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
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141 Documents
<![CDATA[Neural animation: analisis bibliometrik terhadap evolusi penelitian berbasis deep learning ]]>
<![CDATA[Alzet Rama]]>;
<![CDATA[Wiki Lofandri]]>
<![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: 10.29210/08jces688800
<![CDATA[Perkembangan deep learning telah mengubah secara mendasar cara industri dan akademisi memproduksi animasi, mulai dari sintesis gerak karakter hingga rendering foto-realistis berbasis neural. Meskipun volume publikasi pada persimpangan bidang animasi dan deep learning meningkat pesat dalam lima tahun terakhir, peta intelektual yang menyeluruh mengenai arah, struktur, dan evolusi tematik bidang ini masih belum banyak didokumentasikan secara sistematis. Penelitian ini bertujuan memetakan struktur intelektual dan evolusi tematik penelitian neural animation menggunakan pendekatan bibliometrik berbasis data Scopus. Sebanyak 908 artikel jurnal terindeks Scopus yang diterbitkan pada rentang tahun 2021–2025 dianalisis menggunakan kombinasi analisis kinerja (performance analysis) dan pemetaan sains (science mapping) dengan bantuan perangkat lunak VOSviewer. Hasil analisis menunjukkan tren publikasi yang tumbuh secara konsisten, dengan lonjakan tajam pada tahun 2024 dan 2025, didominasi oleh kontribusi dari Tiongkok serta jurnal-jurnal rumpun grafika komputer seperti ACM Transactions on Graphics, Computer Graphics Forum, dan IEEE Transactions on Visualization and Computer Graphics. Analisis co-occurrence kata kunci mengidentifikasi dua klaster tematik dominan, yaitu klaster gerak dan karakter (character animation, motion synthesis) serta klaster rendering neural (neural rendering, neural radiance field), yang keduanya berakar pada simpul sentral "deep learning". Visualisasi overlay memperlihatkan pergeseran tematik dari topik-topik matang seperti generative adversarial network menuju topik yang lebih baru seperti diffusion model, 3D Gaussian splatting, dan neural radiance field. Berdasarkan temuan tersebut, penelitian ini merumuskan sejumlah celah penelitian (research gap) sekaligus mengusulkan kerangka konseptual integratif yang menghubungkan representasi neural, mekanisme generatif, dan output animasi. Temuan ini memberikan kontribusi teoretis berupa peta intelektual yang dapat dijadikan rujukan bagi peneliti yang hendak memosisikan kontribusinya, sekaligus kontribusi praktis bagi pengembang teknologi animasi dalam mengidentifikasi arah riset yang sedang tumbuh.]]>
<![CDATA[A convergent parallel mixed-methods study of peer-mediated creative partnership on critical thinking and reading comprehension among indonesian EFL senior high school students ]]>
<![CDATA[Farih Nur Firdaus]]>;
<![CDATA[Daniar Sofeny]]>;
<![CDATA[Buyun Khulel]]>;
<![CDATA[Khoirul Huda]]>;
<![CDATA[Syifa Khuriyatuz Zahro]]>;
<![CDATA[Irmayani Irmayani]]>;
<![CDATA[Anita Dwi Hapsari]]>
<![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: 10.29210/08jces689000
<![CDATA[This convergent parallel mixed-methods study examined the effect of a six-week, peer-mediated Creative Partnership intervention on the critical thinking and reading comprehension of 32 senior high school EFL students (aged 15–17, intermediate/CEFR B1 proficiency) at a senior high school in East Java, Indonesia, and explored how the intervention reshaped classroom interaction. Quantitative data were collected using a researcher-developed, expert-validated pre-/post-test measuring literal, inferential, and evaluative comprehension aligned with Bloom’s Revised Taxonomy (Cronbach’s α = .87) and analyzed with a paired-sample t-test and Cohen’s d. Qualitative data classroom observation (Cohen’s κ = .82), semi-structured interviews, and reflective journals were analyzed through the thematic coding procedure of Miles, Huberman, and Saldaña. Results indicated a statistically significant overall gain in reading comprehension, t(31) = 10.21, p < .001, 95% CI [13.44, 20.14], with a very large effect size (d = 1.81); evaluative comprehension improved the most (36.4%, d = 2.35), followed by inferential (29.4%, d = 2.15) and literal comprehension (19.3%, d = 1.84). Thematic analysis identified four convergent patterns: dialogic co-construction of meaning, emergence of critical and reflective thinking, collaborative creativity and engagement, and the teacher’s repositioning as co-learner. The integration of both strands suggests that structured creative partnership functions as a cognitive, social, and affective scaffold that moves students from literal decoding toward higher-order interpretation. Findings support Creative Partnership as a promising pedagogical model for developing critical thinking and reading comprehension in EFL classrooms, while the single-group, single-site design underscores the need for controlled, multi-site replication before broad claims of effectiveness are warranted.]]>
<![CDATA[Models and outcomes of work-based learning and industry collaboration for vocational teacher professional development: a systematic literature review ]]>
<![CDATA[Satria Yudhistira]]>;
<![CDATA[Nurhasan Syah]]>;
<![CDATA[Bambang Heriyadi]]>;
<![CDATA[Risfendra]]>;
<![CDATA[Muhammad Akbar]]>
<![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: 10.29210/08jces689200
<![CDATA[Vocational teachers are expected to continuously develop pedagogical and industry-relevant competencies to address rapid technological and workforce changes. However, evidence regarding the effectiveness of work-based learning and industry collaboration in supporting vocational teacher professional development remains fragmented across different educational contexts. This study synthesizes empirical evidence on vocational teacher professional development through a Systematic Literature Review (SLR). Following the PRISMA 2020 guidelines, relevant studies were retrieved from the Scopus database using predefined search strategies and screened according to predetermined inclusion and exclusion criteria. therteen empirical studies published between 2020 and 2025 were included and analyzed using thematic synthesis. The findings indicate that work-based learning, workplace immersion, teaching factory, and industry collaboration consistently strengthen teachers’ pedagogical, technical, and professional competencies while improving curriculum relevance. Nevertheless, institutional support, funding, and sustainable school–industry partnerships remain key implementation challenges. These findings provide an evidence-based foundation for developing sustainable vocational teacher professional development programs.]]>
<![CDATA[Bullying baseline and safe and inclusive campus climate task force for the prevention and handling of violence in higher education (PPKPT task force) ]]>
<![CDATA[Tri Nathalia Palupi]]>;
<![CDATA[Hayati Hayati]]>;
<![CDATA[Tsania Ilya Puspa Ayu]]>
<![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: 10.29210/08jces686600
<![CDATA[The Bullying Baseline Survey and Safe & Inclusive Campus Climate Survey at Borobudur University were conducted to assess new students’ experiences of violence, knowledge of violence prevention mechanisms, attitudes toward violence, perceptions of campus safety, and expectations for a safe learning environment. Using a descriptive quantitative cross-sectional design, data were collected from 192 first-year students participating in the 2025 Student Orientation Program (PKKMB). The findings revealed that 54% of respondents had experienced or witnessed at least one form of bullying or unhealthy relationship before entering university, with cyberbullying (88%) and physical violence among students (62%) being the most frequently reported experiences. Respondents demonstrated high levels of knowledge regarding the Prevention and Handling of Violence in Higher Education (PPKPT) system (M=4.44), positive anti-violence attitudes (M=4.57), strong perceptions of campus safety (M=4.53), and high expectations for violence prevention initiatives (M=4.67). The study highlights the need to strengthen support services, reporting mechanisms, and counseling programs to foster a safe, inclusive, and equitable campus environment.]]>
<![CDATA[Digital literacy-based learning strategies in shaping media-wise characters in the modern young generation ]]>
<![CDATA[Sarbaitinil Sarbaitinil]]>;
<![CDATA[Rr. Dina Kusuma Wardhani]]>;
<![CDATA[Nurita Putranti]]>;
<![CDATA[Adam Latuconsina]]>;
<![CDATA[Mesrawati Rifai]]>
<![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: 10.29210/08jces686700
<![CDATA[The development of digital technology has brought significant changes to the communication patterns, information access, and social interactions of the modern young generation. However, the high intensity of digital media use is also accompanied by various problems such as the spread of hoaxes, cyberbullying, hate speech, and low awareness of digital ethics. This study aims to analyze digital literacy-based learning strategies in shaping wise media character in the modern young generation. The study used library research methods with data collection techniques through documentation studies of various books, scientific journals, articles, and relevant research results. Data were analyzed using content analysis techniques to identify patterns, relationships, and key findings related to digital literacy and media character. The results show that digital literacy-based learning strategies, such as critical, collaborative, reflective, and project-based learning, can improve critical thinking skills, digital ethics awareness, social responsibility, and the ability to filter information appropriately. Thus, digital literacy plays a crucial role in supporting the character formation of a young generation that is intelligent, ethical, and wise in using digital media.]]>
<![CDATA[Pengaruh model problem based learning berbasis etnomatematika terhadap kemampuan numerasi siswa kelas iv sekolah dasar ]]>
<![CDATA[Icha Adellia Efendi]]>;
<![CDATA[Octarina Hidayatus Sholikhah]]>;
<![CDATA[Fida Rahmantika Hadi]]>
<![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: 10.29210/08jces688200
<![CDATA[This study examined how situating Problem-Based Learning (PBL) within an ethnomathematical context of local culture functions as a plausible mechanism for numeracy development among elementary school students, responding to calls in the literature to move beyond media- or worksheet-development studies toward theoretically grounded integrations of pedagogy and culture. Using a quantitative approach with a quasi-experimental pretest-posttest control group design, the study involved 19 students in an experimental class and 18 students in a control class at a public elementary school in Cepu, Central Java, Indonesia. Numeracy was measured with a ten-item essay test covering number sense, arithmetic operations, problem-solving, and data interpretation (content validity: Pearson r > 0.444 for all items; reliability: Cronbach's alpha = 0.982). Because the posttest data violated normality and homogeneity assumptions, the Mann-Whitney U test was used. Results showed a significant difference in posttest scores (U = 43.000; Z = -3.979; p = .000; Cohen's d = 1.53, a large effect), with the experimental class achieving a higher N-Gain (67.81%, moderate category) than the control class (30.42%, moderate category). However, a substantial baseline difference between groups (pretest Cohen's d = 1.17) constitutes a threat to internal validity that qualifies causal interpretation of these gains. The findings extend prior ethnomathematics research - which has largely focused on instructional media or worksheets - by showing that embedding a local cultural problem context directly within PBL's problem-solving syntax offers a plausible contextual-relevance pathway for numeracy gains, while underscoring the need for randomized, multi-site replication before broader causal or generalizable claims can be made.]]>
<![CDATA[Social support and work–family conflict: a systematic literature review of moderating mechanisms across occupational contexts ]]>
<![CDATA[Febriyeni Febriyeni]]>;
<![CDATA[Afdal Afdal]]>;
<![CDATA[Dina Sukma]]>;
<![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: 10.29210/08jces689300
<![CDATA[Work-family conflict (WFC) remains one of the most widely recognized occupational stressors, contributing to reduced well-being, increased turnover intentions, and poorer physical and mental health among employees. Although previous studies have demonstrated the importance of social support in addressing WFC, a comprehensive understanding of how different forms of support operate across occupations and work contexts is still limited. This systematic review aimed to examine the role of social support in mitigating work-family conflict and its associated outcomes. The review followed the PRISMA 2020 guidelines. A systematic search of the Scopus database using Boolean operators identified 431 articles related to work-family conflict, social support, and organizational support. Following duplicate removal and screening based on predefined inclusion criteria using the PICOS framework, 50 studies published between 2020 and 2026 were selected for analysis. Narrative synthesis revealed four major findings. First, WFC is shaped by occupational and contextual differences, with particularly high levels reported in healthcare, construction, hospitality, and remote or hybrid work settings. Second, organizational and supervisory support consistently reduce the negative effects of WFC by improving job satisfaction, family satisfaction, and overall well-being, thereby lowering emotional exhaustion and turnover intentions. Third, support from spouses and family members strengthens work-life balance and reduces the spillover of work-related stress into family life. Fourth, gender differences remain evident, with women generally experiencing more severe consequences of WFC than men. The findings support the Conservation of Resources Theory and Spillover/Crossover Theory by demonstrating that social support functions as a valuable resource across work and family domains. The review concludes that organizations should combine formal work-family policies with supportive leadership practices to effectively reduce work-family conflict. Future research should emphasize longitudinal designs, cross-cultural comparisons, underrepresented occupations, and the influence of digital and hybrid work environments on work-family dynamics.]]>
<![CDATA[Work-life balance dimensions and their association with mental health among working mothers: a systematic review ]]>
<![CDATA[Nofita Lindriani]]>;
<![CDATA[Eval Edmizal]]>
<![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: 10.29210/08jces689600
<![CDATA[Working mothers often experience competing demands between occupational and family responsibilities, which may adversely affect their mental health. However, evidence regarding the work-life balance dimensions associated with these outcomes remains fragmented. This systematic literature review synthesized evidence on how work-life balance, work-family conflict, family-to-work conflict, organizational support, and occupational context influence the mental health of working mothers. Following the PRISMA 2020 guidelines, a Scopus search identified 200 records published between 2020 and 2026. After screening based on language, publication type, and eligibility criteria, 167 studies were included in the qualitative synthesis. Methodological quality was assessed using the FICO framework, and only studies meeting the predefined quality threshold were retained. Thematic synthesis revealed four major findings. First, work-family conflict and family-to-work conflict were consistently associated with depression, anxiety, burnout, and psychological distress. Second, occupation-specific stressors, particularly in healthcare and information technology, intensified mental health risks. Third, organizational support, flexible work arrangements, family support, and psychological resilience acted as protective factors that mitigated the negative effects of role conflict. Finally, persistent gender norms, including maternal guilt and the “supermom” expectation, continued to shape working mothers' psychological well-being. These findings suggest that existing theoretical frameworks should be complemented with context-sensitive perspectives and that family-friendly workplace policies must be accompanied by greater gender equality in domestic responsibilities. Future research should prioritize longitudinal, cross-national, and intervention-based studies to strengthen the evidence base.]]>
<![CDATA[The effectiveness of cognitive behavioral therapy-based individual counseling in improving emotional regulation among students: a systematic literature review ]]>
<![CDATA[Nelatu Fadila]]>;
<![CDATA[Netrawati Netrawati]]>;
<![CDATA[Afdal Afdal]]>;
<![CDATA[Puji Gusri Handayani]]>
<![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: 10.29210/08jces689700
<![CDATA[Emotional dysregulation is a common problem among students and is associated with academic, social, and psychological difficulties. However, the effectiveness of individual counseling compared with group counseling or digital CBT-based interventions remains unclear. This systematic literature review followed the PRISMA 2020 guidelines to examine the role of individual counseling in improving students' emotional regulation. A structured Boolean search was conducted in the Scopus database using keywords related to cognitive behavioral therapy, individual counseling, emotional regulation, and student populations. The final search was completed in July 2026. Of 178 identified records, 163 remained after duplicate removal. Following screening and eligibility assessment, 10 studies met the inclusion criteria and were synthesized, supported by 40 additional Scopus-indexed references for theoretical and methodological discussion. The findings indicate that individual counseling generally improves emotional regulation, although its effectiveness varies according to the therapeutic relationship, mental health comorbidities, delivery format, cultural context, developmental stage, and participant characteristics. Complementary approaches, including music-based and technology-assisted interventions, may further enhance emotional regulation beyond traditional counseling. These findings strengthen transdiagnostic and mechanism-based CBT perspectives while providing practical implications for school counselors and clinicians to prioritize emotional regulation skills alongside symptom reduction. The review was limited by the small number of eligible studies and heterogeneous outcome measures. Future research should directly compare individual and group CBT formats using standardized emotional regulation measures and longer-term, cross-cultural designs.]]>
<![CDATA[Counseling services and academic resilience among university students: a systematic literature review of intervention modalities and mechanisms ]]>
<![CDATA[Rina Efiana]]>;
<![CDATA[Netrawati Netrawati]]>;
<![CDATA[Herman Nirwana]]>;
<![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: 10.29210/08jces690000
<![CDATA[Academic resilience, defined as students' ability to remain academically engaged and adapt effectively despite academic, social, and psychological challenges, has become an increasing priority for universities. Counseling services including individual, group, digital, and curriculum-embedded interventions are widely implemented to strengthen resilience, yet evidence regarding their effectiveness remains limited. This systematic review aimed to synthesize evidence on the impact of counseling services on university students' academic resilience. Following the PRISMA 2020 guidelines, a Boolean search was conducted in the Scopus database, identifying 766 English-language publications published between 2020 and 2026. After screening and eligibility assessment, 60 articles met the inclusion criteria. Quality appraisal using the FICO framework (minimum score of 5/8) resulted in 10 studies being included in the qualitative synthesis. Four major themes emerged: (1) group counseling using cognitive behavioral and acceptance-based approaches effectively enhanced resilience and reduced psychological distress; (2) individual counseling through university counseling centers promoted self-acceptance and decreased clinically significant distress over time; (3) digital and app-based counseling expanded accessibility but showed more variable effectiveness than face-to-face interventions; and (4) embodiment- and nature-based therapies demonstrated promise as complementary approaches. Overall, counseling services positively contribute to students' academic resilience, with psychological interventions serving as the primary mechanism for improving resilience outcomes. These findings provide practical guidance for universities in optimizing counseling services. However, the review was limited to a single database, English-language publications, and a single-reviewer screening process, highlighting the need for future multicenter studies comparing counseling modalities and intervention characteristics.]]>
