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Journal of Society Counseling
Published by Scidac Plus
ISSN : -     EISSN : 30217490     DOI : https://doi.org/10.59388/josc
Core Subject : Humanities, Education,
Humanities Other
The JOSC aims to provide a platform for examining and discussing issues in Society Counseling. It invites submissions from diverse perspectives and approaches, including those from developing countries. The journal aims to promote ongoing dialogue and discourse on important topics and provide insight into the counseling needs of individuals, groups, and society by publishing articles that explore various aspects of the field, including empirical research, innovative techniques, and professional issues. This includes research from developing countries, which may offer unique perspectives and approaches to social science and help advance the field globally.
Arjuna Subject : Psikologi - Psikologi Sosial
Articles 183 Documents
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Needs Analysis for a Web-Based Moral Disengagement Scale for Junior High School Students Yuni Astriana; Yosef Yosef; Sardianto Markos Siahaan
Journal of Society Counseling Vol. 4 No. 3 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i3.1038

Abstract

This study aims to identify user needs as the basis for developing a web-based Moral Disengagement Scale (MDS) to support early identification of aggressive behavior among junior high school students. The study employed a descriptive research method to analyze the needs of Guidance and Counseling (GC) teachers and students toward the development of a web-based moral disengagement assessment instrument. The participants consisted of 11 GC teachers and 64 junior high school students selected using purposive sampling. Data were collected using the Teacher Needs Questionnaire and Student Needs Questionnaire, consisting of 24 and 18 items, respectively. The instruments were reviewed by experts to examine content validity using the Item-Content Validity Index (I-CVI). Quantitative data were analyzed descriptively using mean scores, standard deviations, and need category interpretations. The findings revealed a high level of need for developing a web-based moral disengagement assessment instrument. The GC teachers showed a mean score of 3.27 (SD = 0.32), with an ideal score percentage of 81.80% and a positive response percentage of 95.80%. Meanwhile, students obtained a mean score of 3.36 (SD = 0.44), with an ideal score percentage of 84.11% and a positive response percentage of 94.81%. GC teachers emphasized the importance of implementation benefits, interpretation of results, and follow-up support within counseling services. In contrast, students highlighted confidentiality, data protection, understandable language, and psychological safety as important aspects of digital assessment acceptance. These findings indicate that the development of a web-based Moral Disengagement Scale should integrate accurate construct measurement, user-friendly design, automated scoring, secure data management, and appropriate counseling follow-up mechanisms. The proposed instrument is expected to support preventive guidance and counseling services while ensuring that assessment results are used as screening information rather than diagnostic or punitive tools.
Kebutuhan terhadap Instrumen Asesmen Literasi Bullying Berbasis Aplikasi Web untuk Murid SMP Reti Nurby; Yosef Yosef; Sardianto Markos Siahaan
Journal of Society Counseling Vol. 4 No. 2 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i2.1039

Abstract

Bullying in schools is a problem that may negatively affect students’ social, emotional, and psychological development. Preventing bullying requires students’ ability to recognize bullying behaviors, distinguish them from ordinary conflicts, understand their impacts, and determine appropriate responses. This study aimed to identify user needs for developing a web-based bullying literacy assessment instrument for junior high school students. The study employed a quantitative approach with a descriptive method. Participants included 66 junior high school students from five schools and 9 Guidance and Counseling (GC) teachers. Data were collected using a 20-item student needs questionnaire and a 22-item GC teacher needs questionnaire. Data were analyzed using descriptive statistics, including mean scores, frequencies, and percentages. The results showed that students’ needs for developing a web-based bullying literacy assessment instrument were categorized as highly needed (M = 3.26). The highest student needs were related to creating a safe, comfortable, and respectful school environment (M = 3.45) and preventing bullying (M = 3.38). A total of 78.8% of students preferred a web-based assessment format. GC teachers demonstrated very high needs for web application features (M = 3.95), assessment instruments (M = 3.86), and school readiness and support (M = 3.65). The findings provide an initial basis for developing a web-based bullying literacy assessment instrument that is accessible, secure, and aligned with the needs of students and GC teachers to support early identification and bullying prevention services in schools.
Development of Sand Glass Game Media to Understand Elementary School Students' Time Management in Classical Guidance Tiara Indriani; Dika Sahputra
Journal of Society Counseling Vol. 4 No. 2 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i2.1066

Abstract

This study aimed to develop the Sand Glass Game Media as a supporting medium for classical guidance services to help students understand time management. The study employed a Research and Development (R&D) method using the 4D development model, which was limited to the Define, Design, and Develop stages. The research subjects consisted of 22 sixth-grade students from Class VI-A at SDN 101873 Desa Baru. Data were collected through observations, interviews, a needs analysis questionnaire, media expert and material expert validation, as well as teacher and student response questionnaires. The data were analyzed using descriptive quantitative techniques. The results showed that the needs analysis yielded a percentage of 66.34%, indicating that students required supporting media. The 16-item needs analysis instrument was declared valid, with calculated r values ranging from 0.444 to 0.616, which were higher than the critical r value of 0.432, and reliable, with a Cronbach’s Alpha coefficient of 0.806. The media expert validation results yielded a percentage of 89.29%, while the material expert validation results reached 85.94%; both were categorized as highly valid. The practicality test yielded a percentage of 91.30% based on teacher responses and 88.16% based on student responses, both of which were categorized as highly practical. Therefore, the Sand Glass Game Media was considered valid and practical for use as a supporting medium in classical guidance services to help students understand time management. However, this study did not examine the causal effectiveness of the media in improving students’ time management skills. Therefore, future research is recommended to employ an experimental or quasi-experimental design with a larger and more diverse sample.
Mindmatch Game Development to Train Students' Visual Cognitive Skills Sri Handayani Siregar; Ali Daud Hasibuan
Journal of Society Counseling Vol. 4 No. 2 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i2.1067

Abstract

This study aimed to develop the MindMatch Game as an educational game medium for training elementary school students’ visual cognitive abilities and to determine its feasibility and practicality. The study employed a Research and Development (R&D) method using the Four-D (4D) development model, consisting of the Define, Design, Develop, and Disseminate stages; however, the study was limited to the Develop stage. The research subjects consisted of one media expert, one subject-matter expert, one Grade III-C classroom teacher, and 15 Grade III-C students at SDN 101873 Desa Baru. Data were collected through observation, interviews, and questionnaires and were analyzed using descriptive quantitative and qualitative methods. The needs analysis indicated that students’ visual cognitive abilities were in the low category, with a percentage of 37.6%, while the need for game-based media reached 92.27%, indicating that such media were highly needed. The MindMatch Game was developed as a picture-card-based educational game consisting of a user guide, main picture cards, choice cards, distractor cards, a timer, and a bottle flip, with five levels of difficulty. The results of media expert validation improved from 60%, categorized as moderately feasible, to 80%, categorized as feasible, following revision, while subject-matter expert validation yielded a score of 80%, categorized as feasible. The practicality test showed a teacher response of 97.5%, categorized as highly practical, and a student response of 69.70%, categorized as practical. Thus, the MindMatch Game was considered feasible and practical as an alternative game-based medium in elementary schools for providing practice in students’ memory, recognition, concentration, processing speed, and visual accuracy. However, this study did not establish the effectiveness of the medium in improving visual cognitive abilities because it did not employ a pretest-posttest experimental design or a control group.
Development of the Snake and Ladder Game as a Medium in Group Guidance to Build Students' Positive Self-Concept Anggita Syahrani Siregar; Irwan Syahputra
Journal of Society Counseling Vol. 4 No. 2 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i2.1068

Abstract

This study aims to develop a Snakes and Ladders game as a medium in group counseling services to build a positive self-concept for MAN Tebing Tinggi students and to determine the feasibility and practicality of the developed media. The research uses the Research and Development (R&D) method with the 4D model (Define, Design, Develop, and Disseminate), limited to the Develop stage. The needs analysis involved 126 tenth-grade students through a self-concept scale, a media needs questionnaire, and interviews with the Guidance and Counseling teacher. A limited trial involved 8 students selected using simple random sampling. The data were analyzed descriptively and quantitatively through score percentages. The analysis results showed that 57 students (45.24%) had a high self-concept, 31 students (24.60%) had a medium level, and 38 students (30.16%) had a low level. The developed media consists of a game board, pieces, dice, activity cards, reflection cards, reflection sheets, and a guidebook. Expert validation for the media scored 74%, which is considered feasible, while content expert validation scored 81.67%, which is considered very feasible. Practicality tests showed 93% based on responses from guidance counselors and 86% based on student responses, both falling into the very practical category. Therefore, the developed snakes and ladders game is deemed suitable and very practical to be used as a supporting medium in group guidance services to help build students' positive self-concept. This study has not tested the effectiveness of the media causally, so further research with an experimental or pre-test–post-test design is needed.
Perbedaan Perilaku Prososial Siswa Ditinjau dari Jenis Kelamin Yulianti Yulianti; Nur Hasanah Harahap; Muhammad Alridho; Bela Janare Putra
Journal of Society Counseling Vol. 4 No. 2 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i3.1070

Abstract

This study examined differences in students’ prosocial behavior by gender. The study employed a quantitative approach with a descriptive-comparative design. Participants consisted of 278 students from grades X and XI of SMK Negeri 1 Kota Jambi selected using proportional random sampling. Data were collected using a prosocial behavior scale with a five-point Likert response format. The instrument was subjected to content and construct validity through expert judgment, and the reported reliability coefficient was 0.862. Data were analyzed using an independent-samples t-test. Descriptive results showed a mean prosocial behavior score of 124.33 (SD = 11.460) for female students and 122.42 (SD = 12.243) for male students. Levene’s test showed homogeneous variances (F = 1.386, p = 0.240). The independent samples t-test showed t (276) = 1.340, p = 0.181, with a mean difference of 1.906 and a 95% confidence interval from -0.894 to 4.707. Thus, although female students had a slightly higher mean prosocial behavior score, the difference was not statistically significant. The findings indicate that gender alone does not constitute a meaningful differentiating factor in students’ prosocial behavior.
The Effect of Self-Regulated Learning on Psychological Well-Being in Junior High School Students with Parental Support as A Moderating Variable Adela Natasya; Suryani Hardjo; Amanah Surbakti
Journal of Society Counseling Vol. 4 No. 3 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i3.1031

Abstract

Psychological well-being is an important aspect of adolescent development that is influenced by both personal and social resources. In the educational context, students' ability to regulate their learning may contribute to their psychological well-being, while parental support may provide an important social context that strengthens this relationship. This study aimed to examine the effects of Self-Regulated Learning and parental support on students' Psychological Well-Being and to examine the moderating role of parental support in the relationship between Self-Regulated Learning and Psychological Well-Being. A quantitative cross-sectional study was conducted involving 288 junior high school students at SMP Rusyda Medan, selected using proportionate stratified random sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and Moderated Regression Analysis. The results showed that Self-Regulated Learning positively and significantly predicted Psychological Well-Being (β = 0.439, p < 0.001), as did parental support (β = 0.300, p < 0.001). Furthermore, the interaction between Self-Regulated Learning and parental support significantly predicted Psychological Well-Being (β = 0.144, p = 0.007), indicating that parental support strengthened the positive relationship between Self-Regulated Learning and Psychological Well-Being. The model explained 39.0% of the variance in Psychological Well-Being (R² = 0.390). These findings highlight that adolescent psychological well-being is shaped not only by individual self-regulatory capacity but also by the social context in which that capacity develops, emphasizing the importance of integrating personal and family resources in psychological interventions and educational practices.
The Pleasure Trap: The Effects of a Hedonic Lifestyle and Scarcity on Impulsive Buying among Generation Z E-Commerce Users in Karawang Regency Della Amelia; Lania Muharsih; Holy Greata
Journal of Society Counseling Vol. 4 No. 3 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i3.1043

Abstract

Technological and internet developments have encouraged the public to increasingly rely on digital services, including online shopping through e-commerce platforms, dominated by Generation Z users. Marketing strategies in e-commerce, such as flash sales and live streaming, tend to combine hedonic pleasure and scarcity, which can trigger impulsive buying. This study aimed to determine the effect of hedonic lifestyle and scarcity on impulsive buying among Generation Z e-commerce users in Karawang Regency. This study used a quantitative approach with a causal design. The sampling technique used was non-probability convenience sampling with 385 Generation Z e-commerce users in Karawang Regency, determined using the Cochran formula. The instruments used were the Impulsive Buying Tendency Scale (IBTS), Hedonic Lifestyle Scale, and Scarcity Scale. The partial test results showed that hedonic lifestyle had a significant positive effect on impulsive buying (Sig. 0.000; p<0.05), and scarcity also had a significant positive effect (Sig. 0.000; p<0.05). The simultaneous test results showed that hedonic lifestyle and scarcity together significantly affected impulsive buying, with an F value of 292.846 (Sig. 0.000; p<0.05). The R Square of 0.605 indicated that both variables contributed 60.5% to impulsive buying. This study showed that a hedonic lifestyle was more dominant in influencing impulsive buying among Generation Z e-commerce users in Karawang Regency.
The Relationship of Religiosity and Self-Concept with Altruistic Behaviour Among Senior High School Students Rachma Fadilla Putri Putri; Awalya Awalya
Journal of Society Counseling Vol. 4 No. 3 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i3.1074

Abstract

This study examined the relationship between religiosity, self-concept, and altruism among students of SMA Negeri 1 Toroh, Grobogan. A quantitative correlational design was used. The sample comprised 290 students selected through simple random sampling (Slovin formula, 5% margin of error). We measured religiosity (α = 0.886), self-concept (α = 0.930), and altruism (α = 0.892) using four-point Likert-type scales and analysed the data with multiple linear regression. Religiosity and self-concept together were significantly related to altruism, F (2, 287) = 95.60, p < 0.001, R² = 0.400 (adjusted R² = 0.396), indicating that the two variables jointly accounted for 40% of the variance in altruism. Partially, religiosity was a significant positive predictor (B = 0.587, β = 0.595, p < 0.001), whereas self-concept made no significant unique contribution once religiosity was controlled (B = 0.056, β = 0.064, p = 0.243), consistent with the substantial overlap between the two predictors. Because the design was cross-sectional and based on self-report, the findings indicate association rather than causation. The results suggest that guidance and counselling services aimed at developing students' altruism can build on religiosity-related values while also addressing other factors such as empathy and the social environment. Future research should use more diverse samples and multi-informant measures of altruism.
Family Relational Factors and Problematic Social Media Use Among Adolescents: A Systematic Literature Review and Implications for Family Counseling Widya Ayu Marliana; Cristin Mutiara Damanik; Muhamad Faqih Irsyad; Waliyadin Waliyadin
Journal of Society Counseling Vol. 4 No. 3 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i3.1075

Abstract

Background: Family factors associated with problematic social media use (PSMU) need to be distinguished from evidence regarding counseling effectiveness. Objective: To map relational factors, the roles of psychological variables, and counseling implications. Methods: A focused systematic search of Scopus and ERIC was conducted on September 18, 2026, following PRISMA 2020 reporting. Of 74 records, 17 full texts were sought after title/abstract screening, 15 available reports were assessed, and 13 studies were synthesized. The initial JBI critical appraisal was not independently duplicated. Results: The corpus comprised 10 cross-sectional studies, one mixed-methods study with a single-time-point survey, and two longitudinal studies. Psychological control and parental rejection were each associated with higher PSMU in one cross-sectional study. Parental support was associated with lower subsequent PSMU in one longitudinal study. Positive parenting and proactive rules were associated with lower odds of PSMU in one cross-sectional study; parental digital-distraction reduction was examined in one mixed-methods study with unclear statistical reporting. Active mediation was examined in relation to appearance consciousness, not PSMU reduction. General attachment and family outcomes were distinguished from parent-specific relationships. No included study tested family counseling. Conclusion: Findings represent associations and potential counseling targets proposed by the authors. The two-database search, two unavailable reports, and initial quality appraisal limit confidence in the conclusions.

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