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INDONESIA
Jurnal Pendidikan Sosial dan Konseling
Published by CV ITTC Indonesia
ISSN : -     EISSN : 29878381     DOI : https://doi.org/10.47233/jpdsk
Core Subject : Education, Art, Social,
Arts Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
urnal Pendidikan Sosial dan Konseling (JPDSK) merupakan wadah bagi para peneliti untuk mengembangkan kompetensinya dalam bidang penelitian dan pengabdian kepada masyarakat. Adapun scope jurnal ini berkaitan dengan pendidikan, sosial sains dan konseling. Jurnal ini terbit empat kali dalam setahun, yaitu pada bulan januari, April , Juli, dadn Oktober. Jurnal terdaftar dengan E-ISSN: 2987-8381
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 518 Documents
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Paradigma Baru Psikologi Pendidikan Islam: Integrasi Nilai-Nilai Psikologi Islam dalam Proses Pendidikan Islam sigit purnomo; Muhammad Fikrun Najib; Dede Rubai Misbahul
Jurnal Pendidikan Sosial Dan Konseling Vol. 4 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v4i2.4946

Abstract

This article discusses the new paradigm of Islamic educational psychology through the integration of Islamic psychological values into the process of Islamic education. This study is motivated by the dominance of the Western educational psychology paradigm, which is secular-positivistic in nature and tends to neglect the spiritual dimension of human beings, thereby creating a gap with the transcendent objectives of Islamic education, amid the growing moral crisis and character degradation among young generations due to digitalization. This research employs a qualitative approach through a library research method with content analysis applied to various relevant literature and scientific journal articles. The findings reveal that Islamic psychology is built upon five interrelated fundamental elements of the human being, namely fitrah, nafs, qalb, aql, and ruh, which are epistemologically distinct from conventional Western psychology. This distinction drives a paradigm shift toward Islamic educational psychology, manifested through various concrete forms of integration in the learning process, such as tarbiyah al-qalb (heart education), moral character formation, the strengthening of learning motivation based on sincere intention (ikhlas), and the exemplary teaching method (uswah hasanah). The implementation of this paradigm brings significant implications for students' character formation, including the strengthening of emotional intelligence, the achievement of holistic mental health, the formation of an insan kamil (perfect human) personality, and readiness to face contemporary educational challenges. This study recommends that Islamic educational institutions develop learning models that consistently integrate Islamic psychological values in order to produce a generation that is balanced in intellectual intelligence, emotional maturity, and spiritual depth.
Strategi Kepemimpinan Kepala Sekolah Dalam Mencapai Target Penerimaan Peserta Didik Baru Melalui Program SPMB Inden Di SDIT Ibnu Abbas Cikarang Sigit Purnomo; Sulaiman Mahdi; Heri Gunawan; Irnie Victorynie
Jurnal Pendidikan Sosial Dan Konseling Vol. 4 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

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Abstract

Penelitian ini bertujuan untuk menganalisis strategi kepemimpinan kepala sekolah dalam mencapai target penerimaan peserta didik baru melalui Program Sistem Penerimaan Murid Baru (SPMB) Inden di SDIT Ibnu Abbas Cikarang, mengidentifikasi faktor-faktor pendukung dan penghambat, serta mendeskripsikan solusi strategis yang diterapkan dalam mengatasi berbagai hambatan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam, dokumentasi, dan dianalisis secara deskriptif. Informan penelitian terdiri atas kepala sekolah dan ketua panitia SPMB yang dipilih menggunakan teknik purposive sampling. Hasil penelitian menunjukkan bahwa keberhasilan Program SPMB Inden didukung oleh kepemimpinan strategis kepala sekolah yang mengintegrasikan perencanaan berbasis data, optimalisasi media digital, kolaborasi dengan guru, komite sekolah, dan orang tua, serta evaluasi berkelanjutan. Faktor pendukung meliputi kualitas program pendidikan, kompetensi guru, pelayanan prima, lokasi strategis, biaya pendidikan yang kompetitif, dan tingginya kepercayaan masyarakat. Adapun faktor penghambat meliputi ketidakseimbangan jumlah pendaftar berdasarkan jenis kelamin, keterbatasan fasilitas bagi peserta didik berkebutuhan khusus, serta meningkatnya persaingan antar sekolah swasta. Untuk mengatasi hambatan tersebut, sekolah menerapkan penguatan komunikasi melalui media digital, peningkatan kapasitas sumber daya manusia, penguatan identitas sekolah, kolaborasi dengan pemangku kepentingan, dan evaluasi secara berkala. Temuan penelitian menegaskan bahwa keberhasilan penerimaan peserta didik baru tidak hanya ditentukan oleh aktivitas promosi, tetapi juga oleh kepemimpinan strategis yang mampu mengintegrasikan manajemen mutu, pemasaran pendidikan, dan kolaborasi seluruh pemangku kepentingan. Kata kunci: kepemimpinan kepala sekolah, manajemen strategis, pemasaran pendidikan, SPMB Inden, penerimaan peserta didik baru.
Tantangan Realitas Profesi Guru Bimbingan Dan Konseling Di Sekolah: Studi Literatur Finandi Rahmawati; Maya Rahadian Septiningtyas; Lobby Loekmono
Jurnal Pendidikan Sosial Dan Konseling Vol. 4 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

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Abstract

Professional guidance and counseling (BK) teachers now face rapid changes in education that prioritize students' mental health and well-being. However, there is still a wide gap between official rules and the actual practice of school counselors due to complex problems. This study aims to map the real challenges faced by BK teachers and outline a practical adaptation roadmap. Using a qualitative literature study (library research) with content analysis, secondary data were gathered from reputable scientific databases with limited publication years to ensure relevance. The findings show that BK teachers face three main challenges: structural obstacles (qualification mismatches and heavy workloads), cultural obstacles (the negative stigma of BK rooms as places for punishment), and technology gaps (difficulty using digital tools). To solve these issues, this study proposes a four-pillar roadmap: transforming services through cybercounseling and basic AI tools, repositioning the BK image through preventive guidance in class, building strong partnerships (among principals, subject teachers, and parents), and continuing professional development (PKB). In conclusion, improving the quality of BK services requires changes in school policies to better support students in the digital age.
Peran Psychological Capital dan Academic Resilience sebagai Prediktor Kesehatan Mental Vera Sriwahyuningsih; Mufadhal Barseli
Jurnal Pendidikan Sosial Dan Konseling Vol. 4 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v4i2.4981

Abstract

Mental health among university students is an important aspect in supporting academic achievement and optimal individual development. Various academic demands and life transitions during emerging adulthood may increase students’ vulnerability to psychological problems. Therefore, understanding positive psychological factors that support students’ mental health is essential, particularly Psychological Capital and Academic Resilience. This study aimed to examine the relationship between Psychological Capital, Academic Resilience, and Mental Health among students at Universitas Putra Indonesia YPTK Padang. This research employed a quantitative approach with a correlational design. The participants were 80 university students selected based on the research criteria. Data were collected using Psychological Capital, Academic Resilience, and Mental Health instruments. Data analysis was performed using Pearson Product Moment correlation to determine the direction and strength of relationships among variables. The results showed that Psychological Capital had a strong positive relationship with Mental Health with a correlation coefficient of r = 0.704. Academic Resilience also demonstrated a strong positive relationship with Mental Health with a correlation coefficient of r = 0.637. Furthermore, Psychological Capital was positively and strongly correlated with Academic Resilience with a correlation coefficient of r = 0.621. These findings indicate that higher levels of Psychological Capital and Academic Resilience are associated with better mental health among university students. The results provide implications for guidance and counseling services in higher education to develop promotive and preventive programs aimed at strengthening students’ positive psychological resources.
Peran Humas Sekolah Dalam Meningkatkan Kepercayaan Publik Melalui Media Sosial (Studi Lembaga Pendidikan Islam) Umi Ayu Syufiawati; Ummi Kulsum; Sulis Maryati
Jurnal Pendidikan Sosial Dan Konseling Vol. 4 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

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Abstract

School public relations plays a strategic role in building institutional image and public trust, particularly in the digital era, which demands transparency, speed, and accuracy in the dissemination of information. This article aims to analyze the role of school public relations, the use of social media as a communication strategy, and the implementation of public relations practices in enhancing public trust in Islamic educational institutions. This study employs a qualitative approach using the library research method. Data were obtained from relevant scientific journal articles discussing educational public relations, social media, institutional image, and public trust. The data were then analyzed through the stages of data collection, reduction, thematic classification, comparison, and conclusion drawing. The findings indicate that social media can expand the reach of information, strengthen two-way communication, increase public engagement, and support the development of a positive institutional image when managed in a planned, consistent, accurate, and ethical manner. Effective implementation requires institutional policies, a clear division of responsibilities within the public relations team, public mapping, content calendars, information verification, responsive services, issue management, data protection, and periodic evaluation. In Islamic educational institutions, such management should be grounded in the values of honesty, trustworthiness, transparency, responsibility, and courtesy. Therefore, public trust is established through consistency between the information conveyed through social media and the quality of services and real experiences received by the public from the institution.
Etika Penggunaan Teknologi Informasi dan Komunikasi dalam Perspektif Pendidikan Islam Yan Fathur Rahman; Muhammad Naufal Aditya Perdana; Pauzan Haryono
Jurnal Pendidikan Sosial Dan Konseling Vol. 4 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

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Abstract

The development of Information and Communication Technology (ICT) has brought significant changes to the delivery of Islamic education, ranging from expanded access to learning resources and improved learning effectiveness to the growing use of Artificial Intelligence (AI) in teaching and learning processes. However, most prior studies have primarily focused on the technical aspects and effectiveness of digital learning media, while a comprehensive ethical framework aligned with Islamic values remains underexplored. This study aims to examine the development of ICT use, identify the ethical challenges associated with its implementation, and analyze the role of teachers' digital competence as a form of ethical ICT practice in Islamic education. A qualitative approach using the literature review method was employed, involving the search, screening, and synthesis of scholarly articles from databases such as Google Scholar, Scopus, Web of Science, ERIC, Dimensions, and Garuda, analyzed through thematic content analysis. The findings reveal that ICT integration, including AI, enhances accessibility, interactivity, and the professionalism of Islamic Religious Education teachers, yet simultaneously raises ethical concerns such as the misuse of personal data, algorithmic bias, diminished teacher-student interaction, and the potential erosion of the teacher's role as a moral guide (murabbi). From an Islamic perspective, technology must be positioned as a means (wasilah) rather than an end in itself, and its use must remain within the framework of maqāṣid al-sharī'ah, upholding the values of justice, trustworthiness, accountability, and privacy protection. Teachers' digital competence encompassing an integration of technological, pedagogical, and ethical competencies was identified as a key factor in the successful and ethical implementation of ICT. This study recommends the development of a comprehensive ethical model for ICT use grounded in Islamic values to serve as a policy and pedagogical guideline for Islamic educational institutions.
Menelaah Empat Aliran Psikologi Pendidikan: Sintesis Konseptual dan Relevansinya dengan Pendidikan Islam Yan Fathur Rahman; Heri Gunawan; Dede Rubai Misbahul Alam
Jurnal Pendidikan Sosial Dan Konseling Vol. 4 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

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Abstract

Educational psychology provides an essential foundation for understanding the learning process and developing effective instructional strategies. This article aims to analyze the four major schools of educational psychology behaviorism, cognitivism, constructivism, and humanism and examine their relevance to Islamic education. This study employs a library research method using a descriptive-analytical approach by reviewing books, scholarly articles, and other relevant literature on educational psychology and Islamic education. The findings indicate that each school offers distinct perspectives and contributions to the learning process. Behaviorism emphasizes observable behavior through stimulus, response, and reinforcement; cognitivism focuses on mental processes, conceptual understanding, and cognitive development; constructivism views learners as active agents who construct knowledge through experience and social interaction; while humanism emphasizes the holistic development of learners by nurturing their intellectual, emotional, social, and spiritual potential. These four schools are closely aligned with the principles of Islamic education, including the cultivation of moral character, reflective thinking (tafakkur), consultation (shūrā), and the development of the insan kamil (the complete human being). Therefore, educators are encouraged to integrate these educational psychology approaches contextually according to students' characteristics and instructional objectives in order to create meaningful, effective, humanistic, and character-oriented learning experiences.
Pengaruh Pendekatan Etnopedagogi Terhadap Sikap Inklusif Siswa Kelas III SDN Krapyak Wetan Pada Pembelajaran Pendidikan Pancasila Maftu Hatuz Zahro; Indah Perdana Sari; An-Nisa Apriani; Ismanto Ismanto
Jurnal Pendidikan Sosial Dan Konseling Vol. 4 No. 2 (2026): Juli - September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v4i2.5009

Abstract

An inclusive attitude needs to be fostered in elementary school students so that they can appreciate differences and work together. However, there are still students who show a lack of appreciation for differences. The ethnopedagogical approach was chosen because it integrates the values of local wisdom into learning. This study aims to determine the effect of the ethnopedagogical approach on the inclusive attitudes of third-grade students at SDN Krapyak Wetan in Pancasila Education lessons. The study employed a quantitative research design using a quasi-experimental method with a Nonequivalent Control Group Design. This study was conducted at SDN Krapyak Wetan with a sample of 47 students, consisting of 25 students in the experimental class and 22 students in the control class. Data were collected using questionnaires and observation sheets. Data analysis involved tests of normality, homogeneity, and the Independent samples t-test. The results showed that the average inclusive attitude score in the experimental class increased from 46.8 to 52.8. The results of the independent samples t-test on the posttest showed a significance value of p < 0.001, indicating a significant difference between the experimental and control classes. Thus, the ethnopedagogical approach had a significant effect on improving the inclusive attitudes of third-grade students at SDN Krapyak Wetan in Pancasila Education lessons.

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