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Muhammad Khoirul Umam
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almusyrif@uiidalwa.ac.id
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+6285646544449
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almusyrif@uiidalwa.ac.id
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Jl . Raya Raci No. 51 PO Box 8 Bangil Pasuruan Jawa Timur
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Al-Musyrif : Jurnal Bimbingan dan Konseling Islam
Published by Universitas Islam Internasional Darullughah Wadda'wah
ISSN : 26555425     EISSN : 28082354     DOI : https://doi.org/10.38073/almusyrif
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Al Musyrif : Jurnal Bimbingan dan Konseling Islam adalah jurnal yang berisi isu-isu aktual terkait Bimbingan Konseling Islam yang ditulis oleh para akademisi melalui berbagai tinjauan literatur (penelitian Perpustakaan) atau studi lapangan yang akan diterbitkan dalam bentuk Jurnal Ilmiah. Jurnal Al-Musyrif diterbitkan dua kali setahun (setiap enam bulan, diterbitkan pada bulan Oktober dan April) oleh Program Studi Bimbingan Konseling Islam Fakultas Dakwah Institut Agama Islam Darullughah Wadda’wah Bangil Pasuruan.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 83 Documents
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Prosocial Behavior of Boarding and Non-Boarding Students: A Comparative Analysis in the Context of Religious Higher Education Novi Rosita Rahmawati; Desy Zukhrufia Rahma; Lilla Maturizka Ayu Asfarina; Maziyyatul Muslimah
Al Musyrif: Jurnal Bimbingan dan Konseling Islam Vol 9 No 1 (2026): April
Publisher : Program Studi Bimbingan dan Konseling Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almusyrif.v9i1.4534

Abstract

Prosocial behavior is an important indicator of students' social development and is often assumed to be influenced by their residential environment. This study aims to examine the differences in prosocial behavior between boarding and non-boarding students in the Islamic Religious Education Study Program at UIN Syekh Wasil Kediri. Boarding in this study refers to students living in Islamic boarding schools or religious dormitories. The study used a comparative, quantitative approach with a sample of 224 students, comprising 112 boarding and 112 non-boarding students. Data were collected using a prosocial behavior scale and analyzed using an independent samples t-test. The results showed no significant differences in prosocial behavior between boarding and non-boarding students. The small effect size indicates that residential status is not strong enough to explain variations in students' prosocial behavior. These findings emphasize that prosocial behavior needs to be understood in terms of the quality of social experiences, relational support, and the internalization of values, rather than solely in terms of residential category.
Academic Stress among University Students in Digital-Based Learning: The Roles of Social Support, Academic Self-Efficacy, and Subjective Well-Being Gebriella Berlian; Zadrian Ardi; Ade Herdian Putra; Amirul Firdaus
Al Musyrif: Jurnal Bimbingan dan Konseling Islam Vol 9 No 1 (2026): April
Publisher : Program Studi Bimbingan dan Konseling Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almusyrif.v9i1.4633

Abstract

The rapid expansion of digital-based learning has increased academic demands and psychological challenges, leading to higher levels of academic stress among university students. This study aims to examine the roles of social support, academic self-efficacy, and subjective well-being in predicting academic stress in digital learning environments. This study employed a quantitative correlational approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze data collected from 888 university students in Indonesia. The instruments included the Perception of Academic Stress Scale (PAS), the Multidimensional Scale of Perceived Social Support (MSPSS), a composite Subjective Well-Being Scale (SWLS and PANAS), and an Academic Self-Efficacy scale. The findings revealed that social support significantly enhances subjective well-being and academic self-efficacy while reducing academic stress. Academic self-efficacy demonstrated a paradoxical role, as it significantly increased academic stress while also functioning as both a mediator and a moderator. In contrast, subjective well-being did not have a significant effect on academic stress. In conclusion, academic stress in digital learning is shaped by complex interactions between external and internal factors, with self-efficacy acting as a double-edged construct. This study contributes by challenging the conventional assumption that self-efficacy is purely protective and highlighting its dual role in digital learning contexts.
Analysis of Counseling Approaches in Addressing Students’ Learning Problems in Indonesia Nur Mega Aris Saputra; Henny Indreswari; Lutfi Fauzan; Fitri Wahyuni; Muh Nur Alamsyah; Muhammad Rafli; Mohammad Aziz Shah Mohamed Arip
Al Musyrif: Jurnal Bimbingan dan Konseling Islam Vol 9 No 1 (2026): April
Publisher : Program Studi Bimbingan dan Konseling Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/almusyrif.v9i1.4642

Abstract

The digital transformation in education has significantly impacted students’ learning processes in Indonesia. Uncontrolled use of technology has triggered various learning issues, including concentration difficulties, academic anxiety, low motivation, and internet addiction. This study aims to identify effective counseling approaches in addressing students’ learning problems in Indonesia and to analyze both learning challenges and the factors influencing intervention success. A Systematic Literature Review (SLR) method was employed, following PRISMA and Cochrane guidelines, synthesizing 29 selected studies published between 2010 and 2025. The findings indicate that counseling approaches such as individual counseling, group counseling, Cognitive Behavior Therapy (CBT), Rational Emotive Behavior Counseling (REBC), reality therapy, and self-management are effective in improving students’ independence, motivation, discipline, and in reducing academic anxiety and digital addiction. The success of these interventions is influenced by internal factors (emotions, motivation, and study habits) and external factors (family support, school conditions, and technology integration). This study concludes that action-oriented, structured, and contextually adaptive counseling approaches are essential in responding to the socio-digital challenges faced by students. The results of this review offer valuable insights for developing school counseling policies and professional counselor training programs that are responsive to the demands of digital-era learning.

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