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[The Influence of Learning Styles on Senior High School Students’ Learning Outcomes and Its Supporting Factors ]]>
<![CDATA[Adilla Lilik Dewi Kirana]]>;
<![CDATA[Mudhar Mudhar]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v3i1.383
<![CDATA[Background: Student learning outcomes serve as a primary indicator of instructional effectiveness. However, variations in academic achievement are often influenced by individual characteristics, particularly learning styles. Understanding how visual, auditory, and kinesthetic learning preferences relate to academic performance is essential for developing more responsive instructional approaches. Objective: This study aimed to examine the relationship between visual, auditory, and kinesthetic learning styles and senior high school students’ learning outcomes. Method: A quantitative correlational design was employed involving 40 students. Data were collected through a Likert-scale learning style questionnaire and students’ report card scores. The data were analysed using Pearson product-moment correlation to determine the strength and significance of the relationships between variables. Result: The findings revealed significant positive correlations between learning styles and learning outcomes. The visual learning style showed a correlation coefficient of r = 0.421 (p = 0.008), the auditory learning style r = 0.356 (p = 0.024), and the kinesthetic learning style r = 0.389 (p = 0.014). These results indicate that students who effectively utilise their dominant learning styles tend to achieve higher academic performance. Conclusion: Learning styles are an essential internal factor influencing students’ academic achievement, though their impact interacts with other factors, such as physiological and psychological conditions, family support, school and community environments, and time management. Originality/Value: This study strengthens empirical evidence in the field of educational psychology and school counseling by uncovering significant positive correlations across visual, auditory, and kinesthetic learning preferences toward student academic achievement gains, regarding sensory learning modality profiles in the context of direct academic performance evaluations and their interplay with broader psychosocial supporting factors among senior high school students, an area that has remained underexamined through multi modality comparisons. These findings enrich empirical evidence and serve as a strategic benchmark for designing multimodal differentiated instructional practices in classrooms, implementing diagnostic learning style assessments by school counselors, and formulating individualized academic intervention frameworks in secondary schools.]]>
<![CDATA[The Effect of Classical Guidance Using the Jigsaw Method on Elementary School Students’ Self Control over Mobile Phone Use ]]>
<![CDATA[Alvin Himawan]]>;
<![CDATA[Siti Fitriana]]>;
<![CDATA[Farikha Wahyu Lestari]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v3i1.385
<![CDATA[Background: Uncontrolled mobile phone use among adolescents can lead to behavioral problems and reduced learning quality by disrupting concentration, academic engagement, and social interaction. Therefore, structured guidance interventions are needed to strengthen students’ self-control in managing digital technology use at school. Objective: This study aimed to examine the effect of classical guidance using the jigsaw method on students’ self-control in mobile phone use. Method: A quantitative approach was employed, using a quasi-experimental nonequivalent control group design. The participants were ninth-grade students of SMP Negeri 7 Pemalang. Data were collected using a self-control scale regarding mobile phone use. Statistical analysis was conducted using an independent samples t-test to determine differences between the experimental and control groups. Result: The findings revealed a significant difference in self-control between students who received classical guidance using the jigsaw method and those who did not. The experimental group showed greater improvement in self-control after the intervention than the control group. Conclusion: Classical guidance implemented through the jigsaw method is practical in enhancing students’ self-control in mobile phone use. Originality/Value: This study expands pedagogical intervention modalities in the field of school guidance counseling and digital literacy education by uncovering the superior efficacy of classical guidance integrated with the jigsaw cooperative learning technique in significantly elevating student self regulation relative to conventional approaches, regarding adolescent smartphone usage behavior management in the context of junior high school group based classroom interventions, an area that has remained underexamined through quasi experimental cooperative paradigms. These findings enrich empirical evidence and serve as a strategic benchmark for designing peer collaborative classical guidance modules, standardizing preventive counseling protocols for digital device dependency, and formulating school wide digital technology governance policies within formal educational institutions.]]>
<![CDATA[Strengthening Motivation Through Group Guidance to Increase Students’ Interest in Continuing Their Studies at Madrasah Mu’allimin Muhammadiyah ]]>
<![CDATA[Deden Mutakin]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v3i1.410
<![CDATA[Background: ontinuing studies at the same level of education is an important indicator of the success of student development at Madrasah Mu'allimin Muhammadiyah Yogyakarta. Initial findings indicate that some students in class 3J (Tsanawiyah) are hesitant to continue their studies to the MA level, suggesting a motivation issue that needs to be addressed immediately. Objective: This investigation aimed to foster student academic motivation and reinforce their commitment to continuing their studies through structured group guidance interventions. Method: Employing a Classroom Action Research framework informed by the Kurt Lewin operational model, the study engaged 30 students across two sequential cycles. Each cycle encompassed integrated planning, action, observation, and reflective evaluation phases. Empirical data were gathered utilizing validated questionnaires, systematic behavioral observation protocols, and counselor anecdotal logs, subsequently examined using comparative descriptive techniques across intervention phases. Results: The intervention yielded substantial, sustained reductions in student academic hesitation. Indecision rates dropped sharply from an initial 50 percent at the pre cycle baseline to 30 percent in Cycle I, ultimately plummeting to 3.3 percent following Cycle II completion. Conclusion: Motivational enhancement delivered via collaborative; structured group guidance serves as a highly efficacious modality for solidifying student commitment to institutional educational continuity. Originality/Value: This study addresses an essential operational gap in the field of career guidance counseling and Islamic education by uncovering a marked decrease in student hesitation from 50 percent to 3.3 percent through systematic motivational enhancement, regarding educational continuity interest in the context of group guidance interventions among boarding madrasah students, an area that has remained underexamined through cyclical classroom action research designs. These findings enrich empirical evidence and serve as a strategic benchmark for designing specialized career group guidance interventions, reinforcing internal educational transition retention within madrasah systems, and formulating collaborative multi stakeholder academic mentoring policies in Islamic secondary institutions.]]>
<![CDATA[The Implementation of Classical Guidance through Canva-Based Project-Based Learning to Improve Senior High School Students’ Learning ]]>
<![CDATA[Tio Yoga Pratama]]>;
<![CDATA[Muslikah Muslikah]]>;
<![CDATA[Herie Gunawan]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v3i1.484
<![CDATA[Background: Low learning discipline among secondary students is frequently evident in persistent tardiness, poor classroom conduct, and recurring delays in assignment submission. These disciplinary issues underscore the critical necessity for adaptive, technology infused guidance interventions to foster responsible and structured academic behaviors. Objective: This study aimed to improve the learning discipline of tenth grade students at SMA Negeri 12 Semarang through classical guidance integrated with a Canva mediated Project Based Learning model. Method: Utilizing a Classroom Action Research framework spanning a preliminary cycle, Cycle I, and Cycle II, the investigation engaged 33 students. Each iterative cycle comprised planning, action, observation, and reflection phases. Data were gathered through validated behavioral observation sheets and comprehensive learning discipline questionnaires. Results: The intervention yielded consistent, progressive improvements in student discipline across all stages. This advancement was evidenced by significant shifts into disciplined and highly disciplined tiers, alongside marked gains in task accountability, punctuality, and collaborative engagement. Conclusion: Classical guidance operationalized through digital design-based projects serves as an effective mechanism for elevating student academic discipline. Originality/Value: This study extends pedagogical innovation in the field of school guidance counseling and educational technology by uncovering the efficacy of integrating creative digital media into classical guidance through a project based learning model that tangibly enhances academic discipline, punctuality, and task accountability, regarding student learning discipline development in the context of Canva mediated classical guidance among senior high school students, an area that has remained underexamined through classroom action research. These findings enrich empirical evidence and serve as a strategic benchmark for the design of interactive classical guidance modules, the integration of digital media tools by school counselors, and the formulation of adaptive character-building guidance policies in secondary schools.]]>
<![CDATA[The Role of Counselor Ethics and Competence in Multicultural Counseling: Principles and Challenges ]]>
<![CDATA[Muhammad Andi Setiawan]]>;
<![CDATA[Indah Lestari]]>;
<![CDATA[Maria Grace B. Mababa]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v3i1.485
<![CDATA[Background: Multicultural counseling plays a vital role in guidance and counseling, particularly in Indonesia, which is characterized by extensive cultural, ethnic, religious, and linguistic diversity. Objective: This study aims to examine the roles of counsellor ethics and multicultural competence in the implementation of multicultural counseling and to identify the challenges encountered in practice. Method: The study employs a qualitative literature review design, analyzing relevant academic journals, books, and scientific publications on counsellor ethics, counsellor competence, and multicultural counseling. Result: The findings indicate that professional ethics serve as a fundamental guideline for counsellors in respecting clients’ rights, dignity, and cultural values, while multicultural competence enables counsellors to understand cultural differences, manage personal biases, and apply appropriate counseling strategies. The integration of ethical principles and multicultural competence contributes significantly to the delivery of inclusive, effective, and equitable counseling services. Conclusion: The study emphasizes that strengthening ethical awareness and multicultural competence is essential for enhancing the quality and professionalism of counseling services in multicultural contexts. Originality/Value: This review article comprehensively consolidates professional ethics and counselor competency paradigms in the field of counselor education and multicultural counseling by synthesizing literature on the dynamic interdependence between professional ethical standards and multicultural competence in managing personal biases and navigating diverse sociocultural client identities, an area that has remained underexamined through an integrated lens. This review maps existing theoretical and methodological gaps while serving as a strategic benchmark, contributing to the development of a robust conceptual framework for culturally responsive counseling practices, the enhancement of professional counselor training curricula grounded in pluralistic ethics, and the orientation of future empirical research agendas regarding cross cultural counseling efficacy in pluralistic societies.]]>
<![CDATA[Forms and Tendencies of Aggressive Behavior among Adolescents with Broken Home Backgrounds in the School Environment ]]>
<![CDATA[Nisa Aulia]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 1 No. 1 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(1): 2024 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan kecenderungan dan bentuk perilaku agresif pada remaja dengan latar belakang keluarga broken home di SMA Negeri 1 Juli. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Subjek penelitian berjumlah 16 orang yang terdiri atas 5 siswa sebagai subjek utama, 5 teman sebaya, 5 wali kelas, dan 1 guru bimbingan dan konseling. Data dikumpulkan melalui observasi, wawancara semiterstruktur, dan dokumentasi, kemudian dianalisis secara induktif menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perilaku agresif remaja meliputi agresi fisik, agresi verbal, kemarahan, dan permusuhan, dengan agresi verbal sebagai bentuk yang paling dominan. Agresi fisik cenderung bersifat reaktif dan muncul sebagai respons terhadap provokasi atau tekanan emosional. Temuan juga menunjukkan bahwa kondisi keluarga broken home berkontribusi terhadap ketidakstabilan emosi dan rendahnya kontrol diri, sehingga memicu munculnya perilaku agresif. Selain itu, lingkungan sosial sekolah turut memperkuat pola perilaku tersebut. Penelitian ini menegaskan bahwa agresivitas remaja merupakan respons adaptif terhadap tekanan psikososial yang memerlukan penanganan melalui dukungan keluarga dan layanan bimbingan konseling di sekolah.]]>
<![CDATA[Behavioral Change through Cognitive Behavioral Therapy-based Individual Counseling among Adolescents with Alcohol Consumption Behavior: A Qualitative Case Study ]]>
<![CDATA[Revi Resiyanti]]>;
<![CDATA[Ahmad Daniyal Fadhli Maula]]>;
<![CDATA[Najwah Nurul Istnen]]>;
<![CDATA[Indah Novianti]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 2 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v3i2.557
<![CDATA[Background: Alcohol consumption among adolescents has become a significant psychosocial concern because it is associated with poor self-control, maladaptive emotional regulation, and susceptibility to negative peer influence. Objective: This study aimed to describe the implementation and outcomes of Cognitive Behavioral Therapy (CBT)-based individual counseling in reducing alcohol consumption behavior among adolescents. Methods: A qualitative case study design was employed involving one adolescent participant selected through purposive sampling. Data were collected through in-depth interviews, non-participant observation, counseling documentation, and CBT worksheets, and analyzed using thematic analysis with triangulation and member checking to ensure credibility. Results: The findings revealed that the CBT intervention successfully facilitated cognitive restructuring, strengthened self-control, improved emotional regulation, enhanced the ability to resist negative peer pressure, and reduced alcohol consumption behavior. The participant demonstrated more adaptive coping strategies and healthier decision-making following the intervention. Conclusion: CBT-based individual counseling represents an effective intervention for promoting sustainable behavioral change among adolescents with alcohol consumption behavior. Originality/Value: This case report offers novel empirical insights into the field of guidance, counseling, and adolescent clinical psychology by documenting the individual mechanisms of cognitive restructuring, emotional regulation, and resistance to peer pressure in mitigating adolescent alcohol consumption, an area still underexplored in qualitative literature. This study provides deep contextual perspectives and serves as a strategic reference for designing evidence-based counseling interventions and managing similar behavioral issues among at-risk adolescents.]]>
<![CDATA[Enhancing Self Control among Elementary School Students with Excessive Gadget Use through Classical Guidance and Group counseling ]]>
<![CDATA[Mumtaz Afridah]]>;
<![CDATA[Qoonitah Aziizah]]>;
<![CDATA[Najwa Safira]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 2 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v3i2.558
<![CDATA[Background: Excessive gadget use among elementary school students negatively impacts self control, resulting in study time management difficulties, impulsive behavior, and emotional instability. Children at this developmental stage have not yet established optimal self regulatory skills, necessitating targeted support through school guidance and counseling services. Objective: This study aims to describe the implementation of classical guidance and Group counseling in developing self control among elementary students who display excessive gadget engagement. Methods: Employing a qualitative descriptive design, the study involved 20 elementary school students selected based on specific criteria of heavy screen time and impulsive behavioral tendencies. Data collection was conducted through in depth interviews, direct observations, and student self reflections, enriched by collateral information from teachers and parents. The structured intervention combined classical guidance and Group counseling sessions over several stages. Results: Findings indicate that both guidance formats positively improved student self control. This transformation was evidenced by heightened digital awareness, stronger impulse suppression, more stable emotional regulation, and improved study habits. Originality/Value: This study offers significant empirical and practical contributions to the field of elementary school guidance and child developmental counseling by revealing the efficacy of combining classical guidance and group counseling in fostering digital awareness, suppressing behavioral impulses, and stabilizing emotional regulation as well as study habits regarding student self-control enhancement in the context of managing excessive gadget use among primary school children, an area that has remained underexplored. These findings enrich empirical evidence and serve as a strategic reference for implementing multi-tier school-based counseling interventions and developing integrated digital literacy and behavioral regulation programs involving collaborative teacher-parent partnerships.]]>
<![CDATA[Students' Perception and Understanding of the Urgency of Guidance and Counseling Services at School: A Study on Students of Islamic Junior High School ]]>
<![CDATA[Linda Sastina]]>;
<![CDATA[Atup Atup]]>;
<![CDATA[Riskiyah Riskiyah]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 2 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v3i2.559
<![CDATA[Background: Students’ perceptions of school guidance and counseling services significantly influence their willingness to seek professional support. However, many students continue to perceive school counselors primarily as disciplinary authorities, which limits the effectiveness of counseling services. Objective; This study aimed to explore students’ perceptions, understanding, and expectations regarding the urgency of guidance and counseling services at MTsN Terate Pandian Sumenep. Methods: A qualitative descriptive approach was employed using observations, semi-structured interviews, and document analysis. Participants were purposively selected from Grade VIII students, and the data were analyzed through thematic analysis following the interactive model of Miles and Huberman. Results: Three major themes emerged. First, most students understood guidance and counseling as professional support for personal, social, academic, and behavioral development, although some still associated it with disciplinary functions. Second, perceptions of school counselors were shaped by previous experiences, resulting in both positive views and the persistent “school police” stereotype. Third, students expected counseling services to become more accessible, preventive, developmental, and student-centered through stronger counselor–student relationships. Conclusion: Students’ understanding of and direct experiences with school counselors substantially influence their trust in and utilization of counseling services. Originality/Value: This study offers novel qualitative empirical insights into the field of school guidance and counseling within Islamic secondary education by documenting students' nuanced perceptions, conceptual understanding, and the lingering 'school police' stereotype regarding the urgency and utilization of counseling services, which remain underexplored in contextual literature. This inquiry provides profound contextual perspectives and serves as a strategic reference that contributes to informed educational decision-making, the restructuring of preventive counseling programs, and the cultivation of responsive, student-centered counseling relationships in schools.]]>
<![CDATA[The Effect of Parental Guidance on Student Personality at the High School Level ]]>
<![CDATA[Wiliya Novianti]]>;
<![CDATA[Tuti Alawiyah]]>;
<![CDATA[Devy Sekar Ayu Ningrum]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 2 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(2), 2026 ]]>
Publisher : <![CDATA[Academia Edu Cendekia Indonesia (AEDUCIA) ]]>
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DOI: 10.64420/ijgcs.v3i2.561
<![CDATA[Background: The family serves as the primary social institution responsible for shaping character and behavioral traits, yet the extent to which parental guidance influences overall personality development remains inconsistent in existing literature. Objective: This study aims to analyze the effect of parental guidance on student personality at the high school level and determine the strength of the relationship and contribution between the two variables. Methods: Employing a quantitative approach with an ex post facto design, the study involved 27 high school students selected through a saturated sampling technique. Data were gathered via questionnaires and analyzed using normality tests, Pearson correlation, simple linear regression, and t tests. Results: Findings reveal that parental guidance exerts a positive and significant effect on student personality. However, the correlation between the variables is low, with parental guidance contributing 10% to student personality while the remaining 90% is driven by external factors such as social environment and personal experiences. Conclusion: Although parental guidance is an essential factor in fostering student personality, it is not the sole dominant determinant and must be complemented by supportive environmental influences. Originality/Value: This study offers novel empirical contributions to the fields of educational psychology and family counseling by revealing the significant yet low-correlation effect of parental guidance (accounting for a 10% contribution) and the predominant role of external factors regarding student personality development within the context of senior secondary education, an area where specific quantified dynamics remain underexplored. These findings enrich empirical evidence and serve as a strategic reference for developing comprehensive parent-school collaboration programs and formulating student character development policies that holistically integrate broader psychosocial environmental influences.]]>
