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
141 Documents
<![CDATA[Development and psychometric validation of a maternal competency assessment tool for family-based child health care ]]>
<![CDATA[Endang Khoirunnisa]]>;
<![CDATA[Tuti Rohani]]>;
<![CDATA[Ruri Yuni Astari]]>
<![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: 10.29210/08jces684700
<![CDATA[Maternal competency plays a crucial role in ensuring optimal child health outcomes, yet comprehensive instruments for assessing maternal competency within family-based child health care remain limited. This study aimed to develop and psychometrically validate a maternal competency assessment tool for family-based child health care among mothers with infants and toddlers. A research and development design with a quantitative approach was employed. The instrument was developed through construct identification, item generation, expert validation, pilot testing, and field testing. Data were collected from March to June 2025 using an online questionnaire completed by 250 mothers in the Special Region of Yogyakarta, Indonesia, who were recruited through purposive sampling and met predefined eligibility criteria. Content validity was evaluated using the Content Validity Index with established psychometric criteria for item retention, while construct validity was examined using Exploratory Factor Analysis with a minimum factor loading of 0.40. Reliability was assessed using Cronbach’s alpha coefficient. The instrument demonstrated strong content validity (S-CVI/Ave = 0.92), a five-factor structure comprising 35 retained items that explained 68.47% of the total variance, and excellent internal consistency (Cronbach’s α = 0.93). The findings indicate that the developed instrument is a valid and reliable tool for assessing maternal competency in family-based child health care and may support educational evaluation, research, and maternal-child health programs.]]>
<![CDATA[Reconstructing meaning in life: a gadamerian hermeneutic reading of Zainuddin in Hamka's tenggelamnya kapal van der wijck through logotherapy ]]>
<![CDATA[Syawaluddin Syawaluddin]]>;
<![CDATA[Rizka Kamelia]]>
<![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: 10.29210/08jces688300
<![CDATA[Previous studies of Hamka's Tenggelamnya Kapal Van der Wijck examine adat hegemony and psychological conflict, but not how identity exclusion, love, work, loss, and regret form different pathways of meaning. This study used Gadamerian hermeneutics, with logotherapy as a theory-informed interpretive horizon rather than a diagnosis. The bounded corpus was the complete 1984 edition; the unit of analysis was a context-bounded dialogue, narration, or short episode. A revision-stage verification of three documented reading cycles identified 60 candidate segments, of which 48 met the explicit inclusion rules. Meanings were tested through movement between each segment, its context, the whole plot, and operational logotherapy categories. Trustworthiness was supported through contextualized quotations, a codebook, a decision trail, reflexive memoing, and disconfirming-evidence checks. Four clusters emerged: an identity wound of nonrecognition; love as an unstable experiential value; adat as a sociocultural constraint; and literary work as creative value and self-transcendence. The central finding is asynchronous meaning reconstruction: creative values can develop while attitudinal values remain unresolved. This situates freedom within sociocultural constraints and distinguishes productivity from recovery. Counseling implications are reflective-conceptual, not evidence of intervention effectiveness.]]>
<![CDATA[Mekanisme bermain peran dalam permainan simulasi: meningkatkan pengelolaan emosi remaja awal melalui bimbingan kelompok ]]>
<![CDATA[Nia Wahyu Prabawati]]>;
<![CDATA[Arri Handayani]]>;
<![CDATA[Padmi Dhyah Yulianti]]>
<![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: 10.29210/08jces690200
<![CDATA[Kemampuan mengelola emosi yang belum berkembang secara optimal dapat memengaruhi kemampuan siswa dalam menyesuaikan diri, berpartisipasi aktif, serta mengambil keputusan yang tepat di lingkungan sekolah. Penelitian ini guna mengetahui efektivitas bimbingan kelompok teknik simulation games dalam meningkatkan kemampuan mengelola emosi pada siswa sekolah menengah pertama. Penelitian menerapkan pendekatan kuantitatif eksperimen dengan one group pretest-posttest design. Responden penelitian berjumlah sepuluh siswa yang memiliki kemampuan mengelola emosi pada kategori rendah dan dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan skala kemampuan mengelola emosi yang terdiri atas 33 butir pernyataan dan telah memenuhi persyaratan validitas serta reliabilitas. Analisis data dilakukan melalui uji normalitas Shapiro-Wilk dan dilanjutkan dengan uji paired sample t-test. Hasil analisis menunjukkan nilai signifikansi sebesar 0,000 (Sig. < 0,05), yang mengindikasikan adanya perbedaan yang signifikan antara skor sebelum dan sesudah pemberian layanan. Rata-rata skor siswa meningkat dari 73,7 pada saat pretest menjadi 100,0 pada posttest. Peningkatan juga terlihat pada seluruh aspek kemampuan mengelola emosi, dengan kenaikan tertinggi pada aspek dapat dipercaya dan kenaikan terendah pada aspek adaptasi. Temuan tersebut menunjukkan bahwa layanan bimbingan kelompok melalui teknik simulation games efektif dalam meningkatkan kemampuan mengelola emosi siswa sekolah menengah pertama.]]>
<![CDATA[Teacher self-efficacy and trust as mediators of instructional leadership effects on affective commitment: evidence from faith-based schools ]]>
<![CDATA[Ali Mustopa]]>;
<![CDATA[Dedi Arianto]]>
<![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: 10.29210/08jces690300
<![CDATA[The present study examines the impact of instructional leadership on affective commitment among teachers in Islamic Senior High Schools, focusing on teacher self-efficacy and principal-teacher trust as mediating variables. The research was conducted at MAN 1 OKU Timur in South Sumatra, Indonesia, utilising a quantitative cross-sectional design and involving 87 teacher respondents. Data were collected through structured questionnaires and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings indicate that instructional leadership has a significant and direct effect on affective commitment (β = 0.218, p < 0.01), as well as indirect effects mediated by teacher self-efficacy and principal-teacher trust. Principal-teacher trust emerged as the primary mediating mechanism, accounting for 47.2% of the total effect, while self-efficacy mediated 28.5%. Together, these mediators explained 56.4% of the overall influence. The results underscore that instructional leadership is fundamentally a relational process that fosters trust and professional confidence among teachers. This study contributes empirical evidence from an Islamic educational context and provides practical recommendations for leadership strategies to strengthen teacher commitment, enhance institutional performance, and improve educational outcomes in faith-based schools.]]>
<![CDATA[The relationship between parental social support and emotion regulation among final-year college students ]]>
<![CDATA[Sabilla Rafiana Puspitadewi]]>;
<![CDATA[Desi Maulia]]>;
<![CDATA[Ismah Ismah]]>
<![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: 10.29210/08jces690500
<![CDATA[Final-year students often face academic and emotional pressure while completing their thesis, making emotion regulation essential. This study examined the relationship between parental social support and emotion regulation among 205 final-year PGSD students at Universitas PGRI Semarang, selected via proportionate stratified random sampling (N = 420). A correlational design was used, with data collected through a 24-item self-developed parental social support scale and a 30-item emotion regulation scale based on Sarafino and Smith (2011) and Gratz and Roemer (2004), yielding Cronbach's Alpha of 0.911 and 0.877. Assumption tests were satisfied prior to Pearson product-moment correlation analysis. Results showed a positive and significant relationship between the two variables (r = 0.412, p < 0.001), with parental social support accounting for 17% of the variance in emotion regulation. These findings suggest parental social support may contribute to students' emotional stability during thesis completion, alongside other factors not examined in this study.]]>
<![CDATA[Analisis strategi guru pada transformasi pendidikan era artificial intelligence (ai) dalam membentuk karakter religius siswa di sekolah dasar ]]>
<![CDATA[Rella Widya Kenari]]>;
<![CDATA[Arip Febrianto]]>
<![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: 10.29210/08jces690600
<![CDATA[Perkembangan Artificial Intelligence (AI) mendorong transformasi pendidikan yang menuntut guru mampu mengintegrasikan teknologi tanpa mengabaikan pembentukan karakter religius peserta didik (Kurniahtunnisa et al., 2025; Zhou & Wijaya, 2024). Penelitian ini bertujuan menganalisis strategi pedagogis guru dalam mengintegrasikan AI dengan pembentukan karakter religius siswa pada tahap perencanaan, implementasi, dan evaluasi pembelajaran di sebuah sekolah dasar Islam. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus tunggal. Data dikumpulkan selama [data lapangan, mis. tiga bulan, Maret–Mei 2026] melalui wawancara semi-terstruktur terhadap [data lapangan: jumlah] informan (kepala sekolah dan guru) yang dipilih dengan teknik purposive sampling berdasarkan kriteria pengalaman mengajar dan keterlibatan aktif dalam pemanfaatan AI, observasi partisipatif, serta studi dokumentasi perangkat ajar. Analisis data dilakukan melalui pengumpulan data, reduksi data, coding tematik, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diuji melalui triangulasi sumber dan teknik, audit trail, peer debriefing, serta refleksivitas (Luthfiyani & Murhayati, 2024). Hasil penelitian menunjukkan bahwa strategi guru dilaksanakan melalui tiga tahapan yang saling berkaitan: perencanaan berbasis kebijakan sekolah dan integrasi nilai religius dalam perangkat ajar; implementasi pemanfaatan platform AI (ChatGPT, Gemini, Canva, Quizizz AI) yang didampingi pembiasaan dan keteladanan; serta evaluasi berkelanjutan melalui supervisi dan refleksi guru. Penelitian ini berkontribusi pada kerangka konseptual integrasi AI dengan pendidikan karakter religius di jenjang sekolah dasar dan merekomendasikan penelitian multi-situs untuk menguji transferabilitas temuan.]]>
<![CDATA[Kematangan emosi dan komunikasi interpersonal sebagai prediktor kepuasan pernikahan pada perempuan yang menikah muda ]]>
<![CDATA[Betty Rahmadani]]>;
<![CDATA[Yarmis Syukur]]>;
<![CDATA[Netrawati Netrawati]]>;
<![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: 10.29210/08jces690700
<![CDATA[Kepuasan pernikahan pada perempuan yang menikah muda merupakan isu penting dalam bimbingan dan konseling keluarga. Penelitian ini bertujuan menganalisis hubungan kematangan emosi dan komunikasi interpersonal, baik secara parsial maupun simultan, dengan kepuasan pernikahan pada perempuan yang menikah sebelum usia 21 tahun. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi penelitian berjumlah 70 perempuan yang menikah muda di Kecamatan Ampek Nagari, Kabupaten Agam, pada tahun 2023–2025, dengan teknik sampling jenuh. Data dikumpulkan menggunakan Skala Kepuasan Pernikahan, Kematangan Emosi, dan Komunikasi Interpersonal dengan reliabilitas Cronbach’s alpha masing-masing sebesar 0,921; 0,901; dan 0,914. Analisis data menggunakan korelasi Pearson Product-Moment dan korelasi ganda dengan bantuan IBM SPSS Statistics 27. Hasil penelitian menunjukkan bahwa kematangan emosi berhubungan positif dan signifikan dengan kepuasan pernikahan (r = 0,478; p < 0,001), demikian pula komunikasi interpersonal (r = 0,602; p < 0,001). Secara simultan, kedua variabel tersebut berhubungan positif dan signifikan dengan kepuasan pernikahan (R = 0,611; R² = 0,374; p < 0,001). Temuan menunjukkan bahwa komunikasi interpersonal memiliki hubungan yang lebih kuat dibandingkan kematangan emosi. Hasil penelitian menegaskan pentingnya pengembangan kematangan emosi dan keterampilan komunikasi interpersonal dalam layanan bimbingan pranikah dan konseling keluarga bagi perempuan yang menikah muda.]]>
<![CDATA[Transformative School Leadership in Developing Teacher Professionalism in Islamic Boarding Schools of Southern Thailand: A Multiple Case Study ]]>
<![CDATA[Khoiree Sawa]]>;
<![CDATA[Fatah Syukur]]>;
<![CDATA[Abdul Wahid]]>
<![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: 10.29210/08jces690800
<![CDATA[This study aims to analyze the application of transformative school leadership in developing teacher professionalism in Ma'had Darul Maarif and Ma'had Al-Bitsat Ad-Diniah, Southern Thailand, as well as identify the factors that support and hinder its implementation and its implications for teacher professionalism. The research uses a qualitative approach with a multicase case study design to gain an in-depth understanding of leadership practices in the context of Islamic education. Data is collected through in-depth interviews, participatory observations, and document analysis, then analyzed thematically through a process of coding, categorization, and interpretation in a repetitive manner until thematic saturation is achieved. The results of the study show that transformative school leadership is applied through three main dimensions, namely the transformation of the vision of Islamic education, the professional empowerment of teachers, and the strengthening of organizational culture based on Islamic values. The head of ma'had plays the role not only as an administrative leader, but also as a murabbi who builds collective commitment, guides the development of teachers' competencies, and integrates modern professionalism with Islamic spiritual values. The successful implementation of leadership is supported by a strong institutional identity, collaborative work culture, and support for the Muslim community, while limited resources, unstructured professional development systems, and the demands of modern social and educational change are major challenges. Transformative leadership also has implications for improving teachers' pedagogic competence, strengthening professional identity as Islamic educators, and developing a culture of learning innovation that is still based on Islamic values. This research contributes by offering a transformative school leadership conceptual model that integrates managerial, professional, and spiritual dimensions as a contextual strategy to develop teacher professionalism and strengthen the sustainability of Islamic education in minority Muslim communities.]]>
<![CDATA[Reconstructing optimism in addiction recovery: spirituality, therapeutic community, and identity transformation ]]>
<![CDATA[Fitniwilis Fitniwilis]]>;
<![CDATA[Mohamad Isa bin Amat]]>;
<![CDATA[Muhammad Khairi bin Mahyuddin]]>
<![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: 10.29210/08jces690900
<![CDATA[Recovering from addiction is more than just stopping the consumption of substances; it is also about regaining a sense of self and future. One psychological resource that has been consistently recognized for its role in supporting recovery is optimism. On one hand, optimism can be thought of as a stable individual characteristic; but more importantly, it is closely linked to the social and spiritual settings of recovery. Therefore, the purpose of the research is to investigate how the concept of optimism gets reshaped by the experiences of the spiritual elements, therapeutic community, and personal identity transformation that are integral aspects of addiction recovery. For data collection, the method involved was qualitative interpretive and reflexive thematic analysis was utilized for the purpose of data analysis. Four participants were purposively selected to yield information-rich, in-depth accounts, following the information-power rationale for small-sample qualitative interview studies (Malterud et al., 2016) rather than a probability-based logic of generalization. Data were obtained through detailed semi-structured interviews of four subjects who either had undergone rehabilitation within spiritually-based therapeutic communities or were still doing their program. These data were subjected to an analyzing software called MAXQDA which allows a researcher to go through a series of coding procedures for data to find meaning, psychosocial-spiritual dynamics, etc., as a reflection of participants' life stories. Results showed that one's sense of optimism and being in control of their recovery are rooted in belief in oneself, motivation from moral and emotional values, a caring social environment, and hopes for a meaningful and fulfilling life ahead. Besides that, optimism works as a resource that can be transformed as it contributes to the development of personal confidence (self-efficacy), emotional equilibrium, spiritual well-being as well as community's common strength (collective resilience). This paper adds to the field of recovery science and offers optimism as a psychosocial-spiritual process which is dynamic, relational and contextual in addiction recovery context.]]>
<![CDATA[Examining differentiated instruction dimensions in pre-service teachers’ english lesson plans: a content analysis ]]>
<![CDATA[Sitti Nurjannah]]>;
<![CDATA[Muthmainnah Mursidin]]>
<![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: 10.29210/08jces682900
<![CDATA[This study examined how differentiated instruction is represented in English lesson plans developed by pre-service teachers in an Indonesian English Language Education program. A qualitative document analysis design was employed using 20 secondary-school EFL lesson plans selected through purposive sampling based on predetermined criteria. The documents were analyzed through deductive qualitative content analysis using six dimensions of differentiated instruction: content, process, product, readiness, interest, and learning profile. Coding was conducted by the researcher using predefined indicators and repeated consistency checks. The findings showed that process differentiation was the most prominently represented dimension, particularly through flexible grouping, collaborative learning, scaffolding, differentiated guidance, and readiness-based support. Content and readiness differentiation were also strongly reflected through contextual materials and diagnostic assessment, whereas product and learning-profile differentiation were less consistently represented. The lesson plans also reflected pedagogical orientations associated with Teaching at the Right Level (TaRL), Problem-Based Learning (PBL), Social Emotional Learning (SEL), and Culturally Responsive Teaching (CRT). These findings indicate that pre-service teachers were more prepared to differentiate instructional processes and readiness-based support than to design varied learning products and individualized learning-profile adaptations. The study contributes to EFL teacher education by identifying strengths and gaps in differentiated instructional planning and highlighting areas requiring further pedagogical support.]]>
