IJGCS
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
25 Documents
<![CDATA[The Influence of Learning Styles on Senior High School Students’ Learning Outcomes and Its Supporting Factors ]]>
<![CDATA[Kirana, Adilla Lilik Dewi]]>;
<![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. Contribution: This study provides empirical evidence to support educators and schools in designing adaptive, multimodal, and student-centred instructional strategies to improve student learning outcomes.]]>
<![CDATA[The Effect of Classical Guidance Using the Jigsaw Method on Elementary School Students’ Self Control over Mobile Phone Use ]]>
<![CDATA[Himawan, Alvin]]>;
<![CDATA[Fitriana, Siti]]>;
<![CDATA[Lestari, Farikha Wahyu]]>
<![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. Contribution: This study enriches the field of guidance and counselling by extending the application of the jigsaw method as an innovative strategy to develop students’ self-control, particularly in addressing challenges related to digital technology use among adolescents.]]>
<![CDATA[Strengthening Motivation Through Group Guidance to Increase Students’ Interest in Continuing Their Studies at Madrasah Mu’allimin Muhammadiyah ]]>
<![CDATA[Mutakin, Deden]]>
<![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: Continuing 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 study aims to strengthen student motivation to increase their interest in continuing their studies through Group Guidance services. Method: This study used a Classroom Action Research approach, grounded in Kurt Lewin's model, implemented in two cycles comprising the planning, action, observation, and reflection stages for 30 students. Data were collected through questionnaires, observations, and counselling anecdotal notes, then analysed descriptively and comparatively between cycles. Results: There was a significant decrease in the number of students who were unsure about continuing their studies, from 50 per cent in the pre-cycle to 30 per cent in Cycle I, and 3.3 per cent in Cycle II. Conclusion: Strengthening motivation through Group Guidance proved effective in increasing students' interest in continuing their studies, especially when implemented in a structured manner and supported by multi-party collaboration. Contribution: This study offers an applicable, systematic, and contextually grounded guidance intervention model to strengthen student continuity of study by integrating motivation-strengthening between schools and families.]]>
<![CDATA[The Implementation of Classical Guidance through Canva-Based Project-Based Learning to Improve Senior High School Students’ Learning ]]>
<![CDATA[Pratama, Tio Yoga]]>;
<![CDATA[Muslikah, Muslikah]]>;
<![CDATA[Gunawan , Herie]]>
<![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: This study was driven by the low level of students’ learning discipline, as reflected in behaviours such as tardiness, lack of classroom orderliness, and delays in submitting assignments. These conditions highlight the need for innovative classical guidance services that align with current technological developments to foster more structured and responsible learning habits. Objective: The study aimed to enhance the learning discipline of tenth-grade students at SMA Negeri 12 Semarang through the implementation of classical guidance using a Canva-based Project-Based Learning (PjBL) model. Method: This research employed a Classroom Action Research (CAR) design conducted in a pre-cycle, Cycle I, and Cycle II. Each cycle consisted of planning, action, observation, and reflection stages. The participants were 33 tenth-grade students. Data were collected using questionnaires and observation sheets to assess students’ learning discipline in each cycle. Results: The findings showed a gradual improvement in students’ learning discipline across cycles. This improvement was reflected in the increasing percentage of students categorised as disciplined and highly disciplined, as well as in enhanced responsibility, punctuality, and active participation in learning activities. Conclusion: The implementation of classical guidance through a Canva-based PjBL model proved effective in improving students’ learning discipline. Contribution: Practically, this study provides an alternative technology-based classical guidance service model. Theoretically, it strengthens the application of Classroom Action Research in developing students’ disciplinary character within a digital learning environment.]]>
<![CDATA[The Role of Counselor Ethics and Competence in Multicultural Counseling: Principles and Challenges ]]>
<![CDATA[Setiawan, Muhammad Andi]]>;
<![CDATA[Lestari, Indah]]>;
<![CDATA[Mababa, Maria Grace B.]]>
<![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. Contribution: This study provides a conceptual synthesis that underscores the interdependence between ethical standards and multicultural competence as a framework for advancing culturally responsive counseling services.]]>
