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Ahmad Andry Budianto
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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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TRANSFORMATIONAL LEADERSHIP, WORK ETHIC, AND SCHOOL CLIMATE AS PREDICTORS OF TEACHER WORK COMMITMENT: A PATH ANALYSIS OF PUBLIC ELEMENTARY SCHOOLS IN BELAWANG, INDONESIA Nia Rosmiati; Aslamiah Aslamiah; Novitawati Novitawati
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.v7i3.2261

Abstract

Teacher work commitment is central to school functioning because it reflects teachers’ willingness to sustain professional effort and contribute to organizational goals. This study examined the direct and indirect relationships among principals’ transformational leadership, teachers’ work ethic, school climate, and teacher work commitment in public elementary schools in Belawang District, Barito Kuala Regency, Indonesia. A quantitative explanatory, cross-sectional survey design was used. The population comprised 118 teachers, of whom 88 were selected through proportional random sampling. Data were collected using five-point Likert-scale questionnaires and analyzed using descriptive statistics, assumption testing, multiple regression, and path analysis. The findings show that transformational leadership was rated very high, whereas work ethic, school climate, and teacher work commitment were rated high. In the path model, transformational leadership was positively associated with teacher work commitment (β = .176), work ethic was positively associated with teacher work commitment (β = .169), and school climate showed the strongest direct association with teacher work commitment (β = .641). Transformational leadership was also positively associated with school climate (β = .567), while work ethic showed a positive association with school climate (β = .893). The reported indirect effects of transformational leadership and work ethic on teacher work commitment through school climate were .363 and .572, respectively. The final regression model explained 82.9% of the variance in teacher work commitment. These findings indicate that leadership and individual work orientation operate within a school-level relational context. Because the design is cross-sectional, the reported paths should be interpreted as statistical associations and indirect effects rather than definitive causal effects.
DEVELOPING “MIND CONTROL ROOM”: A WEBSITE-BASED SCHOOL COUNSELING RESOURCE FOR THE PREVENTION OF VERBAL AGGRESSION AMONG JUNIOR HIGH SCHOOL STUDENTS Afriawati M. Arief; 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.v7i3.1609

Abstract

Verbal aggression among students can undermine psychological safety, peer relationships, and school engagement. This study reports the development of “Mind Control Room,” a website-based guidance and counseling resource designed to support the prevention of verbal aggression among eighth-grade students at UPT SPF SMP Negeri 8 Makassar, Indonesia. The study used a research-and-development approach involving needs analysis, product design and prototyping, expert review, and a preliminary practicality assessment. The intervention concept draws on cognitive behavioral therapy (CBT), particularly the identification and reappraisal of maladaptive automatic thoughts, and translates these principles into three website components: Verbal Check-Up, Change Your Mind, and My Action. The source manuscript reports that expert appraisal placed the product in the “very valid” category and that user responses indicated “very practical” usability. However, numerical scores, sample sizes, validator characteristics, instrument properties, and detailed implementation procedures were not reported in the available manuscript. Accordingly, the findings are interpreted as preliminary evidence of perceived content/design suitability and usability, not as evidence that the website reduces the incidence of verbal aggression. The article discusses the product’s design rationale, potential contribution to technology-supported school counseling, implementation safeguards, and the need for controlled outcome evaluation. A subsequent study should report transparent development procedures and test behavioral outcomes using validated measures and an appropriate comparison design.
DIGITAL EDUCATION TRANSFORMATION AND PROBLEMATIC GADGET USE: IMPLICATIONS FOR SDG 4 AND THE ROLE OF MINANGKABAU LOCAL WISDOM IN INDONESIA Mursyid Habib; Rhoma Dwi Aria Yuliantri; Danu Eko Agustinova
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.v7i3.2248

Abstract

Digital transformation has expanded the possibilities for educational access, communication, and learning resource development. Yet, the educational value of connected devices depends on how, why, and under what conditions they are used. This critical narrative review examines the relationship between digital education transformation, problematic gadget use among school-age learners, and the implications for Sustainable Development Goal 4 (SDG 4), with particular attention to the potential contribution of Minangkabau local wisdom expressed in the philosophy Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK). The review synthesizes literature on problematic smartphone use, learning and attention, digital literacy, school-based technology integration, parental mediation, and culturally grounded character education. The literature indicates that educational technology is not inherently beneficial or harmful: purposeful, teacher-guided use can support learning, whereas off-task, prolonged, and poorly regulated use is associated with distraction and less favourable academic and psychosocial outcomes. These relationships are shaped by individual self-regulation, family practices, school norms, and unequal access to supportive learning environments. The review maps these concerns onto SDG 4 targets 4.1, 4.4, and 4.7 and argues that progress should be assessed not by device access alone but by the quality, equity, safety, and educational relevance of digital participation. It proposes a context-sensitive framework combining digital literacy, pedagogical mediation, family–school partnership, and ABS-SBK-informed ethical reflection. Because the study is a narrative review rather than a systematic review or empirical investigation, the framework should be treated as a conceptual proposition requiring validation in diverse Indonesian educational settings.

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