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Jurnal Kopendik
Published by Universitas Jambi
ISSN : -     EISSN : 28293045     DOI : https://doi.org/10.22437/kopendik.v3i2
Core Subject : Education, Social,
Education Social Sciences
Jurnal KOPENDIK publishes articles on practice, theory, and research in all areas of Guidance and Counseling also education related to Guidance and Counseling which includes, but is not limited to : Personal Guidance and Counseling Social Guidance and Counseling Career Guidance and Counseling Academic Guidance and Counseling School Guidance and Counseling Guidance and Counseling in Higher Education Assessment in Guidance and Counseling Group Guidance Group Counseling Individual Counseling Multicultural Counseling Behavior Analysis and Modification Guidance and Counseling for Disabled Evaluation and Supervision in Guidance and Counseling Guidance and Counseling Management Career Planning Psychological Assessment Media of Guidance and Counseling Information Technology in Guidance and Counseling Family Counseling
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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LEARNING MOTIVATION AND SELF-ESTEEM: A CORRELATIONAL STUDY AMONG STUDENTS IN THE GUIDANCE AND COUNSELING Nasution, Salsabila; Ardis, Nurfaidah
Jurnal Kopendik Vol 5 No 2 (2026): Oktober
Publisher : Program Studi Bimbingan dan Konseling FKIP UNJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/kopendik.v5i2.56219

Abstract

Self-esteem and academic motivation are two psychological aspects that play a crucial role in supporting students’ academic success. This study aims to examine the relationship between academic motivation and self-esteem among Guidance and Counseling students. The study employed a quantitative correlational approach involving 305 students as the sample. The instruments used were the learning motivation scale by Bin Dayel and the State Self-Esteem Scale by Heatherton. Validity and reliability tests were conducted on 45 students outside the sample. Data analysis utilized Kendall’s Tau-b correlation test because the data did not meet the assumption of normality. The results indicate a significant positive relationship between learning motivation and self-esteem (τ = 0.274; p < 0.001; effect size = 0.281). These findings suggest that self-esteem is a psychological factor that should be considered in efforts to enhance students’ learning motivation. These findings imply the importance of strengthening the self-esteem of Guidance and Counseling students as a means of enhancing their learning motivation. These results can serve as a foundation for university lecturers and counselors in designing interventions that support the development of students’ self-esteem. Future research is recommended to include other psychological variables and employ more diverse methods to strengthen the findings obtained.
ELEMENTARY SCHOOL STUDENTS' DIGITAL LITERACY READINESS FOR SOCIAL MEDIA AND DIGITAL INFORMATION Ardis, Nurfaidah; Abdullah, Abid Raisardhi
Jurnal Kopendik Vol 5 No 2 (2026): Oktober
Publisher : Program Studi Bimbingan dan Konseling FKIP UNJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/kopendik.v5i2.56220

Abstract

This study aims to determine the digital literacy readiness of elementary school students in Makassar City for social media and digital information. The study used a quantitative approach with descriptive methods. The study subjects were 223 fifth and sixth grade elementary school students in Makassar City. Data collection was conducted using a six-item Guttman scale questionnaire. Data analysis was conducted using descriptive statistics, including mean, median, standard deviation, percentage, and categorization of students' digital literacy readiness levels. The results showed that students' digital literacy readiness was in the high category, with a percentage of 81.2%. Most students understood the basics of cyberbullying, social media use, and the importance of being cautious about digital information and fake news on the internet. Furthermore, the majority of students had social media accounts such as WhatsApp, TikTok, YouTube, and Instagram. However, some students still had low levels of digital literacy readiness, requiring strengthening digital literacy education through the role of schools and parents to enable students to use social media and digital information safely and responsibly. Keywords: digital literacy, social media, elementary school students, digital information
THE RELATIONSHIP BETWEEN MENTAL FATIGUE AND LEARNING MOTIVATION OF GUIDANCE AND COUNSELING STUDENTS IN THE DIGITAL ERA: A MULTI-SITE STUDY ACROSS HIGHER EDUCATION INSTITUTIONS Abid Raisardhi; Nasution, Salsabila
Jurnal Kopendik Vol 5 No 2 (2026): Oktober
Publisher : Program Studi Bimbingan dan Konseling FKIP UNJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/kopendik.v5i2.56339

Abstract

This study aimed to examine the relationship between mental fatigue and learning motivation among Guidance and Counseling (GC) students in the digital era. Mental fatigue has emerged as a critical challenge in technology-based learning environments, potentially undermining both intrinsic and extrinsic academic motivation. This study employed a quantitative correlational approach involving 803 GC students from multiple higher education institutions across Indonesia, selected through purposive sampling. Data were collected using two validated psychological scales: the Mental Fatigue Scale and the Learning Motivation Scale. Spearman’s rank correlation was adopted as a conservative analytical approach; while Q-Q plots indicated approximately normal distributions, the Shapiro-Wilk test yielded p < .001 at N = 803, and Spearman was selected as a conservative response to the test’s known sensitivity with large samples. Results revealed a significant negative relationship between mental fatigue and learning motivation (ρ = -0.323, p < .001, 95% CI [-0.384, -0.260]), indicating that higher levels of mental fatigue are associated with lower learning motivation. These findings highlight the urgency of digital-based guidance and counseling interventions to effectively manage students’ mental fatigue and promote sustainable learning motivation.

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