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Education and Sociedad Journal
Published by Al-Qalam Institue
ISSN : 30309417     EISSN : 30309484     DOI : https://doi.org/10.61987/edsojou.v1i1
Core Subject : Religion, Science, Education, Social,
Religion Education Physics Social Sciences Other
Education and Sociedad Journal publishes articles that explore the role of education in driving social, cultural, and economic change and the impact of education policies on the welfare of society at large. The journal invites articles that explore the role of education in driving social, cultural, and economic change and the impact of education policies on the welfare of society at large. Education and Sociedad Journal is an open publication of original, peer-reviewed articles that reflect educational or social theory and practice. The journal contains research articles, original research reports, general education reviews and cultural and religious integration in various fields including: Social Sciences (Sociology, Psychology, Economics, Political Science, History, Equality Studies, Law) in Educational Perspective, Educational and Learning Theory and Policy, Multicultural Education, Sociotechnology of Education, Humanistic Issues in Education, Social Education in Religious Perspective, Sociocultural and other related research topics.
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for , issue "vol. 4 no. 2 (2026)" : 1 Documents clear
Islamic Counseling as an Intervention for Enhancing Social Empathy and Caring Behavior among Secondary School Students Fitriani Fitriani; Nurhanifah Nurhanifah
Education and Sociedad Journal Vol. 4 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i2.2851

Abstract

This study examines the implementation of an Islamic counseling approach in fostering students’ social empathy and concern for others at senior high school. A qualitative descriptive design was employed to explore the counseling process, the forms of Islamic counseling implemented, and the perceived contribution of Islamic values to students’ social development. Data were collected through observations, in-depth interviews with guidance and counseling teachers, and analysis of relevant school documents. The data were analyzed using the Miles, Huberman, and Saldaña framework through data condensation, data display, and conclusion drawing and verification. The findings indicate that students’ social empathy and concern were generally adequate but remained uneven, with insensitive behaviors such as teasing peers based on socioeconomic differences still occurring in everyday interactions. Islamic counseling was implemented through individual counseling, group counseling, personal and relational approaches, and recurring Islamic habituation activities, including Qur’an reading before the Dhuhr prayer. The counseling process emphasized active listening, contextual Islamic guidance, self-reflection, and the internalization of values such as respect, ukhuwah (brotherhood), ta'awun (mutual assistance), and rahmah (compassion). The findings suggest that these practices contributed to greater awareness of the emotional consequences of interpersonal behavior and encouraged more caring and respectful interactions among students. The study highlights the potential of Islamic counseling as a holistic approach to integrating psychological, spiritual, moral, and social development in secondary education.

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