ProGCouns: Journal of Professionals in Guidance and Counseling
The Journal of Professionals in Guidance and Counseling aims to publish literary works that set trends and initiate contemporaneous creativity and innovation in understanding and practicing guidance, counseling, counseling, supervision, and related professional organization and multicultural aspects. The journal intends to transmit, enrich, and develop research, theory, practice, education, ethics, and policy. As an international journal, the Journal of Professionals in Guidance and Counselingoffers a high-quality framework for authors from all over the world, and relevant professional fields of study from various educational, cultural backgrounds. Its readership is as interdisciplinary as it is transnational.
Articles
59 Documents
<![CDATA[The effect of learning interest and self-efficacy on junior high school students' learning achievement ]]>
<![CDATA[Sofyan Abdi]]>;
<![CDATA[Dina Rahmania]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol 4, No 1 (2023): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v4i1.53757
<![CDATA[This study aims to determine the effect of learning interest and self-efficacy on learning achievement. The population used is all students of class IX, with a sampling technique using random sampling of 72 students. The data collection technique used was a questionnaire and then analyzed with descriptive statistics. The results of this study indicate that there is an effect of interest in learning on learning achievement based on the partial test of 5.067 2.291 with a significant 0.000 0.05, it can be said to be significant, there is also an effect of self-efficacy on learning achievement, with the test results showing a partial test of 3.659 2.291 with a significant 0.000 0.05, it can be said that it is also significant, then interest in learning and efficacy also have a significant effect simultaneously (together) on student achievement of 51,489 3.127. The value of R Square is 0.599 or 59.9% and the remaining 0.41 or 40.1% is influenced by other variables outside the variables of interest in learning and self-efficacy. Such as learning motivation, learning facilities, teacher communication skills, family environment, and students' emotional intelligence.]]>
<![CDATA[The effect of permissive parenting style and peer pressure on disruptive behavior: An explanatory study ]]>
<![CDATA[Yeni Muhliawati]]>;
<![CDATA[Purwadi Purwadi]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol 4, No 1 (2023): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v4i1.59914
<![CDATA[This research aims to examine the influence of permissive parenting style and peer pressure on disruptive behavior of students at Muhammadiyah 2 Yogyakarta junior high school The research method used is a quantitative-correlational method with a prediction design. The population of this research is 498 students who were registered as 7th and 8th graders in the 2021/2022 academic year. The research subjects consist of 74 students, selected using purposive sampling technique, with the criteria that they perceive their parents as permissive and have been identified to have a tendency towards disruptive behavior. The measuring instruments used consist of the disruptive behavior scale, the permissive parenting style scale, and the peer pressure scale. The analysis technique used is multiple regression. The findings of this study indicate that there is a significant simultaneous effect of permissive parenting style and peer pressure on disruptive behavior. The effective contribution produced is 42%. Permissive parenting style partially does not have an influence on disruptive behavior, while peer pressure significantly affects the occurrence of disruptive behavior. The school is recommended to increase its awareness of peer pressure that triggers disruptive behavior in students. Parents are expected to adjust their parenting style to minimize the growth of disruptive behavior in children.]]>
<![CDATA[Understanding learning anxiety and mental health of final year students: A qualitative study ]]>
<![CDATA[Rohiyati Berutu]]>;
<![CDATA[Mutiawati Mutiawati]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol 4, No 1 (2023): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v4i1.60000
<![CDATA[Anxiety is a feeling of fear, excessive worry, and unpleasant feelings that assume that something bad will happen. Learning anxiety can also be interpreted as a feeling of worry while an individual experience an under pressure situation and inability to complete something. It is normal for students to have excessive anxiety during the learning process, due to the many internal and external factors that occur in their environment. The research method used was descriptive qualitative research. The research instruments used were interviews and observations. The researcher conducted observations at the Universitas Islam Negeri Sumatera Utara and obtained three final year students who experienced excessive learning anxiety, which could disrupt their learning activities. This greatly affects the students’ mental health. Therefore, the researchers aim to examine the impact of excessive learning anxiety on students’ mental health. Among the three students, two students experienced excessive learning anxiety, which had an impact on their physical and mental health. These two students experienced symptoms of shortness of breath and sleep disturbances that interfered with their daily activities. While one student merely had general learning anxiety in the form of fear of something bad happening, which is often experienced by students in general.]]>
<![CDATA[Educational psychology perspective on constructive, social play and academic performance of primary school children in Nigeria ]]>
<![CDATA[Abdullahi Suleiman]]>;
<![CDATA[Habibat Bolanle Abdulkareem]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol 4, No 1 (2023): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v4i1.55757
<![CDATA[Poor performance in numeracy at the primary level of education may result from inadequate instructional materials, methods, techniques, or strategies used in teaching it. This study investigated the effects of constructive and social play on pupils’ academic performance in numeracy in Niger State. The study examined the interaction effects of constructive, social play, gender, and school type on pupils’ academic performance in numeracy in Niger State. The study adopted the social-cultural theory of Lev Vygotsky. The research design used was a pretest-posttest control group non-equivalent quasi-experimental design. A stratified random sampling technique was adopted to select six schools for the study. The instrument used was Numeracy Performance Test (NPT). The Pearson Moment Correlation Coefficient was used to ascertain the reliability coefficient of 0.76 coefficients that were obtained. Frequency counts, percentage, mean, and ANCOVA were used to analyze the data collected. The results revealed that social and constructive play substantially impacted pupils’ numeracy performance in Niger State. There was no gender-related difference in student performance in maths and no statistically significant interaction between therapy and gender on pupils’ performance in numeracy. In Niger State, there was no discernible correlation between the type of school and pupils’ performance in numeracy. Gender and school type did not significantly affect pupils’ academic performance in numeracy, suggesting that social play and constructive play increased higher performance in math than the traditional style of instruction.]]>
<![CDATA[A short film for the prevention of sexual harassment: The final product evaluation ]]>
<![CDATA[Antonius Ian Bayu Setiawan]]>;
<![CDATA[Suwarjo Suwarjo]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol 4, No 1 (2023): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v4i1.59883
<![CDATA[This study aims to determine the effectiveness of the short film "Gerak Bersama" in preventing sexual harassment in high school students. This research is a type of research and development focused on a certain stage, namely focusing on the seventh to the last stage which refers to the Borg Gall procedure. The subjects in this study were 122 high school students in Sleman Regency. This research produced three short films entitled "Speak Up!", "Enabler?", and "Relasi (Kuasa)" as well as a media guidebook which was examined for the effectiveness of its use in students in cultivating an anti-sexual harassment attitude. The data collection method uses an attitude scale toward sexual harassment. The data analysis technique uses descriptive statistics and an experimental design with T-test and N-Gain analysis. The effectiveness test using the T-test resulted in an average pretest value of 121.72 and a posttest average value of 152.96 and sig. (2-tailed) is 0.000 0.05 which indicates if there is an average difference between the pretest and posttest. The N-Gain test result is 0.653 which is included in the medium category and the N-Gain value in percentage is 65% which is included in the quite effective category. The short film “Gerak Bersama” was deemed appropriate and effective in preventing sexual harassment of high school students.]]>
<![CDATA[Professional competence of school counselors in guidance and counseling services ]]>
<![CDATA[Nadia Aulia Nadhirah]]>;
<![CDATA[Luthvia Zahiro Baiti]]>;
<![CDATA[Nandang Budiman]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol 5, No 1 (2024): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v5i1.64247
<![CDATA[The professional competence of guidance and counseling teachers is an important aspect and affects the quality of guidance and counseling services provided by school counselor. As a guidance and counseling teacher, it is important and necessary to acquire professional competencies to facilitate the needs of students at school and to be able to provide the best service in helping students. The school counsellor profession is a job that is required special requirements so that in the implementation of the services provided can convince and gain the trust of those who need help. The professional competency standards of guidance and counseling teachers refer to whether they can master concepts, live and embody values, provide and demonstrate assistance, and professional performance of their responsibility. The research method used to achieve this goal is Systematic Literature Review (SLR). The results of some literature show that most guidance and counseling teachers have fulfilled professional competencies with high categories, this is shown by the guidance and counseling services provided in accordance with existing standards. However, this study also shows that some other guidance and counseling teachers are still in the medium and low categories. This affects the effectiveness of the services provided, so that guidance and counseling teachers need to improve their professional competence.]]>
<![CDATA[Hope action theory: An intervention career development for adolescence ]]>
<![CDATA[Catur Octowibowo]]>;
<![CDATA[Uman Suherman]]>;
<![CDATA[Setiawati Setiawati]]>;
<![CDATA[Zamzam Nursani]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol 5, No 1 (2024): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v5i1.71058
<![CDATA[The impact of the Covid-19 pandemic and the development of technological disruption in the current era of globalization have resulted in uncertainty and challenges, especially in the field of workforce recruitment. This condition requires readiness for career selection in the pre-employment age profile. Therefore, effective career guidance is increasingly needed. This study aimed to map the HAI (Hope-Action Inventory) profile of 82 high school students as the basis for career guidance and counseling service programs in high school. The method used in this research was a descriptive study of hope-action competencies assessment. The measurement of HAI competencies was important for effectively managing one's career development. This study found that 13% of students were still in the low expected action competence category. Several dimensions of competence measured showed a range of several dimensions of hope-action competence that were still undetermined, namely the dimensions of self-clarity (mean 2.98. SD 0.23), visioning (mean 3.11. SD 0.16), goal setting and planning (mean 3.06. SD 0.16). Some correlations among these dimensions (r = 0.187 to 0.661) suggest a hierarchy in the competency profile of action expectations that should be considered for developing programs career guidance and counseling service program that integrates the hope action theory. It is expected that programs career guidance and counseling that integrates the hope action theory will be more effective in enhancing career development.]]>
<![CDATA[The development and validation of student career planning inventory (SCPI) ]]>
<![CDATA[Arifah Wulandari]]>;
<![CDATA[Diniy Hidayatur Rahman]]>;
<![CDATA[IM Hambali]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol 4, No 2 (2023): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v4i2.64714
<![CDATA[The fluctuating, dynamic and unpredictable development of the work setting Emphasizes the significance of career planning. However, there is still no measurement tool for planning skills based on career construction theory. The objective of this research is to develop and validate an inventory that can measure the level of students' career planning skills based on career construction theory. This research used the ADDIE research design with five development stages including analysis, design, development, implementation, and evaluation. The resulting items amounted to 29 statement items developed from three indicators that are crystallization of vocational preferences, specification of occupational choice and actualization of occupational choice. 112 vocational students were involved in the process of analyzing the instrument validity and reliability. The results of the analysis with the Pearson Product Moment Correlation test resulted in an r-count value above 0.5 with an r-table of 0.195 so that the instrument has high validity. The reliability test with Cronbach's Alpha resulted in a value of 0.972 so that the instrument is highly reliable. Exploratory factor analysis also resulted in the finding that the inventory items developed were formed by three factors namely crystallization of vocational preferences, specification of occupational choices, and actualization of occupational choices.]]>
<![CDATA[Social-emotional learning profile of junior high school students in Java ]]>
<![CDATA[Budi Astuti]]>;
<![CDATA[Edi Purwanta]]>;
<![CDATA[Aprilia Tina Lidyasari]]>;
<![CDATA[Caraka Putra Bhakti]]>;
<![CDATA[Rizqi Lestari]]>;
<![CDATA[Sedem Nunyuia Amedome]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol 5, No 1 (2024): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v5i1.65755
<![CDATA[Social-emotional learning is an essential aspect of an individual’s development. Thisresearch aims to determine the profile of social-emotional learning and differences in social-emotional learning scores based on gender and grade level among junior high school students in Java. This research uses a quantitative approach with a comparative research type. The sample in this study was 2036 junior high school students on the island of Java. The data collection technique in this research used a social-emotional learning scale, which was tested for validity and reliability using the RASCH model. Data analysis techniques were carried out using descriptive statistics and the ANOVA test. The results show that the majority of junior high school students in Java had a high score in social-emotional learning (N=65.4%), and only 0.1% of students categorized indeficient. Students' social-emotional levels were not influenced by gender or grade level. The self-management aspect had the lowest score, and the self-awareness aspect had the highest score in social-emotional learning. It is hoped that the results of this research can provide an overview of the conditions of social-emotional learning in students and become a reference for the development of social-emotional learning program in schools.Guidance and Counseling teachers can improve the lowest aspect of social-emotional learning through various techniques and methods so students can have good social-emotional learning skills in all aspects. Future research needs to explore the factors that influence high levels of SEL in students and expand the research sample to obtain broader generalizations.]]>
<![CDATA[Conscientiousness and academic stress among thesis-writing students ]]>
<![CDATA[Ismi Nurtamami]]>;
<![CDATA[Fatin RN Wahidah]]>;
<![CDATA[Tri Na'imah]]>
<![CDATA[ ProGCouns: Journal of Professionals in Guidance and Counseling Vol 4, No 2 (2023): ProGCouns: Journal of Professionals in Guidance and Counseling ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/progcouns.v4i2.65330
<![CDATA[Thesis-writing students experience heightened academic stress due to the simultaneous demands of college assignments and thesis completion, leading to a significant sense of burden. A personality trait known as conscientiousness is characterized by adherence to obedient, organized,careful, determined, and disciplined behavior. This study examines the correlation between conscientiousness and academic stress among thesis-writing students in the Faculty of Economics and Business at a university in Indonesia. This study employs a quantitative correlational approach. The data collection techniques involve employing a simple random sampling method to gather information from a sample of 200 students from the Faculty of Economics and Business who are presently engaged in writing their theses. The study utilized the academic stress scale (Academic Stress Inventory) (α cronbach = 0.90) and the conscientiousness personality scale (Big Five Inventory) (α cronbach = 0.78) as measuring tools. SPSS tools are utilized in technical correlation analysis. The analysis reveals a significant negative correlation (r = -0.365, p 0.01) between conscientiousness personality and academic stress among students at the Faculty of Economics and Business, currently engaged in thesis writing at the university. The relationship between conscientiousness and personality and academic stress reduction in students is positively correlated. This study recommends to provide psychoeducation programs for writing a thesis and seminars for students to develop the conscientiousness personality before preparing a thesis.]]>
