, with an indirect effect of 0.24 (p < 0.001), accounting for 43% of the total effect. These findings confirm that the perception of fairness in the school environment not only directly enhances students’ psychological wellbeing but also strengthens their sense of self-worth, which ultimately improves psychological wellbeing. The implications of this research underscore the necessity of integrating character education based on fairness principles and self-worth enhancement strategies within school counseling programs..
Perfectionism of gifted students’ long term psychological impact: A qualitative study Rahmawati, Ajeng Intan Nur; Hidayah, Nur; Muslihati , Muslihati; Rahman, Diniy Hidayatur; Ariffudin, Imam
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 7 No 1 (2026): COUNSENESIA 2026
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v7i1.6207

Abstract

Gifted students often perform under pressure and high expectations while also carrying perfectionistic standards. This study analyzes the psychological impact on gifted students and giftedness program alumni with high perfectionism. The research design used a phenomenological study and utilized a purposive sampling technique on five subjects. Data were collected through semi-structured interviews, using thematic analysis assisted by NVivo 12 software. Validity testing in this study included journal reflections during the thematic analysis process and data triangulation. The results of this study indicate that there are short-term and long-term impacts. Both are the accumulation of perfectionism that continues to emerge and continues to become neurotic perfectionism.
From school to state university: The role of teachers in building high school students' motivation for further education Desiga, Hanifa Intan; Puspita, Indah; Poniman , Poniman
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 7 No 1 (2026): COUNSENESIA 2026
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v7i1.6209

Abstract

Higher education plays an important role in improving human resource quality and social mobility. However, participation in higher education among Indonesian high school graduates remains relatively low, particularly in peripheral regions such as South Bangka Regency. This study aimed to explore the role of teachers in fostering Grade XII students’ motivation to pursue public universities. A descriptive qualitative approach was employed involving 14 participants, including principals, homeroom teachers, guidance counselors, and students from senior high schools in South Bangka Regency. Data were collected through semi-structured interviews and analyzed using thematic analysis based on the Miles and Huberman model. The findings revealed that students’ motivation to continue to public universities was generally fragile and unstable. Although many students aspired to pursue higher education, their decisions were often constrained by financial limitations, parental influence, limited access to information, and socio-cultural norms that prioritized immediate employment. Teachers, counselors, principals, and school programs played significant roles in strengthening motivation through encouragement, guidance, and exposure to higher education opportunities. In this context, schools functioned as strategic institutions that helped bridge gaps in information and educational access. The study concludes that increasing higher education participation requires more than financial assistance alone. Strengthening structured career guidance, teacher capacity, parental involvement, digital information access, and collaboration between schools and universities is essential to support students’ transition to higher education, particularly in underserved and peripheral regions.
Poetry writing as a counseling intervention to enhance self-talk ability among junior high school students Thobroni , Muhammad; Aliyah, Urotul
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 7 No 1 (2026): COUNSENESIA 2026
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v7i1.6262

Abstract

This study aims to test the effectiveness of writing poetry as a counseling intervention in improving self-talk skills in junior high school students. The study used a quantitative approach with a quasi-experimental non-equivalent control group design. The research subjects consisted of 30 students divided into an experimental group and a control group. The instrument used was a self-talk ability questionnaire that had been tested for validity and reliability. Data were collected through pre-test and post-test, then analyzed using paired sample t-test, independent sample t-test, and N-Gain and effect size (Cohen's d) calculations. The results showed a significant increase in self-talk skills in the experimental group compared to the control group (p < 0.05). The N-Gain value in the experimental group was high, while the control group was low. Furthermore, the effect size value was large (d = 0.82), indicating that the intervention had a strong impact. These findings suggest that poetry writing is an effective medium for emotional expression and self-reflection, supporting changes in students' mindsets. Therefore, poetry writing can be used as an alternative strategy in guidance and counseling services to improve students' self-talk skills in a more adaptive and constructive manner.
Reframing the philosophy of pastoral counselling: An interdisciplinary dialogue between theology, existential psychology, and positive psychology Edwin, Edwin; Gultom, Junifrius
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 7 No 1 (2026): COUNSENESIA 2026
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v7i1.6315

Abstract

This study explores the need to reframe the philosophy of pastoral counselling through an interdisciplinary dialogue between theology, existential psychology, and positive psychology. Historically rooted in religious traditions, pastoral counselling has evolved by integrating psychological insights to address the holistic needs of individuals. However, contemporary cultural diversity, ethical complexity, and global social change demand a renewed philosophical foundation that is both theologically grounded and psychologically informed. Using a qualitative design based on an interdisciplinary literature review, this study analyses peer reviewed works published between 2000 and the present that discuss the integration of theology and psychology within counselling contexts. Thematic analysis was employed to synthesize key concepts and identify emerging patterns across disciplines. The findings indicate that existential psychology contributes a focus on meaning making, freedom, and responsibility, which align with theological reflections on suffering and hope, while positive psychology enriches pastoral counselling through its emphasis on virtues such as forgiveness, gratitude, resilience, and character development. The study also highlights the importance of ethical clarity, particularly regarding professional boundaries, value imposition, and client autonomy, as well as the necessity of cultural sensitivity and multicultural adaptation. In conclusion, reframing the philosophy of pastoral counselling through interdisciplinary integration provides a more holistic, ethically responsible, culturally responsive, and spiritually authentic model of care capable of addressing contemporary mental health and spiritual challenges.
Internalization of spiritual teachings Sheikh Ahmad Mutamakkin in the formulation of integrative sufi counseling Yuliyatun, Yuliyatun; Sugiharto, Dwi Yuwono Puji; Sugiyo, Sugiyo; Mahfud, Ashari
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 7 No 1 (2026): COUNSENESIA 2026
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v7i1.6419

Abstract

This study aims to develop an integrative Sufi counseling model grounded in the teachings of Shaykh Ahmad Mutamakkin as a conceptual contribution to contemporary Islamic counseling. The urgency of this research stems from the need to incorporate local spiritual dimensions into modern mental health practices in response to increasing dehumanization and spiritual crises in urban societies. Employing a qualitative library research design, this study utilizes content analysis and hermeneutic approaches to examine primary sources, including the manuscript Arsyul Muwahhidin, historiographical accounts of Shaykh Mutamakkin, and relevant scholarly works, which are subsequently synthesized with classical Sufi thought and Islamic counseling theories. The findings indicate that Mutamakkin’s teachings are structured around seven core principles: the integration of shari‘ah and haqiqah, tazkiyat al-nafs, mujahadah–muhasabah, moral development, social harmony, local wisdom, and transcendental orientation. These principles are formulated into an integrative counseling model comprising four key components: a tawhid-based philosophical foundation, spiritually oriented therapeutic goals, the counselor’s role as a murshid, and intervention techniques emphasizing reflective practice and value internalization (riyadhah). This model offers a holistic counseling framework that not only addresses psychological distress but also facilitates enduring inner peace through spiritual closeness to God, thereby bridging the gap between Islamic psychology and contemporary clinical practice.
Student academic hardiness: descriptive analysis and its relationship with individual characteristic Harahap, Ade Chita Putri; Indreswari, Henny; Hidayah, Nur; Setyowati, Arbin Janu; Ramli, M; Makhsin, Mardzelah Binti; Harahap, Dinda Permatasari; Simarmata, Sari Wardani
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 7 No 1 (2026): COUNSENESIA 2026
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v7i1.6424

Abstract

This study aims to analyze students' academic hardiness and examine its differences based on individual characteristics as well as its relationship with academic achievement. This research employed a quantitative approach with a descriptive and correlational design. The participants consisted of 103 students selected using accidental sampling. Data were collected using a Likert-scale questionnaire measuring the dimensions of commitment, control, and challenge. Data analysis was conducted using descriptive statistics, independent sample t-test, one-way ANOVA. The results showed that students’ academic hardiness was categorized as high. However, there were no significant differences in academic hardiness based on gender and semester. In addition, no significant relationship was found between academic hardiness and academic achievement (GPA). These findings indicate that academic hardiness is an important psychological resource in dealing with academic pressure, but it does not directly determine students’ academic success. This study implies that the development of academic hardiness needs to be systematically implemented through psychological and educational interventions to support students' academic success.
Do self-efficacy and self-regulated learning influence student engagement in gen z students? Nurfauziah, Rizki; Mulawarman, Mulawarman
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 7 No 1 (2026): COUNSENESIA 2026
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v7i1.6440

Abstract

Lack of enthusiasm, confidence, and frustration when facing difficult tasks affects the student engagement of Generation Z students. This study aims to analyze the influence of self-efficacy and self-regulated learning on the student engagement of Gen Z students. This study uses an explanatory quantitative approach. The sampling technique used is proportionate stratified random sampling with a sample size of 395 Gen Z students aged 18–24 years at Universitas Negeri Semarang. The scales used in this study were the self-efficacy scale, the self-regulated learning scale, and the student engagement scale. The hypothesis test results showed that self-efficacy and self-regulated learning simultaneously had a significant effect on student engagement (R² = 0.577; p < 0.001), which means that these two variables were able to explain 57.7% of the variation in student engagement. Further research is recommended to examine other factors that influence Gen Z students' engagement in order to obtain a more comprehensive model.
The effectiveness of the RESPECT training model as a counseling intervention for enhancing college students’ social skills Fatimah, Siti; Ahman, Ahman; Suherman , Uman; Ilfiandra, Ilfiandra
Counsenesia Indonesian Journal Of Guidance and Counseling Vol 7 No 1 (2026): COUNSENESIA 2026
Publisher : Program Studi Bimbingan dan Konseling Universitas Tunas Pembangunan Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36728/cijgc.v7i1.6460

Abstract

College students' social skills have declined significantly in the digital era, affecting their ability to communicate, build interpersonal relationships, and meet academic and career demands. A preliminary survey of 518 students at IKIP Siliwangi indicated that social skills remained at a moderate level, with social facilitation, social problem-solving, and communication identified as priority areas for development. However, existing interventions lack contextual relevance and have yet to systematically integrate experiential simulation with structured reflective processes. This study therefore examined the effectiveness of RESPECT Training a reflection and simulation-based counseling intervention in developing college students' social skills. A mixed-methods approach with an embedded experimental design was employed, involving 40 third-semester students with low or very low social skills assigned to an experimental group (n = 20) and a control group (n = 20). Data were collected using a validated Social Skills Scale (101 items; ? = .94) and semi-structured in-depth interviews. Given a non-normal data distribution (Shapiro–Wilk: W = 0.91, p = .03), quantitative data were analyzed using the Mann–Whitney U test, while qualitative data were analyzed using Interpretative Phenomenological Analysis (IPA). Results showed that RESPECT Training significantly improved social skills in the experimental group (p = .02; d = 0.75, moderate effect), whereas the control group showed no significant change (p = .18; d = 0.21). Significant gains were observed across all six social skill dimensions (p < .05). IPA identified four experiential themes emerging reflective awareness, expanding social self-efficacy, adaptive emotional regulation, and deepening empathic engagement which converged with and explained the quantitative findings. These findings suggest that RESPECT Training represents an effective simulation-based, reflective counseling intervention for enhancing college students’ social skills and contributes to advancing guidance and counseling practices in higher education within Indonesia’s collectivist cultural context.

Page 15 of 18 | Total Record : 171

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