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[Assertive dominance and rhetorical integration in tiktok affiliate discourse: a pragmatic-rhetorical study of digital persuasion ]]>
<![CDATA[Dicky Pramana Putra]]>;
<![CDATA[Muhammad Rohmadi]]>
<![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: 10.29210/08jces686100
<![CDATA[This study examines the pragmatic strategies of digital persuasion in TikTok Affiliate content, addressing a gap in speech act research on creator-based advertising discourse. A corpus of 166 utterances from 15 videos by three Indonesian creators was analyzed using Searle's (1976) taxonomy and Aristotle's rhetorical framework. Findings reveal three key patterns: (1) assertive speech acts dominate (72.89%), particularly 'mentioning specifications' (38.55%), reflecting a 'trust-first' persuasion logic; (2) logos (60.24%), pathos (25.90%), and ethos (13.86%) operate complementarily within single utterances, not in separate segments; and (3) a consistent illocutionary-rhetorical matrix shows that 'claiming' is paradoxically grounded in ethos (50%) rather than logos, indicating that personal credibility substitutes objective data in this genre. This pragmatic-rhetorical integration, which is more concentrated than in conventional advertising, constitutes the genre's distinctive adaptive response to short-video constraints. Theoretically, the study extends speech act classification to the underexplored domain of affiliate marketing discourse. The findings offer a structured framework for analyzing persuasive language in digital media, with potential applications in educational contexts where critical digital literacy is emphasized.]]>
<![CDATA[Embedded formative feedback in chemistry worksheets: a self-regulation approach to conceptual learning of the periodic table of elements ]]>
<![CDATA[Jihan Nabilah Rahma]]>;
<![CDATA[Muchlis Muchlis]]>
<![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: 10.29210/08jces686200
<![CDATA[This study aims to investigate the effectiveness of Student Worksheets (LKPD) oriented toward Assessment for Learning (AfL) in improving student learning outcomes on the Periodic Table of Elements (PTE) topic. The research employed a pre-experimental design with a one-group pretest-posttest model (O₁ X O₂), conducted with students in Grade X of SMA 2 Muhammadiyah Sidoarjo, Indonesia. Grounded in Black and Wiliam’s (1998) Assessment for Learning (AfL) framework and self-regulated learning theory, the worksheets embedded five core AfL mechanisms transparent learning objectives, continuous evidence elicitation, constructive feedback loops, peer assessment activities, and structured self-assessment checkpoints hypothesized to address known conceptual barriers in Periodic Table learning by enabling students to monitor, evaluate, and regulate their own comprehension in real time. Data were collected through validated pretest and posttest instruments measuring conceptual understanding of the PTE. A paired sample t-test, preceded by Shapiro-Wilk normality testing, was applied to examine score changes. Results revealed a mean improvement of 41.79 points (pretest M = 42.07; posttest M = 83.86), with a t-value of −22.476 (p < 0.05) and an N-Gain of 0.72 (High category). These findings confirm that formative feedback embedded within chemistry worksheets produces substantive gains in conceptual understanding, with theoretical implications for self-regulation-based instructional design in secondary science education.]]>
<![CDATA[Electronic portfolio assessment for metacognitive development in chemistry: needs analysis and conceptual framework for AI-enhanced implementation ]]>
<![CDATA[Salma Mardhiyah Nuraini]]>;
<![CDATA[Nahadi Nahadi]]>;
<![CDATA[Soja Siti Fatimah]]>
<![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: 10.29210/08jces687000
<![CDATA[Grounded in self-regulated learning theory and formative assessment frameworks, this study investigates the theoretical basis for integrating electronic portfolios with artificial intelligence to support metacognitive assessment in secondary school chemistry, specifically in learning buffer solutions. A qualitative descriptive design was employed as the define stage of the 4D development model (Define, Design, Develop, Disseminate). Data were collected through semi-structured interviews with two chemistry teachers selected via purposive sampling to represent contrasting instructional contexts: a public senior high school implementing the Kurikulum Merdeka and a boarding school with restricted digital infrastructure. Interviews were supplemented by a systematic literature review. Data were analyzed using thematic analysis, involving familiarization, open coding, theme development, and synthesis. Trustworthiness was established through member checking and data triangulation between interview findings and literature. The findings reveal four interrelated barriers to effective metacognitive assessment: a persistent feedback bottleneck arising from high teacher workload; disparities in digital access across school contexts; students’ overreliance on algorithmic procedures at the expense of conceptual understanding; and a gap between authentic assessment ideals and operational classroom realities. These findings establish a theoretically grounded rationale for developing an AI-enhanced electronic portfolio that positions artificial intelligence as an automated scaffolding mechanism for formative feedback, rather than merely a technological add-on. The proposed conceptual framework offers design principles for subsequent development and empirical validation of the assessment system.]]>
<![CDATA[Feminization of poverty and problem-solving capacity among female-headed households in indonesia: self-esteem and social support as determinants ]]>
<![CDATA[Bambang Rustanto]]>;
<![CDATA[Tuti Kartika]]>;
<![CDATA[Dwi Yuliani]]>;
<![CDATA[Didiet Widiowati]]>;
<![CDATA[Ayi Haryani]]>;
<![CDATA[Aryohaji Istyawan]]>
<![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: 10.29210/08jces683500
<![CDATA[Female-headed households represent one of the most economically and psychosocially vulnerable groups in Indonesia; however, their internal coping capacities remain insufficiently explored within the social welfare literature. This study investigates how self-esteem and social support shape the problem-solving capacity of poor female-headed households in Bandung Regency, West Java, Indonesia. A qualitative descriptive-explanatory case study design was employed, with data gathered through in-depth interviews with ten purposively selected primary informants prioritizing information-rich cases, two focus group discussion sessions, and participant observation. Data were analyzed using theory-guided thematic analysis following the interactive model of Miles, Huberman, and Saldaña, and validated through source triangulation and member-checking procedures. The findings reveal that informants experienced a severe collapse of self-esteem and social misrecognition during the initial transition following spousal loss, further exacerbated by stigma within patriarchal rural communities. Active involvement in the Pekka Union served as a radical psychosocial turning point, reconstructing self-esteem through collective recognition and skill mastery. Social support emerged as the most dominant force shaping problem-solving capacity, substantially exceeding the contribution of self-esteem. These findings challenge deficit-oriented perspectives and affirm that resilience among female-headed households is relational and collectively constructed. Social welfare interventions should therefore adopt strengths-based and feminist empowerment strategies.]]>
<![CDATA[Environmental-based learning and joyful learning experiences in elementary education ]]>
<![CDATA[Adolina Velomena Samosir Lefaan]]>;
<![CDATA[Dhanu Priyo Widodo]]>;
<![CDATA[Orlando Antonio Selly]]>
<![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: 10.29210/08jces684300
<![CDATA[This study examines the utilization of the surrounding environment as a contextual learning medium in fostering joyful learning experiences among elementary school students. A qualitative descriptive approach was employed at SD Negeri Inpres Pantai Enggros. Data were collected through classroom observations, semi-structured interviews, and documentation involving five teachers and fifteen students from grades IV–VI selected through purposive sampling. The data were analyzed using thematic analysis supported by coding, categorization, interpretation, and triangulation procedures to ensure trustworthiness. The findings indicate that environmental-based learning creates meaningful, interactive, and enjoyable learning experiences for students. The use of the surrounding environment as an authentic learning medium enhances students’ learning enthusiasm, curiosity, emotional engagement, collaboration, and active participation. Direct interaction with real-life environmental contexts enables students to construct knowledge through exploration, observation, and social interaction. The study also highlights the crucial role of teachers as facilitators in designing flexible, student-centered learning environments that support joyful learning. This study contributes to the literature by integrating environmental-based learning and joyful learning perspectives within elementary education. It proposes a conceptual relationship between environmental-based learning practices and the development of joyful learning experiences, offering insights for implementing contextual and engaging learning environments in elementary schools.]]>
<![CDATA[Teacher competency, facilities, and motivation as drivers of vocational graduate work readiness: a PLS-SEM moderation analysis ]]>
<![CDATA[Andri Dermawan]]>;
<![CDATA[Lasyatta Syaifullah]]>;
<![CDATA[Deded Darmadi]]>;
<![CDATA[Muhammad Anwar]]>;
<![CDATA[Wakhinuddin Simatupang]]>
<![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: 10.29210/08jces685700
<![CDATA[Vocational education programs in Indonesia face persistent structural misalignment between graduate competencies and industry demands, reflected in the vocational high school graduate unemployment rate of 9.84% despite enrollment of 5.08 million students. This study examined the effects of Teacher Competency (X1), Learning Facilities (X2), and Student Motivation (X3) on Student Work Readiness (Y), the mediating role of Student Motivation, and the moderating and direct effects of Industry Relevance (M). A quantitative explanatory survey design was employed with total sampling involving 350 students at vocational high schools in Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. All seven hypotheses were supported: Teacher Competency (β = 0.207, p = 0.000) and Learning Facilities (β = 0.211, p = 0.000) significantly predicted Student Motivation; Teacher Competency (β = 0.223), Learning Facilities (β = 0.270), and Student Motivation (β = 0.246) exerted significant direct effects on Work Readiness; Student Motivation mediated X1→X3→Y (β = 0.051) and X2→X3→Y (β = 0.052); Industry Relevance moderated Learning Facilities and Work Readiness (β = 0.151, p = 0.001); and Industry Relevance exerted a significant negative direct effect on self-assessed Work Readiness (β = −0.167, p = 0.001), interpreted as a perception gap mechanism. R² = 0.280 for Student Work Readiness. These findings provide evidence-based guidance for policymakers and school leaders to improve vocational education quality and graduate employability in Indonesia.]]>
<![CDATA[Hubungan self-regulation dengan prokrastinasi akademik pada mahasiswa bimbingan dan konseling ]]>
<![CDATA[Onisia Enggal Nur Fadillah]]>;
<![CDATA[Agus Setiawan]]>;
<![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: 10.29210/08jces687300
<![CDATA[Prokrastinasi akademik merupakan masalah umum di kalangan mahasiswa yang dapat menghambat penyelesaian tugas-tugas akademik. Self-regulation dianggap sebagai faktor penting yang berkaitan dengan prokrastinasi akademik. Penelitian ini bertujuan untuk mengkaji hubungan antara self-regulation dan prokrastinasi akademik di kalangan mahasiswa Program Studi Bimbingan dan Konseling Universitas PGRI Semarang. Desain penelitian korelasi kuantitatif digunakan, dengan melibatkan 221 mahasiswa yang dipilih melalui metode pengambilan sampel proportionate stratified random sampling. Data dikumpulkan menggunakan skala yang dikembangkan oleh peneliti untuk self-regulation dan prokrastinasi akademik, dengan nilai Cronbach’s Alpha masing-masing sebesar 0,840 dan 0,885. Analisis data dilakukan menggunakan korelasi Pearson Product Moment dan regresi linier sederhana. Hasil penelitian menunjukkan adanya hubungan negatif yang signifikan antara self-regulation dan prokrastinasi akademik (r = -0,808, p < 0,001). Self-regulation berkontribusi sebesar 65,3% terhadap varians prokrastinasi akademik. Temuan ini menyoroti pentingnya mengembangkan self-regulation dalam layanan Bimbingan dan Konseling untuk mengurangi prokrastinasi akademik.]]>
<![CDATA[Hubungan regulasi emosi dengan komunikasi intrapersonal pada siswa SMA ]]>
<![CDATA[Wahyu Nur Maharani]]>;
<![CDATA[Agus Setiawan]]>;
<![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: 10.29210/08jces687400
<![CDATA[Penelitian ini bertujuan untuk mengetahui hubungan antara Regulasi Emosi dengan Komunikasi Intrapersonal pada siswa SMA. Latar belakang penelitian didasarkan pada temuan siswa mengalami kesulitan dalam mengelola emosi, seperti cemas, marah dan kesulitan menenangkan diri, yang dapat memengaruhi komunikasi intrapersonal. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi berjumlah 423 siswa, dengan sampel 206 yang ditentukan menggunakan rumus Slovin dan teknik Simple Random Sampling. Data penelitian dikumpulkan menggunakan skala regulasi emosi dan skala komunikasi intrapersonal. Analisis data menggunakan uji korelasi Pearson Product Moment setelah memenuhi uji prasyarat normalitas dan regresi linearitas. Hasil menunjukkan adanya hubungan positif yang signifikan antara regulasi emosi dan komunikasi intrapersonal dengan nilai r = .737, p < .001, R² = .543. Semakin tinggi regulasi emosi siswa, semakin baik komunikasi intrapersonalnya, sehingga mendukung perkembangan psikologis yang lebih sehat dan adaptif.]]>
<![CDATA[Career guidance and industrial internship mechanisms and their effects on career readiness in technical and vocational education and training: a systematic literature review (2020–2026) ]]>
<![CDATA[Zulia Saputra]]>;
<![CDATA[Afdal Afdal]]>;
<![CDATA[Miftahul Fikri]]>;
<![CDATA[Nurfarhanah Nurfarhanah]]>
<![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: 10.29210/08jces688400
<![CDATA[The purpose of this comprehensive literature review critically synthesizes evidence on how industrial internships, work-based learning, and career guidance practices are experienced by students in vocational education and how these practices, in turn, influence students' career readiness and employability outcomes. The review process followed the PRISMA 2020 reporting framework standards. An initial pool of 401 documents was gathered from the Scopus database on 6 July 2026. The search was done using a Boolean string. After filtering out, 257 items were considered for further screening. After the screening and a full-text eligibility check against a structured inclusion/exclusion matrix and a FICO (Focus, Information, Context, Outcome) quality threshold (scored 0-8, with a minimum composite of 4 required for inclusion), 50 articles were deemed suitable for thematic synthesis using Thomas and Harden's thematic approach, with 10 leading examples being illustrated in depth. Screening and eligibility decisions were done by following one set of rules instead of using two raters who would check each other's work. This is a methodological limitation that is further discussed in the full text. Thematic synthesis grouped by three research questions shows that (1) work-based learning models are extensively used for converting vocational curricula into competences relevant to work; (2) personal attributes such as career self-confidence, career resilience, and clear vocational identity, combined with external factors like good teaching, industry exposure, and social support, not only influence students' career decisions but also their ability to find employment during internship; and (3) well-designed career guidance and counselling services, which are part of institutional industry link-and-match partnerships, seem to have a positive impact on school-to-work transition outcomes, although guidance services are still very much scattered and hardly evaluated in many countries. From a practitioner's perspective, the review suggests that formalizing internship supervision, incorporating career counseling into vocational courses at the beginning, and reinforcing the industry-school partnership mechanisms are some of the ways forward.]]>
<![CDATA[Digital character animation berbasis artificial intelligence: analisis bibliometrik terhadap struktur pengetahuan dan agenda penelitian masa depan ]]>
<![CDATA[Alzet Rama]]>;
<![CDATA[Wiki Lofandri]]>
<![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: 10.29210/08jces688700
<![CDATA[Perkembangan kecerdasan buatan (artificial intelligence/AI), khususnya deep learning dan model generatif, telah mengubah lanskap riset animasi karakter digital secara signifikan dalam lima tahun terakhir. Penelitian ini bertujuan memetakan struktur pengetahuan dan mengidentifikasi agenda riset masa depan pada domain digital character animation berbasis AI melalui pendekatan analisis bibliometrik. Data diperoleh dari basis data Scopus menggunakan strategi pencarian boolean yang menggabungkan istilah kecerdasan buatan (artificial intelligence, machine learning, deep learning, computer vision, diffusion model, large language model) dengan istilah animasi (character animation, computer animation, 3D animation, facial animation, skeletal animation), menghasilkan 776 artikel jurnal terbitan 2021–2025 setelah proses penyaringan bertahap. Analisis dilakukan menggunakan kombinasi statistik deskriptif dan visualisasi jaringan kata kunci melalui VOSviewer (network, overlay, dan density visualization). Hasil penelitian menunjukkan tren publikasi yang meningkat tajam, dominasi Tiongkok, Amerika Serikat, dan Korea Selatan sebagai kontributor utama, serta ACM Transactions on Graphics dan IEEE Transactions on Visualization and Computer Graphics sebagai sumber publikasi terdepan. Analisis co-occurrence kata kunci mengungkap bahwa deep learning dan artificial intelligence menjadi poros pengetahuan yang menghubungkan sub-tema character animation, motion capture, computer vision, dan generative/diffusion model. Overlay visualization memperlihatkan pergeseran tematik menuju model generatif berbasis diffusion sebagai topik terbaru, sementara density visualization mengonfirmasi bahwa wilayah seperti social robotics dan active learning dalam konteks animasi karakter masih under-explored. Penelitian ini mengidentifikasi kesenjangan riset berupa minimnya representasi kawasan Asia Tenggara dan Global South, serta dominasi framing computer graphics murni dibandingkan penerapan lintas-sektor seperti pendidikan vokasi dan industri kreatif. Temuan ini memberikan peta jalan bagi peneliti yang ingin berkontribusi pada domain digital character animation berbasis AI, sekaligus menjadi dasar empiris bagi pengembangan agenda riset pada konteks kawasan yang belum banyak terwakili.]]>
