Indonesian Journal of Guidance and Counseling Studies
Indonesian Journal of Guidance and Counseling Studies (IJGCS) (Online ISSN 3063-038X - Print 3063-0363) is a peer-reviewed, open-access academic journal dedicated to advancing and disseminating state-of-the-art knowledge in the field of guidance and counseling. The journal aims to serve as a platform for scientific publications, promoting high-quality research findings, supporting evidence-based theory and practice, and providing an academic forum for researchers, scholars, professionals, counselors, guidance and counseling teachers and college students to explore, share, and discuss critical ideas, strategic issues, innovations, implications, and scientific contributions in guidance and counseling. Aims: The Indonesian Journal of Guidance and Counseling Studies (IJGCS) aims to promote excellence in the field by disseminating high-quality research findings and providing a global platform for researchers, academicians, professionals, counselors, psychiatrists, college students, and education practitioners to explore, share, and discuss emerging issues and developments in guidance and counseling through a scientific approach. Focus and Scope: The Indonesian Journal of Guidance and Counseling Studies (IJGCS) focuses on publishing original, high-quality articles that address current issues and emerging trends through research findings and literature reviews in the field of guidance and counseling. The scope of this journal encompasses a wide range of topics relevant to contemporary developments in guidance and counseling, including: 1. Code of Ethics for Guidance and Counseling Profession 2. Counseling Profession and Professional Counselors in the 21st Century 3. Counseling Service Practices (Group and Individual Counseling) 4. Counseling Psychology 5. Counselor Professional Education (PPK) 6. Counselor Competency Standards and Code of Ethics 7. Ethical, Legal and Professional Issues in Guidance and Counseling services 8. Guidance and Counseling Issues in the 21st Century 9. Program Components (Curriculum Guidance, Individual Planning, Responsive Services, System Support) 10. Guidance and Counseling Services Areas/domain (Personal, Social, Academic, and Career) 11. Guidance and Counseling Services in all Settings (Assessment, Management, Evaluation, Accountability and Supervision) 12. Guidance and Counseling for Children with Special Needs and and Inclusion 13. Guidance and Counseling Curriculum Development 14. Guidance Service Practices (Group, Classical, and Peer Guidance) 15. Implementation of Guidance and Counseling Services in Schools, Higher Education and Society 16. Islamic Education Guidance and Counseling, Islamic Guidance and Counseling 17. Information Technology and Media in Guidance and Counseling Services 18. Multicultural Counseling 19. Personal Development of Counselors/Guidance and Counseling Teachers 20. Student/Counselee Personal Development 21. Multicultural Counseling 22. Theory and Practice of Counseling Approaches 23. Relevant topic in Guidance and Counseling
Articles
34 Documents
<![CDATA[Analysis of Career Planning Level of High School Students: The Impact of Career Counseling in Schools ]]>
<![CDATA[Sumiati Sapitri]]>;
<![CDATA[Mohamad Syafiq]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 1 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(1): 2025 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v2i1.235
<![CDATA[Background: Career planning is a fundamental developmental task during adolescence, serving as a critical pathway toward achieving future economic independence and navigating post-secondary transitions. High school students often experience indecision regarding higher education and occupational pathways due to limited exposure to structured career information. Therefore, assessing student career readiness is crucial for establishing effective, responsive school counseling interventions. Objective: This study aims to analyze the profile and distribution of career planning levels across different grade cohorts at SMA Negeri 11 Bandung. Method: A quantitative descriptive design was utilized, involving 90 high school students selected through probability sampling techniques. Data collection was executed using structured questionnaires assessing multidimensional career planning indicators, corroborated by non-participant observation and administrative documentation. The collected data were analyzed using prerequisite normality tests and descriptive statistics. Result: The findings indicated a female-dominated sample (67%). Developmentally, twelfth-grade students demonstrated the highest career planning maturity, with 70% categorized as high, surpassing tenth-grade (40%) and eleventh-grade (50%) peers. Overall, the predominant proportion of students across all cohorts remained situated within the moderate career planning category. Conclusion: The majority of students exhibit moderate career planning readiness, emphasizing the imperative need for systematic, stage-specific career counseling programs to foster well-informed academic and vocational decisions. Originality/Value: This study contributes novel insights to the field of developmental guidance and counseling by uncovering differentiated profiles and progressive stages of student career planning across secondary grade cohorts regarding future career choices and higher education pathways within the high school context, which remains under-explored in integrated school settings. These findings enrich empirical evidence and serve as a strategic reference for designing targeted group guidance programs and developmental school-based career counseling interventions]]>
<![CDATA[Effects of Sudden and Violent Spousal Loss on Grief and Trauma Responses among Bereaved Partners ]]>
<![CDATA[Adaobi Jennifer Iloakasia]]>;
<![CDATA[Tiara Agustine]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 2 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(2): 2025 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v2i2.276
<![CDATA[Background: Losing a spouse is one of life’s most devastating experiences, particularly when the loss occurs suddenly or through violence. The mode of death can significantly shape the bereavement process and emotional recovery. Objective: This study aimed to examine differences in grief and trauma responses among bereaved partners who experienced either sudden or violent spousal loss. Method: The research employed a descriptive survey design and was conducted in Anambra State, Nigeria, with 67 purposively selected participants aged 18 and above. Data were collected via a structured online questionnaire that included demographic items and standardized grief and trauma measures. The analysis utilized SPSS v25, including descriptive statistics, independent t-tests, and MANOVA, with a 0.05 significance level. Results: Individuals who experienced violent spousal loss reported significantly higher levels of grief, including emotional numbness (M = 3.40), a sense of life being meaningless (M = 3.70), and social isolation (M = 3.30) compared to those who experienced sudden loss, t(65) = -2.15, p = .036. However, trauma levels did not differ significantly between the groups (p = .577). Distinct patterns emerged: violent loss was associated with emotional detachment and concentration difficulties, while sudden loss was linked to more frequent unwanted memories. Conclusion: The study concludes that the nature of spousal loss has a greater impact on grief than trauma. These findings suggest that grief responses vary significantly depending on whether the loss was sudden or violent. Originality/Value: This study provides empirical novelty in the field of clinical psychology and bereavement counseling by uncovering that violent spousal loss induces significantly more severe grief reactions, specifically emotional numbness, a sense of meaninglessness, and social isolation, compared to sudden nonviolent loss, despite comparable overall trauma levels regarding grief and trauma response dynamics among bereaved partners within the context of sudden versus violent spousal loss in Anambra State, Nigeria, which has remained underexplored. These findings enrich empirical evidence and serve as a strategic benchmark in developing tailored psychosocial interventions, crisis counseling protocols, and specialized mental health support programs for surviving spouses.]]>
<![CDATA[Peran Layanan Bimbingan Karir bagi Siswa dengan Keterbelakangan Mental: Studi Fenomenologi ]]>
<![CDATA[Yuliani Pertiwi]]>;
<![CDATA[Asniti Karni]]>;
<![CDATA[Hermi Pasmawati]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 1 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(1): 2025 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v2i1.277
<![CDATA[Background: Every parent expects the presence of a child, ideally one who is perfect and without shortcomings. However, the reality is that some children are born with disabilities, which requires special attention in their development, especially in preparing them for future careers. Objective: This study aims to determine the role of SMALB (Sekolah Menengah Atas Luar Biasa) in Bengkulu City in providing career guidance services to students with disabilities. Method: The research utilized a qualitative method with a phenomenological approach to deeply understand the lived experiences of students. The study was conducted at Sekolah Luar Biasa Negeri (SLBN) 01 Bengkulu City in 2022. Fourteen students participated as research subjects. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. Result: The findings revealed that career guidance at the SMALB level in SLBN 01 Bengkulu City was conducted using an individualized approach tailored to each student's needs. The demonstration method was predominantly applied, and the overall guidance process was instructive in nature, emphasizing practical skills and one-on-one instruction to facilitate learning and development. Conclusion: Career guidance at SLBN 01 Bengkulu City emphasizes inclusive, personalized support to empower students with disabilities in pursuing careers that match their abilities and interests. Originality/Value: This study provides novel empirical and phenomenological insights to the field of special and inclusive guidance and counseling by uncovering the execution of individualized, instructive, and demonstration-based guidance approaches regarding career guidance service delivery for students with intellectual disabilities within the special senior high school (SMALB) context, which remains scarce in Indonesian empirical literature. These findings enrich the body of knowledge and serve as a strategic reference for designing personalized vocational transition programs and establishing inclusive educational policies that foster meaningful workforce participation for individuals with disabilities.]]>
<![CDATA[The Effect of Group Guidance Method using Sociodrama Technique to Improve Students' Self-Confidence ]]>
<![CDATA[Reza Pahlevi]]>;
<![CDATA[Hartono Hartono]]>;
<![CDATA[Lenia Nawang Arum]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 2 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(2): 2025 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v2i2.320
<![CDATA[Background: Self-confidence is an essential factor that significantly impacts students' personal development and academic performance. Many students struggle with low self-confidence, which can hinder their growth and social interactions. Objective: The aim of this study was to determine whether there was an increase in students' self-confidence through the use of sociodrama in group guidance services. Method: This research was conducted at SMA Plus Merdeka Soreang in 2024, with 30 third-grade students as the subjects. A questionnaire was used to gather data on the students' self-confidence levels both before and after the intervention. The data were then analyzed statistically using the t-test formula to assess the significance of the changes in self-confidence. Results: The results from the data analysis indicated a significant increase in students' self-confidence following the group guidance sessions using sociodrama. Students demonstrated higher levels of engagement and improved self-perception, as reflected in the pre- and post-intervention questionnaire scores. Conclusion: The study concludes that group guidance services using the sociodrama method effectively increased students' self-confidence. This intervention proves to be a valuable tool for promoting personal growth and enhancing self-esteem in students. Originality/Value: This study provides empirical contribution to the field of educational guidance and counseling by demonstrating the significant effectiveness of group guidance using sociodrama techniques in enhancing self confidence, active engagement, and positive self perception among learners regarding adolescent psychosocial development within the specific context of twelfth grade students at SMA Plus Merdeka Soreang, which has remained underexplored. These findings enrich empirical evidence and serve as a strategic benchmark in designing school group guidance curricula, implementing action-oriented counseling interventions, and providing actionable protocols for school counselors to support students’ personal growth and self esteem in educational settings.]]>
<![CDATA[Support Services Needed by Persons with Disabilities during and after Disaster: Lessons for Disaster Management and Reduction Planners ]]>
<![CDATA[Yahya Muhammed Bah]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v2i3.351
<![CDATA[Background: Despite robust international and national rights frameworks, disaster risk reduction and management still center on the non-disabled. As climate-related hazards intensify, people with disabilities face a 2–4x higher risk of injury or death, exposing persistent gaps in inclusive planning and service delivery. Objective: To identify and synthesize support services required by PWDs during and after disasters, and to translate these needs into actionable implications for disaster management and risk reduction planners. Method: A systematic review of peer-reviewed literature published from 2000 onward, along with select reports from long-standing international organizations, was conducted using multi-source searches. Eligible studies addressed supports for PWDs across the response and recovery phases. Data were extracted and thematically synthesized. Result: Required supports coalesced into eight domains: health & rehabilitation; accessibility & mobility; communication; participation & governance; social–family support; psychosocial & protection; livelihood & financial assistance; and data & coordination. Conclusion: Disability-inclusive disaster management requires embedding universal design, co-production with PWDs, and guaranteed accessibility across all phases, from warnings and evacuation to long-term recovery. Systems must ensure continuity of care, accessible infrastructure, and accountable governance to reduce disproportionate risk. Originality/Value: This review article consolidates fragmented scientific evidence in the field of disability-inclusive disaster risk reduction and management by synthesizing literature on the spectrum of essential support services needed by persons with disabilities during and after disasters, an area that has remained underexamined. This study maps existing theoretical and methodological gaps while serving as a strategic benchmark, contributing to the development of a planner-ready conceptual framework and guiding future research agendas, particularly concerning intersectional risks, continuity of assistive technology during protracted recovery, and interventions in low-resource settings.]]>
<![CDATA[Application of Behavior Contract Group Counseling to Improve Discipline among High School Students ]]>
<![CDATA[Lailatus Sa’adah]]>;
<![CDATA[Nurudducha Nurudducha]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 2 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(2): 2025 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v2i2.353
<![CDATA[Background: Student tardiness remains a persistent disciplinary problem that disrupts classroom routines and hampers academic engagement in secondary schools, requiring structured behavioral interventions to promote measurable and sustainable behavioral change. Objective: This study evaluated the effectiveness of group counseling using behavior contract techniques in reducing chronic tardiness among high school students. Method: A classroom action research design spanning two cycles was implemented with four habitual latecoming students at SMA Negeri 18 Surabaya. Each cycle comprised planning, action, observation, and reflective evaluation. Data collection combined direct behavioral observations, semi structured interviews, and school attendance records, analyzed through qualitative descriptive synthesis. Results: Following Cycle I, tardiness decreased from seven to thirteen monthly episodes down to two to three occurrences per week. By the end of Cycle II, tardiness was eliminated completely to zero incidents as participants consolidated individual commitment to agreed behavioral targets alongside consistent positive reinforcement, clear accountability sanctions, and stringent attendance monitoring. Conclusion: Group counseling applying behavior contract strategies effectively eradicates recurrent lateness, providing an accountable model for institutional discipline management. Originality/Value: This study provides empirical and practical novelty in the field of behavioral school guidance and counseling by demonstrating the effectiveness of behavior contract group counseling in completely eliminating student tardiness from baseline frequencies of seven to thirteen times per month to zero incidents in the second cycle through positive reinforcement schemes, structured consequences, and rigorous monitoring regarding the reduction of student indiscipline within the context of at risk habitually late students at SMA Negeri 18 Surabaya, which has remained underexplored with measurable action frameworks. These findings enrich empirical evidence and serve as a strategic benchmark in developing school discipline management standard operating procedures, designing actionable behavioral contract templates for guidance counselors, and integrating action-based group counseling interventions to foster sustainable student punctuality and academic accountability.]]>
<![CDATA[Penerapan Layanan Bimbingan Klasikal berbasis Technology Enhanced Learning (TEL) untuk meningkatkan Motivasi Belajar Siswa SMA ]]>
<![CDATA[Nita Hanysha]]>;
<![CDATA[Muslikah Muslikah]]>;
<![CDATA[Herie Gunawan]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 2 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(2): 2025 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v2i2.354
<![CDATA[Background: Traditional guidance services in high schools are often uninteresting and impersonal, while the learning ecosystem for students is now digital. Technology-Enhanced Learning (TEL) has the potential to enhance attention, relevance, and self-regulation. Objective: To assess the effectiveness of implementing TEL-based traditional guidance services in increasing student learning motivation. Method: Classroom Action Research (CAR) with a pretest–posttest control group design on 10th-grade students at SMA Negeri 12 Semarang. The TEL intervention combined visual presentations, short videos, interactive quizzes/polling, microlearning, and rapid feedback reinforcement. Measurements included motivation questionnaires administered before and after the intervention. Results: The average learning motivation increased from 110.4 (Cycle I) to 116.8 (Cycle II), equivalent to a 6.4-point increase or a 5.8% increase, indicating the positive impact of TEL on learning motivation. Conclusion: TEL-based classical guidance services are worth adopting to strengthen high school students' learning motivation, mainly due to their interactive nature and rapid feedback, which facilitate engagement and self-confidence. Originality/Value: This study provides practical and empirical novelty in the field of guidance and counseling and educational technology by uncovering that the structured integration of Technology Enhanced Learning TEL combining visual presentations, short videos, interactive quizzes, microlearning, and rapid feedback reinforcement substantially increases student learning motivation by 5.8 percent across intervention cycles regarding the pedagogical transformation of classical guidance services from conventional delivery into interactive digital formats within the context of tenth grade students at SMA Negeri 12 Semarang, which has remained underexplored. These findings enrich empirical evidence and serve as a strategic benchmark in developing standard operating procedures for digital classical guidance, formulating technology integrated school counseling curricula, and designing adaptive guidance interventions aligned with students contemporary digital learning ecosystems.]]>
<![CDATA[The Self-Leadership Profile of High School Students and Its Implications for Personal-Social Guidance and Counseling ]]>
<![CDATA[Aji Zulhakim]]>;
<![CDATA[Rochani Rochani]]>;
<![CDATA[Deasy Yunika Khairun]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v2i3.384
<![CDATA[Background: This study was motivated by the importance of developing self-leadership in students, which in turn influences their motivation, self-management, and responsibility in daily life. Self-leadership plays a crucial role in shaping students' character and influencing their academic and social success. Objective: This study aims to provide an overview of students' self-leadership and to design a personalized social guidance and counseling program to enhance students' self-leadership. Method: This study employed a quantitative descriptive research design with a random sampling technique, involving 106 second-year students at SMAN 1 Jawilan. This study used indicators of behavioral focus, natural reward strategies, and constructive thinking to measure students' self-leadership. Results: The results showed that 65% of students fell into the moderate self-leadership category, 19% into the high category, and 16% into the low category. Conclusion: Based on these results, it is essential to design a guidance program that enhances students' ability to lead themselves, manage their goals, and foster a greater sense of responsibility. Originality/Value: This study provides novel empirical insights in the field of developmental guidance and counseling, specifically within personal social counseling, by uncovering the distribution of high school students' self leadership profiles, revealing that the majority (65 percent) fall into the moderate category, along with specific developmental needs across behavior focused strategies, natural reward strategies, and constructive thought patterns, regarding adolescent self leadership competencies in the context of baseline school level need assessments for tailored counseling interventions, an area that has remained underexamined. These findings enrich empirical evidence and serve as a strategic benchmark for the development and implementation of structured personal social guidance programs and modular counseling interventions aimed at fostering students' self management, autonomy, and accountability in educational settings.]]>
<![CDATA[Challenges and Approaches in the Development of Counseling Skills in University Students ]]>
<![CDATA[Reza Pahlevi]]>;
<![CDATA[Yusi Riksa]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v2i3.399
<![CDATA[Background: Counseling skills are essential for students in psychology, guidance counseling, and social work, as they are crucial for addressing psychological, emotional, and social issues effectively. Objective: This study aims to identify and analyze the factors influencing the development of counseling skills among university students, with particular emphasis on self-efficacy, cultural context, and the challenges encountered during training. Method: A systematic literature review was employed to gather, evaluate, and synthesize findings from empirical studies on counseling skills training for university students. This method enabled a structured and transparent collection of data from sources indexed in reputable academic databases. Results: The findings reveal that experiential learning methods, such as role-playing, internships, and case simulations, significantly improve students' empathy and interviewing skills. The use of technology, such as virtual reality (VR) simulations, also enhances non-verbal communication skills. Group supervision and feedback from peers and instructors accelerate the mastery of practical counseling skills. However, cultural differences and emotional stress during practice remain significant challenges. Conclusion: The study concludes that effective development of counseling skills requires a multimodal approach that integrates theory, practice, reflection, and feedback. It also emphasizes the need for adaptive curricula that take into account local and cultural contexts. Originality/Value: This review article comprehensively integrates contemporary evidence in the field of counselor education and applied psychology by synthesizing the literature on the dynamics of developing university students' counseling skills, encompassing the efficacy of experiential learning, virtual simulation technologies, group supervision, and persistent challenges related to emotional distress and cultural diversity, an area that has remained underexamined in an integrated manner. This review maps existing theoretical and methodological gaps while serving as a strategic benchmark, contributing to the development of a conceptual framework for multimodal counseling training curricula and guiding]]>
<![CDATA[Finding Meaning Behind Accidents through Self-Guidance: A Phenomenological Study on Trauma Experience and Recovery ]]>
<![CDATA[Umi Umayah]]>;
<![CDATA[Dina Astriyani]]>;
<![CDATA[Rasikah Anis Mardatilah]]>;
<![CDATA[Riska Yulandari]]>;
<![CDATA[Asti Haryati]]>;
<![CDATA[Cindy Ainun Nabilla]]>;
<![CDATA[Yopi Azhari Jayadi]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v2i3.411
<![CDATA[ Background: Trauma resulting from traffic accidents often leads to significant psychological impacts, such as excessive fear, insecurity, nightmares, and avoidance behaviors towards situations that remind the victim of the incident. Purpose: This study aims to explore the profound experiences of victims of single-vehicle accidents in understanding the trauma they have experienced and the psychological recovery process they undergo. Method: This research employs a qualitative phenomenological approach, collecting data through in-depth interviews, observations, and documentation, which are then analyzed using phenomenological stages. Results: Participants went through complex emotional phases, starting with shock and extreme fear, which then developed into anxiety and avoidance of situations related to the accident. Their psychological recovery process was gradual, involving family support, self-reflection, acceptance, and the search for deeper meaning in life. Conclusion: The search for meaning and social support plays a crucial role in the psychological recovery of accident victims, showing that post-traumatic growth can occur. Originality/Value: This study deepens phenomenological understanding in the field of trauma counseling and clinical psychology by uncovering the lived processes of meaning making, the psychological trajectory from acute shock and avoidance to acceptance, and the role of self guidance alongside social support regarding trauma experiences and post traumatic growth in the context of single vehicle traffic accident survivors, an area that has remained underexamined from the subjective lens of the victims. These findings enrich empirical evidence and serve as a strategic benchmark for developing empathetic trauma counseling protocols, meaning reconstruction interventions, and family centered psychosocial support initiatives for accident survivors.]]>
