Journal of Counseling, Education and Society
Journal of Counseling, Education and Society ISSN: 2716-4896 (Print) , ISSN 2716-4888 (Electronic) is a peer-reviewed journal and scientific journal managed by the ELORA Center for Research & Innovation. Journal of Counseling, Education and Society a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning and social sciences. Papers for publication in this journal are selected through precise peer-review to ensure quality, originality, appropriateness, significance and readability. The journal encompasses a variety of topics of education and learning, including but not limited to child development, curriculum, reading comprehension, philosophies of education, STEM education, instructional technology, technology education, inquiry-based learning, project-based learning, problem-based learning, simulation-based learning, pedagogic and educational approaches, learning management, language teaching researches, teaching and learning at all levels of schooling and institutions of higher learning, the education of special groups, gender and education, theories of education, educational research and methodologies, educational psychology (emotional, social, and cognitive learning processes), e-learning, Computer supported collaborative Work, emerging technologies in education, educational software & serious games, e-content management and development, general issues in education and learning, contributions to current debates in teacher education throughout the world, generally or on specific issues, and Social Sciences
Articles
113 Documents
<![CDATA[Integration of islamic education and digital literacy in twenty-first century learning ]]>
<![CDATA[Miftahuddin Miftahuddin]]>;
<![CDATA[Muhammad Rizki Perdana]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces682700
<![CDATA[The rapid development of digital technology has created new challenges and opportunities for Islamic education in the twenty-first century. Educational institutions are increasingly required to integrate digital literacy with Islamic values to support ethical and responsible technology use. This study aims to analyze the integration of Islamic education and digital literacy, identify implementation challenges, and explore learning development strategies relevant to contemporary educational contexts. The study employed a qualitative Narrative Literature Review (NLR) approach. Literature sources were collected from Google Scholar, Scopus, ScienceDirect, Springer, and Garuda databases using keywords related to Islamic education, digital literacy, and twenty-first century learning. Relevant journal articles, books, conference proceedings, and policy documents were selected based on their relevance, credibility, and alignment with the study objectives. The collected literature was examined through content analysis and qualitative descriptive analysis to identify recurring themes and conceptual patterns. The review revealed that the integration of Islamic education and digital literacy is consistently associated in the literature with the development of critical thinking, creativity, communication, collaboration, and ethical awareness in digital learning environments. The analysis also identified major implementation challenges, including limited teacher digital competence, unequal technological infrastructure, weak curriculum integration, ethical risks in digital media, and resistance to educational change. The findings highlight the importance of teacher development, curriculum transformation, technology-supported learning ecosystems, and multi-stakeholder collaboration in strengthening the integration of Islamic values and digital literacy within twenty-first century education.]]>
<![CDATA[Tantangan implementasi keamanan siber dalam kurikulum teknik komputer dan jaringan di sekolah menengah kejuruan: sebuah systematic literature review ]]>
<![CDATA[Wiki Lofandri]]>;
<![CDATA[Alzet Rama]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 6 No. 1 (2025): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces683000
<![CDATA[Indonesia menghadapi tantangan serius dalam mengintegrasikan kompetensi keamanan siber yang selaras dengan standar industri global. Penelitian ini bertujuan untuk mengidentifikasi, menganalisis, dan mensintesis tantangan implementasi pendidikan keamanan siber dalam kurikulum TKJ berbasis standar industri terkini melalui pendekatan Systematic Literature Review (SLR) dengan protokol PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Pencarian literatur dilakukan pada tiga basis data utama Scopus, Web of Science, dan Google Scholar dengan rentang publikasi 2020–2025. Setelah melalui proses seleksi ketat berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan, sebanyak 42 artikel dianalisis secara tematik. Temuan menunjukkan bahwa kesenjangan (gap) antara kompetensi yang diajarkan dalam kurikulum TKJ dengan kebutuhan industri keamanan siber terwujud dalam empat dimensi utama: (1) keterbatasan kapasitas pedagogis guru dalam materi keamanan siber; (2) minimnya infrastruktur laboratorium yang relevan dengan standar industri seperti NIST Cybersecurity Framework, CompTIA Security+, dan Cisco Networking Academy; (3) kurikulum yang bersifat statis dan lambat beradaptasi terhadap ancaman siber yang dinamis; serta (4) lemahnya kemitraan antara sekolah dan industri dalam pengembangan kurikulum berbasis kompetensi. Penelitian ini berkontribusi pada pengembangan kerangka konseptual integrasi standar industri keamanan siber ke dalam kurikulum TVET dan memberikan implikasi praktis bagi pengambil kebijakan pendidikan vokasi di Indonesia. Arah penelitian masa depan yang direkomendasikan mencakup pengembangan model kurikulum adaptif berbasis standar industri, studi empiris mengenai efektivitas pelatihan guru keamanan siber, serta eksplorasi platform pembelajaran berbasis simulasi ancaman siber.]]>
<![CDATA[Fatherless in matrilineal societies: a quantitative profile from the Minangkabau context and its implications for culturally responsive counselling ]]>
<![CDATA[Triave Nuzila Zahri]]>;
<![CDATA[Ade Herdian Putra]]>;
<![CDATA[Lisa Putriani]]>;
<![CDATA[Muvi Yandra]]>;
<![CDATA[Firdha Ainil Hakim]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces683800
<![CDATA[This cross-sectional quantitative study examined perceived fatherless among 488 adolescents in Padang, West Sumatra, within the Minangkabau matrilineal cultural context. Participants were recruited via convenience sampling from 169 school units and responded to a validated 20-item Fatherless Scale grounded in the tripartite model of father involvement (Cronbach's alpha = 0.788; Aiken's V = 0.67–0.92). Descriptive statistics and t-SNE dimensionality reduction with K-Means cluster analysis were used to map the distribution and latent structure of perceived paternal involvement. Results showed that 53.9% of respondents fell within the very low and low categories of perceived father involvement, despite 79.9% living with both parents and 90.0% having a living biological father. These categories were operationally defined using M ± SD boundaries; the categorical framework served as a descriptive reporting tool, while t-SNE and cluster analysis independently confirmed that the underlying response structure constitutes a gradient continuum rather than discrete groups. Adolescents living with both parents reported the lowest mean involvement (M = 40.59) compared to single-parent adolescents (M = 49.80), confirming that fatherless in this sample is predominantly a psychological and relational phenomenon rather than one of physical separation. Findings carry direct implications for culturally responsive counseling within Minangkabau family systems.]]>
<![CDATA[The effects of social support and coping strategies on academic stress among final-year college students ]]>
<![CDATA[Dhiya Alya Yunizar]]>;
<![CDATA[Desi Maulia]]>;
<![CDATA[Eka Sari Setianingsih]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces684200
<![CDATA[Grounded in the transactional model of stress and the stress-buffering hypothesis, this study examined the predictive roles of social support and coping strategies on academic stress among final-year counseling students. This population represents prospective counseling professionals who simultaneously face academic completion demands and professional competency requirements, a group that remains underrepresented in academic stress research. Using a quantitative correlational design, data were collected from 98 eighth-semester Guidance and Counseling students at Universitas PGRI Semarang selected through proportional random sampling from a population of 130 students. Sample adequacy was supported by the Slovin formula and a priori power analysis. Instruments included the Social Support Scale (α = .981), Ways of Coping Questionnaire (α = .940), and Student-Life Stress Inventory (α = .944). Multiple regression analysis indicated that social support (t = −8.832, p < .001) and coping strategies (t = −9.129, p < .001) significantly and negatively predicted academic stress. Together, both variables explained 63.1% of the variance in academic stress (R² = .631, p < .001). Findings support the stress-buffering hypothesis and the transactional model of stress, suggesting that higher levels of social support and more adaptive coping strategies are associated with lower academic stress. However, causal conclusions are limited by the cross-sectional design.]]>
<![CDATA[Self-efficacy as mediator of social support effects on student engagement: a PLS-SEM analysis ]]>
<![CDATA[Dea Febrianty]]>;
<![CDATA[Suryani Hardjo]]>;
<![CDATA[Amanah Surbakti]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces684800
<![CDATA[The study examined the effect of social support on student engagement with self-efficacy as a mediating variable among high school students. Student engagement plays an important role in supporting academic achievement and active participation in the learning process. Social support received from family, teachers, and peers was assumed to enhance students’ confidence in their abilities, which in turn could increase their engagement in learning activities. This study employed a quantitative approach with a correlational design. Data were collected from high school students using social support, self-efficacy, and student engagement scales. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicated that social support positively affected self-efficacy and student engagement. Self-efficacy also positively affected student engagement and mediated the relationship between social support and student engagement. These results suggested that enhancing social support may strengthen students’ self-efficacy and ultimately improve their engagement in learning. Therefore, schools, teachers, and parents should provide adequate support to foster students’ active involvement in academic activities.]]>
<![CDATA[Tren dan kesenjangan penelitian pembelajaran berbasis proyek untuk pengembangan soft skills pada pendidikan vokasi teknologi informasi: systematic literature review ]]>
<![CDATA[Wiki Lofandri]]>;
<![CDATA[Alzet Rama]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 6 No. 2 (2025): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces685200
<![CDATA[Tantangan revolusi industri 4.0 dan era Society 5.0 telah mengubah profil kompetensi yang dibutuhkan dunia kerja, menempatkan soft skills sebagai kapabilitas kritis yang tak terpisahkan dari hard skills teknis. Dalam konteks Technical and Vocational Education and Training (TVET), khususnya pendidikan vokasi bidang Teknologi Informasi (IT), kesenjangan antara kompetensi lulusan dan ekspektasi industri masih menjadi persoalan struktural yang belum terpecahkan secara komprehensif. Penelitian ini bertujuan mengidentifikasi, menganalisis, dan mensintesis temuan penelitian terkait efektivitas Project-Based Learning (PBL) dalam mengembangkan soft skills pada pendidikan vokasi IT melalui pendekatan Systematic Literature Review (SLR) dengan protokol PRISMA 2020. Pencarian dilakukan pada tiga basis data internasional bereputasi tinggi: Scopus, Web of Science, dan Google Scholar, mencakup publikasi 2020–2025. Dari 1.247 artikel yang teridentifikasi, sebanyak 41 artikel memenuhi kriteria inklusi dan dianalisis secara tematik. Temuan sintesis menunjukkan bahwa PBL secara konsisten efektif mengembangkan enam klaster soft skills utama: (1) komunikasi dan presentasi, (2) kolaborasi dan kerja tim, (3) berpikir kritis, (4) pemecahan masalah, (5) manajemen waktu dan regulasi diri, serta (6) kreativitas dan inovasi, dengan ukuran efek Cohen's d antara 0.52 hingga 0.89. Autentisitas proyek dan kualitas fasilitasi merupakan moderator utama efektivitas. Tiga tantangan implementasi teridentifikasi: kesiapan fasilitator, ketidaksesuaian asesmen konvensional, dan kesenjangan infrastruktur. Penelitian ini berkontribusi pada kerangka konseptual integratif PBL-Soft Skills-TVET IT sebagai acuan pengembangan kurikulum dan kebijakan pendidikan vokasi.]]>
<![CDATA[The paradoxical relationship between fear of negative evaluation and self-confidence: evidence from indonesian adolescents ]]>
<![CDATA[Nurul Fadhilah Haz]]>;
<![CDATA[Nurmawati Nurmawati]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces685300
<![CDATA[Kepercayaan diri merupakan salah satu aspek psikologis yang penting dalam mendukung keberhasilan akademik dan sosial siswa. Salah satu faktor yang diduga berhubungan dengan kepercayaan diri adalah Fear of Negative Evaluation, yaitu kecenderungan individu untuk merasa khawatir terhadap penilaian negatif dari orang lain. Penelitian ini bertujuan untuk mengetahui hubungan antara Fear of Negative Evaluation dan kepercayaan diri pada siswa SMA. Penelitian menggunakan pendekatan kuantitatif dengan rancangan korelasional. Sampel penelitian berjumlah 176 siswa kelas X SMA Negeri 99 Jakarta yang dipilih menggunakan teknik simple random sampling. Data dikumpulkan menggunakan instrumen kepercayaan diri yang diadaptasi dari Rosenberg Self-Esteem Scale dan instrumen Fear of Negative Evaluation yang diadaptasi dari subskala Fear of Negative Evaluation pada Social Anxiety Scale for Adolescents. Analisis data dilakukan menggunakan korelasi Pearson Product Moment. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara Fear of Negative Evaluation dan kepercayaan diri (r = 0,685; p < 0,001). Temuan ini menunjukkan bahwa semakin tinggi Fear of Negative Evaluation yang dimiliki siswa, maka semakin tinggi pula tingkat kepercayaan dirinya. Hasil penelitian memberikan pemahaman bahwa perhatian terhadap penilaian sosial tidak selalu berkaitan dengan rendahnya kepercayaan diri pada remaja.]]>
<![CDATA[Evolusi tema dan arah masa depan penelitian pembelajaran berbasis gamifikasi pada pendidikan teknologi informasi vokasi: analisis bibliometrik 2020–2025 ]]>
<![CDATA[Wiki Lofandri]]>;
<![CDATA[Alzet Rama]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 6 No. 2 (2025): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces685400
<![CDATA[Penelitian ini menyajikan analisis bibliometrik terhadap literatur ilmiah terkait gamifikasi dalam pendidikan teknologi informasi (TI) vokasi yang dipublikasikan pada rentang tahun 2020–2025. Menggunakan database Scopus sebagai sumber data utama dengan kata kunci gamification, vocational education, information technology education, technical and vocational education (TVET), dan digital learning, diperoleh 3.578 dokumen setelah proses seleksi dan pembersihan data. Analisis dilakukan menggunakan VOSviewer dan Biblioshiny/Bibliometrix dengan teknik yang mencakup analisis tren publikasi, analisis sitasi, ko-autoritas, ko-kemunculan kata kunci, analisis negara, pemetaan tematik, dan overlay visualization. Hasil analisis menunjukkan pertumbuhan publikasi yang konsisten dengan rata-rata pertumbuhan tahunan (CAGR) sebesar 22,4% sepanjang periode analisis. Amerika Serikat, Spanyol, dan Tiongkok mendominasi produktivitas penelitian, sementara Asia Tenggara khususnya Indonesia masih sangat terbatas kontribusinya dalam riset global ini. Identifikasi delapan kluster tematik mengungkapkan bahwa topik TVET dan pendidikan TI vokasi hanya muncul pada kluster perifer dengan frekuensi sangat rendah, mengindikasikan gap penelitian yang signifikan. Artikel ini mengidentifikasi urgensi pengembangan kerangka gamifikasi yang adaptif dan kontekstual untuk lingkungan belajar vokasi TI, dengan rekomendasi agenda riset ke depan yang meliputi gamifikasi adaptif berbasis AI, studi longitudinal dampak gamifikasi di TVET, serta kolaborasi riset lintas institusi di Asia Tenggara.]]>
<![CDATA[Gobak sodor as a culturally grounded motivational framework: effects of traditional game-based learning on engagement and achievement in junior high school physical education ]]>
<![CDATA[Qisthosyi Qurnul Isyrin]]>;
<![CDATA[Advendi Kristiyandaru]]>;
<![CDATA[Himawan Wismanadi]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces685800
<![CDATA[Low motivation and poor learning outcomes represent persistent challenges in Physical Education, Sports, and Health (PJOK) instruction at the junior high school level, yet the motivational mechanisms underlying culturally grounded pedagogical interventions remain underexplored. Grounded in Self-Determination Theory (SDT), this quasi-experimental study examines whether the integration of the traditional Indonesian game Gobak Sodor into PJOK instruction is associated with improved student motivation and learning outcomes among seventh-grade students at SMP Negeri 2 Tulangan. A pretest-posttest control group design was employed, with 31 students in an experimental group receiving eight sessions of Gobak Sodor-based instruction and 31 students in a control group receiving conventional teaching methods. Learning motivation was assessed using a validated Likert-scale questionnaire (Cronbach’s α = 0.862), and learning outcomes were measured via achievement tests. Results indicated a substantially greater increase in mean achievement scores in the experimental group (68.35 to 88.42) compared to the control group (66.94 to 70.03), with a statistically significant between-group difference at posttest (t = 26.674; p < 0.001). Motivation scores also increased significantly in the experimental group (p < 0.001), suggesting that SDT-aligned conditions of autonomy, competence, and relatedness may explain the observed engagement gains. However, given the quasi-experimental design, non-random class assignment, and single-school sample, causal inferences are constrained; findings should be interpreted as preliminary evidence warranting replication in broader and more diverse contexts.]]>
<![CDATA[Servant-spiritual leadership and its relationship with the quality of working life index for teachers at islamic primary educational institutions ]]>
<![CDATA[Ma’shum Thoyib]]>;
<![CDATA[Muhamad Bisri Ihwan]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces686000
<![CDATA[This study aims to explore teachers’ lived experiences of servant-spiritual leadership and its perceived relationship with job satisfaction, motivation, professional commitment, and Quality of Working Life (QWL) in Islamic educational institutions. The approach used was qualitative, employing a descriptive case study design, with an emphasis on gaining an in-depth understanding of teachers’ experiences within their social and professional contexts. This research was conducted at MI Nurudzolam, Pare, Kediri, East Java, Indonesia, involving 21 participants comprising the principal, vice principal, senior teachers, and junior teachers. Data collection techniques included in-depth interviews, participant observation, and documentation related to leadership practices and the work environment. Data analysis was conducted through data reduction, data presentation, and inductive conclusion drawing, with trustworthiness ensured through source triangulation, method triangulation, and member checking. The findings indicate that servant-spiritual leadership which prioritizes service, empathy, role modeling, and spiritual values is perceived by teachers as strongly associated with increased motivation and professional commitment. Furthermore, this leadership style is associated with improved job satisfaction and the psychological, social, and professional meaning aspects of teachers’ quality of work life (QWL). A supportive work environment, a collaborative culture, and recognition of individual contributions foster a sense of belonging and loyalty among teachers. This research contributes by emphasizing the importance of humanistic and spiritual leadership in enhancing human resource quality and fostering a harmonious work environment in Islamic educational institutions.]]>
