cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adam Mudinillah
Contact Email
adammudinillah@staialhikmahpariangan.ac.id
Phone
+6285379388533
Journal Mail Official
adammudinillah@staialhikmahpariangan.ac.id
Editorial Address
Jl. Kampung Koto Dalam, No. 43 RT. 001 RW. 001, Kelurahan Gurun Laweh Kec. Nanggalo Kota Padang, Prov. Sumatera Barat
Location
Kota padang,
Sumatera barat
INDONESIA
International Journal of Research in Counseling
Published by Yayasan Minang Darussalam
ISSN : 29645743     EISSN : 29645735     DOI : https://doi.org/10.55849/ijrc
Core Subject : Education, Social,
Education Social Sciences Other
International Journal of Research in Counseling is an open-access and peer-reviewed journal dedicated to publishing novel research in the field of Counseling. Details on our focus and scope can be viewed here. International Journal of Research in Counseling is published 2 issues per year (June-December) and accepts current research articles that have the potential to make a significant contribution to the exploration and development of counseling and and behavioral sciences. Articles submitted to this journal must display a well-thought-out study design, appropriate data analysis, and interpretation.
Arjuna Subject : Umum - Umum
Articles 56 Documents
 2   3   4   5   6 
EMOTION REGULATION IN RELATION TO ADOLESCENT PROSOCIAL BEHAVIOR IN TERMS OF GENDER Handayani, Wiwik; Suroso, Suroso; Pratitis, Niken Titi; Pereira, Maria; Saeed, Aishath
International Journal of Research in Counseling Vol. 4 No. 2 (2025)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/ijrc.v4i2.236

Abstract

There are several stories in the media, reported a decline in prosocial behavior and a tendency for people to behave impatiently. The aims of this research was to determined the corelations between Emotion Regulation and Prosocial Behavior concerning the students of Vocational High School (SMK), in terms of gender. Research was conducted by asking questions to students, with a number of statements that had been prepared. Subjects were students at the Surabaya Pharmacy Vocational School. The number of samples pick up with simple random sampling technique/ Questionaires about the Emotion Regulation Scale, and the Prosocial Behaviors Scale. Meanwhile with the Spearman correlation method, it was found that "There is a significant corelation between Emotion Regulation and Prosocial Behaviors". Furthermore, it can be concluded that Emotion Regulation makes an effective contribution to Prosocial behavior. There is no significant difference between Prosocial Behaviors of male and female student
Fostering Muslim-Christian Tolerance in Schools through Multicultural Counseling Programs: A Preventive Psychoeducation Model Baruno, Yosep Heristyo Endro; Sayono, Sayono; Maulana, Muhammad Rizza
International Journal of Research in Counseling Vol. 4 No. 2 (2025)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/ijrc.v4i2.300

Abstract

Background. Religious diversity in schools often presents challenges related to interfaith tension, prejudice, and social exclusion, particularly between Muslim and Christian students. Traditional educational approaches tend to lack the psychological depth needed to foster sustainable tolerance and inclusive interactions among students from different faith backgrounds. Purpose. This study aimed to develop and examine a preventive psychoeducation model within multicultural counseling programs designed to foster Muslim-Christian tolerance in secondary schools. The research explored the role of initial attitudes, multicultural knowledge, and bias sensitivity in shaping students’ preventive competence and promoting harmonious coexistence. Method. A qualitative case study approach was used, involving several secondary schools in religiously diverse regions. Data were collected through in-depth interviews, participatory observation, and document analysis involving school counselors, religious teachers, and students. Structural equation modeling using SmartPLS and ANOVA correlation analysis were employed to explore the relationships among the variables. Results. The findings revealed that positive initial attitudes significantly influenced multicultural knowledge acquisition, which in turn enhanced preventive competence. Multicultural knowledge had the strongest impact on students’ ability to proactively manage religious diversity. However, bias sensitivity showed a weaker or even negative correlation with competence, indicating the need for emotional regulation in counseling interventions. The final outcome—harmonious interfaith interaction—depended not only on individual competencies but also on broader school dynamics. Conclusion. The preventive psychoeducation model rooted in multicultural counseling offers a promising strategy for promoting interfaith tolerance in schools. It highlights the importance of addressing both cognitive and emotional domains to prepare students for peaceful coexistence. Implementation of such models requires institutional support, professional counselor training, and integration with school culture and policies.
Development of Ethical Guidelines for AI-Assisted Educational Counseling Decisions. Marliana, Thika; Osman, Suhaila Binti; Agustin, Dinni; Mawarni, Endang Siti; Azija, Izzatul; Trigono, Ahdun; Wahyuningrum, Maria Aditia
International Journal of Research in Counseling Vol. 4 No. 2 (2025)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/ijrc.v4i2.302

Abstract

The increasing integration of Artificial Intelligence (AI) in educational counseling has introduced new opportunities and ethical challenges in decision-making processes related to student support services. This study aims to develop a set of ethical guidelines tailored to the use of AI-assisted systems in educational counseling, focusing on transparency, fairness, accountability, privacy, and human oversight. Employing a qualitative methodology, the research synthesizes insights from educational technologists, counseling professionals, AI ethicists, and policymakers through in-depth interviews and Delphi-based consensus. The proposed framework addresses ethical dilemmas arising from algorithmic bias, informed consent, data protection, and the balance between human judgment and machine recommendations. Findings suggest that while AI can enhance efficiency and personalization in counseling, it must operate within clearly defined ethical boundaries to safeguard student autonomy, well-being, and equity. The resulting guidelines are intended to serve as a foundational reference for educational institutions, developers, and regulatory bodies in the responsible deployment of AI in student counseling contexts.
Digital Literacy and Ethical Decision-Making Among Counselors Using AI Assessment Tools Saidah, Saidah
International Journal of Research in Counseling Vol. 4 No. 2 (2025)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/ijrc.v4i2.304

Abstract

The rapid integration of artificial intelligence (AI) into counseling practices presents both opportunities and ethical dilemmas. This study explores the relationship between digital literacy and ethical decision-making among counselors who utilize AI-based assessment tools. Using a mixed-methods approach, quantitative data were gathered through structured questionnaires, while qualitative insights were obtained via semi-structured interviews with licensed counselors in diverse educational and clinical settings. The findings indicate that counselors with higher levels of digital literacy demonstrate greater competence in navigating ethical complexities related to data privacy, informed consent, algorithmic bias, and client autonomy. Furthermore, digital literacy mediates counselors’ ability to critically evaluate the limitations of AI-generated outputs and apply professional judgment responsibly. This study underscores the need for continuous digital ethics training within counselor education programs and proposes a framework for integrating ethical AI usage into counseling standards. The results contribute to a deeper understanding of how digital competencies shape ethical practices in technology-enhanced counseling environments.
Developing a Multicultural Competency Assessment Tool for School Counselors Rahmi, Siti; Saparov, Rashid; Koffi, Kouadio
International Journal of Research in Counseling Vol. 4 No. 2 (2025)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/ijrc.v4i2.305

Abstract

In an increasingly diverse educational landscape, the role of school counselors in addressing students' cultural, racial, and social differences has become pivotal. This study aims to develop a valid and reliable multicultural competency assessment tool tailored for school counselors. Using a research and development approach, the instrument was constructed through literature review, expert validation, and empirical testing involving 200 practicing counselors from various educational settings. The results demonstrate high internal consistency and construct validity, revealing three core dimensions: cultural awareness, knowledge of multicultural issues, and responsive counseling skills. This tool serves as a strategic resource for evaluating and enhancing counselors’ readiness to support diverse student populations. Its implementation is expected to improve culturally responsive practices and inform professional training programs for future counselors.
Developing 21st Century Skills through Multicultural English Language Education Destari, Dina; Anis, Nina
International Journal of Research in Counseling Vol. 4 No. 2 (2025)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/ijrc.v4i2.338

Abstract

Background. The growing diversity of classrooms and the rapid transformation of global communication demand English language education that not only develops linguistic competence but also equips learners with essential 21st-century skills. Multicultural English language education is increasingly viewed as a strategic approach to fostering critical thinking, creativity, collaboration, communication, and intercultural awareness. However, empirical evidence on how multicultural pedagogical practices contribute to these skills remains limited. Purpose. This study aimed to examine the role of multicultural English language education in developing students’ 21st-century skills. Specifically, it investigated the extent to which multicultural learning activities influence students’ critical thinking, communication, collaboration, creativity, and intercultural competence in English language classrooms. Method. A mixed-methods research design was employed involving 210 secondary and university-level students from culturally diverse educational settings. Quantitative data were collected through a validated 21st-century skills questionnaire, while qualitative data were obtained from classroom observations and semi-structured interviews. The quantitative data were analyzed using descriptive statistics and regression analysis, and the qualitative data were analyzed thematically. Results. The findings reveal that multicultural English language instruction has a significant positive effect on students’ 21st-century skills, particularly in intercultural communication, collaborative learning, and critical thinking. Students exposed to culturally responsive materials and dialogic learning activities demonstrated higher engagement and greater adaptability in diverse social interactions. Conclusion. Multicultural English language education serves as an effective pedagogical framework for integrating language learning with the development of 21st-century skills. The study underscores the importance of culturally inclusive curricula and learner-centered strategies to prepare students for global citizenship.

Page 6 of 6 | Total Record : 56

 2   3   4   5   6 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2025) Vol. 4 No. 1 (2025) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022)