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Ahmad Andry Budianto
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INDONESIA
Jurnal Konseling Pendidikan Islam
Published by Institut Agama Islam Al-Khairat Pamekasan
ISSN : 26559692     EISSN : 27465977     DOI : https://doi.org/10.32806/jkpi.v2i2
Core Subject : Education,
Education Other
Al Khairat Journal of Islamic Education Counseling (JKPI-Al Khairat) is a scientific journal in the field of Guidance and Counseling in Islamic Education and Education in general which is published regularly twice a year. This journal was published by departmen Islamic Guidance and Counseling at the Tarbiyah Faculty of the Islamic Institute Al-Khairat Pamekasan. Manuscripts published in the form of scientific papers relating to: a. Scientific research in the field of guidance and counseling, psychology, and the world of education. b. Problem Solving, conceptual and methodological fields related to guidance and counseling, education psychology and general education, c. Media Guidance and Counseling, d. Guidance and Counseling Management, e. Cyber ​​Counseling, f. Multicultural Counseling, and/ or, g. Study of theories about guidance and counseling, educational psychology and the world of education.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 303 Documents
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STRATEGIC MANAGEMENT TOWARD AN EXCELLENT SCHOOL Akhmad Fadhilah; Ahmad Suriansyah; Sulistiyana Sulistiyana
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2223

Abstract

This study aims to describe the application of strategic management in establishing exemplary schools at SD Muhammadiyah 9 Banjarmasin and MIS Diniyah Muhammadiyah 1 Banjarmasin. This study employs a qualitative approach using a multi-case study method and descriptive techniques. Data collection was conducted through observation, in-depth interviews, and documentation. The study focused on three main strategies: human resources, partnerships, and school marketing and branding. The results indicate that the human resources strategy is implemented through recruitment based on Islamic values and competencies, regular training, performance evaluations, and personal development. The partnership strategy is carried out collaboratively with parents, social institutions, and school-based business units to strengthen internal and external support. Meanwhile, the marketing and branding strategy is implemented through digital media, educational visual content, and image enhancement based on flagship programs and parent testimonials. These three strategies are applied adaptively and contextually to improve the quality of education. This study recommends strengthening the evaluation system, innovating digital promotion, and managing sustainable partnerships to enhance the competitiveness of Modern Islamic schools.
IMPLEMENTATION OF ACTIVE LEARNING METHODS TO ENHANCE FOURTH-GRADE STUDENTS’ UNDERSTANDING OF ISLAMIC RELIGIOUS EDUCATION AT SDN INPRES JALA Nurrahmi Nurrahmi; Ilham Ilham; Kaharuddin Kaharuddin
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2246

Abstract

Islamic Religious Education (IRE) in elementary schools is required to foster an active learning process so that students can understand and implement religious concepts in their daily lives. However, teaching practices are still often dominated by teacher-centered methods. This study aims to analyze the implementation of active learning methods, their role in improving students' understanding, and the supporting and hindering factors. This study employed a qualitative approach with a case study design at SDN Inpres Jala. Data were collected through observations, interviews, and documentation involving IRE teachers, the principal, and fourth-grade students. The results showed that active learning methods were implemented systematically through planning, implementation, and evaluation stages using group discussions, question-and-answer sessions, presentations, and instructional media. The application of these methods proved to improve students' understanding, as evidenced by their ability to explain the material and relate it to daily life. The success of the implementation was supported by teacher competence, student motivation, and media availability, while differences in learning abilities and time constraints served as hindering factors. In conclusion, active learning can create a participatory, interactive, and meaningful IRE learning experience.
INNOVATION IN DIGITAL PICTURE CARD-BASED ASSESSMENT IN ARABIC VOCABULARY MASTERY AMONG MADRASAH TSANAWIYAH STUDENTS Arif Mahfudhi; Zamakhsari Zamakhsari; Anjun Nikmah Wakhidatul Mu’arifah
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2270

Abstract

This research investigates an unique evaluation technique that uses digital picture cards to improve Arabic vocabulary competence among seventh-grade pupils in a Madrasah Tsanawiyah. While visual materials have long assisted vocabulary acquisition, their use as a structured assessment tool is still in its early stages, particularly in schools that limit students' access to mobile devices. This gap emphasizes the importance of researching how digital visual evaluations can help with vocabulary development in technology-constrained contexts. The goal of the research is to assess the efficiency of this novel evaluation as well as the difficulties that arise from restricted device access. A qualitative descriptive methodology was used, which included classroom observations, semi-structured interviews with an Arabic instructor and pupils, and documentation of evaluation results. According to findings, the innovation successfully improves students' identification, pronunciation, and understanding of vocabulary by forming strong visual links, while also boosting confidence and engagement during evaluation. The instructor noticed significant gains in accuracy and memory throughout assessment cycles. However, limitations arose since students could not use personal devices, forcing reliance on projectors and computer labs, which limited individual engagement with digital media. Despite these limitations, the novel assessment methodology is still effective and well received. The research suggests improving technology infrastructure and implementing more favorable policies to promote the long-term usage of digital breakthroughs in Arabic learning assessment.
IMPROVING MANIPULATIVE SKILLS AND MOTIVATION THROUGH TASK ANALYSIS AND VISUAL PROMPTING Iwan Setiawan; Erwin Setyo Kriswanto; Lantip Diat Prasojo; Eka Sapti Cahya Ningrum; Shely Cathrin
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2292

Abstract

This study aims to improve manipulative motor skills and learning motivation among a slow learner student in Physical Education, Sports, and Health (PJOK) through the implementation of task analysis and visual prompting strategies. Low manipulative motor skills and learning motivation were identified as problems among a seventh-grade (VII C) student at SMP Negeri 1 Rantau Pulung, necessitating an adaptive and structured instructional intervention. This study employed a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, implemented across two cycles, each consisting of planning, action, observation, and reflection stages, with one slow learner student as the subject. Data were collected through observation, performance tests, questionnaires, and documentation, and were analyzed using descriptive quantitative and qualitative methods. The results show that manipulative motor skills improved from 43.75% in the Pre-Cycle to 81.25% in Cycle II. Learning motivation based on observation increased from 50% to 80%, while motivation based on the questionnaire increased from 60% to 84%. The implementation of task analysis and visual prompting also improved from 41.6% to 83.3%, exceeding the predetermined success criterion of ≥75%. These findings indicate that the combination of task analysis and visual prompting effectively helps slow learner students understand instructions gradually, improve motor skills, and build self-confidence and learning motivation. This study recommends the strategy as an adaptive alternative for PJOK instruction that supports inclusive education in schools.
TRUANCY AND EFFORTS TO ADDRESS IT: A CASE STUDY AT BELOPA PUBLIC JUNIOR HIGH SCHOOL NO. 2, LUWU REGENCY Tiertha Nur Indah Wijaya; Abdullah Sinring; Suciani Latif
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.1492

Abstract

Truancy behavior is a form of school discipline violation that has negative impacts on students’ academic, social, and psychological development. This study aims to describe the patterns of truancy behavior, identify its contributing factors and impacts, and analyze efforts to address truancy through a behavioral counseling approach using the behavior contract technique. This research employed a qualitative method with a case study design involving two eighth-grade students at SMP Negeri 2 Belopa, Luwu Regency, who consistently exhibited truancy behavior. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that students’ truancy behavior was characterized by a high frequency of unexcused absences and a tendency to skip specific subjects. The contributing factors included internal factors such as low learning motivation, difficulty understanding lessons, and perceived excessive academic workload, as well as external factors including a lack of family attention and peer influence. The impacts of truancy were evident in declining academic achievement, social problems, psychological stress, and unclear future planning. The implementation of individual counseling using the behavior contract technique showed positive changes, as indicated by a decrease in truancy frequency and an improvement in students’ school attendance. This study recommends the application of the behavior contract technique as an effective alternative intervention in guidance and counseling services to address students’ truancy behavior.
THE EFFECT OF REWARDS ON STUDENTS’ LEARNING MOTIVATION IN ISLAMIC RELIGIOUS EDUCATION CLASSES FOR 7TH GRADE STUDENTS AT PITUMPANUA WAJO PUBLIC JUNIOR HIGH SCHOOL NO. 3 Muhammad Risyad Zanadi; Mustamin Mustamin; Abdul Wahab; Martini Martini; Muhammad Syahrul
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.1874

Abstract

This study aims to analyze the effect of rewards on students' learning motivation in Islamic Religious Education among seventh-grade students at SMP Negeri 3 Pitumpanua Wajo. The study employed a quantitative approach with a field research design. The population consisted of 219 students, while the sample included 52 seventh-grade students from classes VII A, VII B, and VII C selected using a sampling technique relevant to the research objectives. Data were collected through observation, interviews, documentation, and questionnaires measuring reward and learning motivation variables. The data were analyzed using descriptive statistics and inferential analysis through simple linear regression. The findings show that reward implementation was in the high category with a percentage of 48.08%, while students' learning motivation was in the moderate category with a percentage of 48.08%. The regression analysis produced the equation Y = 6.900 + 0.677X, indicating that every increase in reward is followed by an increase in learning motivation. The Adjusted R Square value of 0.404 shows that rewards contribute 40.4% to students' learning motivation, while the remaining 59.6% is influenced by other factors. This study concludes that rewards have a positive and significant effect on students' learning motivation in Islamic Religious Education.
DEVELOPING A HOLLAND-BASED WEB CAREER GUIDANCE PLATFORM FOR MADRASAH STUDENTS: A PRELIMINARY VALIDITY AND PRACTICALITY STUDY Musyawir Musyawir; Abdullah Pandang; Sahril Buchori
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.1510

Abstract

Career decision-making is a major developmental task during late adolescence, yet students in secondary Islamic schools may have limited access to structured, individualized, and digitally accessible career guidance. This study aimed to develop and conduct a preliminary evaluation of a web-based career guidance platform grounded in Holland’s RIASEC framework for students at Madrasah Aliyah Negeri (MAN) Enrekang, Indonesia. A research-and-development design was employed by adapting the Borg and Gall framework to six operational stages: needs analysis, product planning, initial development, expert validation, product revision, and limited practicality testing. Participants comprised guidance-and-counseling content experts, media experts, school counselors, and students. Data were collected through validation questionnaires, practicality questionnaires, interviews, and observations and were analyzed using descriptive quantitative and qualitative procedures. The developed platform integrates a RIASEC-based career-interest assessment, explanations of the six vocational-interest types, career and educational information, career recommendations, and a counselor-facing function for reviewing students’ assessment results. According to the source study, expert appraisal classified the platform as valid, while responses from counselors and students classified it as practical and usable. However, the original manuscript does not report the underlying validity coefficients, number of validators, participant numbers in the practicality trial, or a standardized measure of career decision-making; therefore, claims that the platform is effective in improving career decision-making are not warranted from the reported evidence. The study contributes a context-sensitive model for integrating Holland’s RIASEC framework into digitally mediated school career guidance and provides a foundation for subsequent effectiveness testing using validated career decision-making outcomes and stronger experimental or quasi-experimental designs.
INCLUSIVE EDUCATION AND SOCIAL ACCEPTANCE OF STUDENTS WITH DISABILITIES: A QUALITATIVE CASE STUDY IN AN INDONESIAN PRIMARY SCHOOL Nurhasfiati Nurhasfiati; Fatimah Azis; Muhammad Nawir
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.1512

Abstract

Although inclusive education is increasingly recognized as a rights-based approach to educational equity, the presence of students with disabilities in mainstream classrooms does not by itself guarantee social inclusion. Peer acceptance, everyday interaction, and the capacity of schools to cultivate supportive relationships are central to students’ experiences of belonging. This study examines how an inclusive education program was implemented and how it shaped social acceptance of students with disabilities at SD Inpres Mallengkeri 2 Makassar, Indonesia. A qualitative case-study design was used. Data were generated through in-depth interviews, participatory observations, and document analysis involving the principal, classroom teachers, special education support teachers, students without disabilities, students with disabilities, and parents. Data were analyzed iteratively through data condensation, data display, and conclusion drawing, with source and method triangulation and member checking used to strengthen credibility. The findings indicate that inclusive practices were associated with more frequent peer interaction, cooperation, and expressions of empathy toward students with disabilities. Teachers and special education support teachers functioned not only as instructional actors but also as social mediators who modelled acceptance, managed interpersonal tensions, and facilitated collaborative participation. At the same time, social acceptance was uneven, particularly for students experiencing communication or behavioural difficulties. Limited specialist support, insufficient teacher preparation, adaptive-resource constraints, and disability-related stereotypes beyond the school remained important barriers. The study suggests that meaningful inclusion depends not only on placement and access but also on the quality of relational processes within the school. The findings contribute context-sensitive evidence on the social dimension of inclusive education in an Indonesian primary-school setting.
STUDENTS’ PERCEPTIONS OF ELECTRONIC STUDENT WORKSHEETS, LEARNING MOTIVATION, AND ACADEMIC ACHIEVEMENT IN ISLAMIC CULTURAL HISTORY: EVIDENCE FROM AN INDONESIAN MADRASAH Aldy Efrial Sony; Fitri Oviyanti; Febrianti Febrianti; Nyayu Soraya; Saipul Annur
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.1960

Abstract

Digital learning resources are increasingly embedded in secondary education, yet their educational value depends on how learners engage with the activities that digital tools make possible. Electronic student worksheets (E-LKPD) are potentially useful because they combine structured learning tasks with digital access, interactivity, and opportunities for independent work. This study examines the relationship between students’ perceived use of E-LKPD, learning motivation, and academic achievement in Islamic Cultural History (Sejarah Kebudayaan Islam; SKI) at an Indonesian madrasah. A quantitative cross-sectional survey was conducted with 65 students at MA Rabiatul Adawiyah Baturaja during the 2025/2026 academic year. Data were collected using a 28-item Likert-scale measure of perceived E-LKPD use, a 25-item measure of learning motivation, and documented end-of-semester achievement scores. The manuscript’s original descriptive analysis reported a mean E-LKPD score of 111.52 (SD = 5.356), a mean motivation score of 97.78 (SD = 5.293), and a mean achievement score of 86.03 (SD = 2.437). The original multivariate analysis reported a significant association between E-LKPD and the two outcomes (Wilks’ Λ = .013, F = 16.528, p < .001). However, statistical auditing identified a critical model-specification problem: the reported multivariate test assigns 40 hypothesis degrees of freedom to E-LKPD, indicating that the predictor was entered as a categorical factor rather than as the continuous scale score described in the methods. Because this coding decision is not theoretically justified and is incompatible with the stated research design, the reported effect size (partial η² = .885) should not be interpreted as a valid causal effect until the raw data are reanalyzed using an appropriate multivariate regression model. The study therefore provides a useful empirical basis for examining E-LKPD in SKI while also illustrating the importance of aligning measurement, coding, and multivariate analysis in educational technology research.
FROM PREPARATION TO PERFORMANCE: MAPPING HOW PRE-SERVICE TEACHER EDUCATION SHAPES TEACHER PERFORMANCE Moesarofah Moesarofah; Aniek Wirastania; Maghfirotul Lathifah
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2099

Abstract

Pre-service teacher education is expected to translate academic knowledge into the professional capabilities required for effective classroom practice, yet evidence concerning how specific programme components contribute to teacher performance remains fragmented across practicum, pedagogical competence, self-efficacy, mentoring, assessment, data use, digital competence, and emerging artificial intelligence (AI) capabilities. This systematic literature review synthesised and mapped evidence on how pre-service teacher education contributes to teacher performance. The review followed the PRISMA 2020 reporting framework. The source manuscript reports 385 records identified through academic database searching, 50 records retained after initial screening, 31 considered highly relevant after title, abstract, keyword, and thematic assessment, and 25 studies included in the final synthesis. The included literature, published between 2019 and 2025, represented diverse national and methodological contexts. Thematic synthesis identified six interrelated contribution domains: (1) practicum and authentic teaching practice; (2) pedagogical competence and instructional efficiency; (3) preparedness, self-efficacy, and professional engagement; (4) mentoring, feedback, assessment, and data literacy; (5) digital and AI competence; and (6) professional identity and subject-specific competence. Across the evidence base, programme inputs alone were insufficient to explain performance development. Contribution was more consistently associated with the quality of the learning process connecting coursework and clinical experience through modelling, feedback, reflection, assessment, and professional reasoning. The review therefore proposes an input–process–performance framework in which programme components function through structured professional learning processes to shape observable and perceived performance capabilities. The synthesis also identifies important boundary conditions, including the authenticity of classroom experience, mentoring quality, assessment design, technological support, and the continued reliance on self-report measures. The findings support a shift from viewing teacher preparation as a collection of courses toward viewing it as an integrated professional learning system.

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