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[Evaluating teaching factory implementation in vocational centers of excellence using the CIPP model: a mixed-methods study ]]>
<![CDATA[Safrinanda Harahap]]>;
<![CDATA[Fahmi Rizal]]>;
<![CDATA[Faisal Ashar]]>;
<![CDATA[Yuliana Yuliana]]>;
<![CDATA[Liana Atika]]>;
<![CDATA[Wisnu Prayogo]]>
<![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: 10.29210/08jces683600
<![CDATA[This study evaluated the Teaching Factory program in three Vocational Centers of Excellence in Binjai City, Indonesia, using the Context, Input, Process, and Product (CIPP) model. A sequential explanatory mixed-methods design combined questionnaire data from the total population of 9 teachers and 128 students, selected through purposive sampling, with interviews, observation, and documentation. Achievement scores were positive for both groups on Context (teachers 82.4%, students 84.6%), Process (83.2%, 77.4%), and Product (81.1%, 79.9%). The clearest divergence emerged on Input: teachers rated resource readiness positively (83.3%), while students rated it the weakest component (69.0%), indicating a gap between policy-level resourcing and field-level experience, particularly in equipment standardization and facility capacity. Qualitative findings converged with this pattern, confirming all three schools remained at an early, competency-fulfilment stage rather than a market-oriented production stage. The program is feasible to continue, provided industrial partnership, input governance, and facility investment are strengthened.]]>
<![CDATA[Transformation of deep learning education through integration of adaptive AI and data analytics ]]>
<![CDATA[Suesilowati Suesilowati]]>;
<![CDATA[Bernadin Maria Noenoek Februati]]>;
<![CDATA[Aldian Yusup]]>;
<![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: 10.29210/08jces684400
<![CDATA[The rapid advancement of digital technology has accelerated the transformation of educational systems through the integration of Artificial Intelligence (AI) and data analytics. In the context of twenty-first-century education, adaptive learning technologies are increasingly utilized to support personalized, learner-centered, and data-driven learning environments. This study aims to analyze the transformation of deep learning education through the integration of adaptive AI and data analytics, focusing on its opportunities, challenges, and implications for educational practice. The study employed a Narrative Literature Review (NLR) method by examining relevant literature from scientific journals, books, conference proceedings, policy documents, and institutional reports. Data were collected from reputable databases and analyzed using thematic analysis to identify major patterns and emerging themes. The findings indicate that adaptive AI enhances personalized learning by tailoring instructional content, feedback, and learning pathways to individual learner needs. Meanwhile, data analytics strengthens educational decision-making through evidence-based insights into learner performance and instructional effectiveness. However, challenges related to technological infrastructure, educator competencies, data privacy, algorithmic bias, and digital inequality remain significant barriers. Overall, the integration of adaptive AI and data analytics has substantial potential to create intelligent, effective, and sustainable educational ecosystems.]]>
<![CDATA[Social recognition as a mechanism for children's identity restoration: a study of the porayamata practice in the pamona indigenous community ]]>
<![CDATA[Asri Efriani Sauru]]>;
<![CDATA[J.T. Lobby Loekmono]]>;
<![CDATA[Izak Yohan Martriks Lattu]]>;
<![CDATA[Tony Robert Christian Tampake]]>
<![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: 10.29210/08jces689500
<![CDATA[Children's identity within Indigenous communities is constructed not only through family relationships but also through social recognition and community acceptance. This study aims to examine how the Porayamata practice reconstructs the identity of ana ngkadoe within the Pamona Indigenous community and to explore its implications for social justice counseling. The study employed a qualitative approach with a critical ethnographic design, utilizing in-depth interviews, participant observation, and document analysis. The findings reveal that ana ngkadoe experience limited recognition within the kinship system, which affects their social standing. Through the involvement of families, the Dewan Adat, customary symbols, and community recognition, Porayamata reconstructs children's identities as legitimate members of both the family and the broader community. These findings suggest that identity restoration requires institutionalized social recognition embedded in cultural practices, thereby extending the perspective of social justice counseling, which has traditionally focused primarily on individual-level change.]]>
<![CDATA[Resource Mobilization Strategies for Strengthening Da'wah Programs in Islamic Educational Institutions: Evidence from Southern Thailand ]]>
<![CDATA[Seehabudin Samoh]]>;
<![CDATA[Abdul Ghofur]]>;
<![CDATA[Muhammad Sulthon]]>
<![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: 10.29210/08jces691100
<![CDATA[This study aims to analyze the resource mobilization strategies employed to strengthen da’wah programs in Islamic educational institutions, focusing on Ma’had Al-Bi’athat Ad-Diniyah Yala in Southern Thailand. Utilizing a case study methodology, the research examines how the institution navigates funding challenges through a hybrid model that integrates community-based social capital with emerging digital fundraising modalities. The findings reveal a complex dynamic where traditional religious and social values are reproduced within the Muslim minority community, while simultaneously negotiating symbolic legitimacy via digital transparency and accountability. This dual approach highlights a paradoxical tension between maintaining historic trust-based networks and meeting modern philanthropic demands. By applying Bourdieu’s theory of cultural capital and habitus, the study advances theoretical understanding of how hybrid fundraising strategies enable institutional adaptation amid socio-economic constraints and shifting donor behaviors. The research contributes to broader discourses on institutional transformation, social reproduction, and the evolving role of digital engagement in sustaining religious education within marginalized minority contexts.]]>
<![CDATA[Adaptive Quality Management in Modern Islamic Boarding Schools: Evidence from Muslim-Minority Communities in Southern Thailand ]]>
<![CDATA[Anas Laerosa]]>;
<![CDATA[Mustaqim Mustaqim]]>;
<![CDATA[Fakhrurrozi Fakhrurrozi]]>
<![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: 10.29210/08jces691200
<![CDATA[This study aims to analyze adaptive quality management in modern Islamic boarding schools in the context of minority Muslim communities in Southern Thailand, focusing on how Islamic educational institutions negotiate the demands of external change with the preservation of institutional identity. The research uses a qualitative approach with a case study design on Ma'had Mesbah El-Ulum and Muassasah Asshakafah Al-Islamiah in Southern Thailand. Data were obtained through in-depth interviews, participatory observations, and documentation of actors who have direct experience in education quality management practices. Data were analyzed iteratively through open coding, thematic categorization, abstraction, and interpretive synthesis to identify patterns of adaptation as well as emerging institutional mechanisms. The findings show that adaptive quality management does not operate solely as a technical response to education policy, but as a negotiation process between external institutional demands and the reproduction of internal identities. Curriculum flexibility, strengthening Arabic and English, digital literacy, and adjustments to national education standards allow pesantren to accumulate cultural capital that is relevant to the educational arena and the job market, while maintaining Islamic values as a source of symbolic legitimacy. These findings indicate the emergence of a hybrid educational identity, in which modernization does not replace religious identity, but is negotiated through the integration of various forms of capital. The contribution of the research lies in the conceptual development of adaptive quality management as a negotiation mechanism between identity preservation, institutional adaptation, and capital conversion, thereby expanding the understanding of how Islamic educational institutions in minority contexts can maintain social legitimacy while increasing the academic relevance and employability of students]]>
<![CDATA[Students' mathematical understanding ability in curved-sided space structure material reviewed from self-confidence through learning with potrame media ]]>
<![CDATA[Adinda Cahya Fadillah]]>;
<![CDATA[Nuriana Rachmani Dewi]]>
<![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: 10.29210/08jces691300
<![CDATA[This study examined the effect of POTRAME, an augmented-reality (AR)-enhanced pop-up book medium, on ninth-grade students’ mathematical understanding of curved-sided three-dimensional shapes and explored differences by self-confidence. A mixed-methods design was employed, with quantitative data collected first, followed by qualitative explanation (Toyon, 2021). The quantitative phase used a quasi-experimental one-group pretest–posttest design involving 25 ninth-grade students from one public junior high school in Semarang City, selected through cluster random sampling (Li et al., 2024). The qualitative phase involved six students representing high, moderate, and low self-confidence categories. The mathematical understanding test and self-confidence questionnaire were validated by three experts and piloted. The test obtained an Aiken’s V of 0.81 and Cronbach’s alpha of 0.79, while the questionnaire obtained an Aiken’s V of 0.83 and Cronbach’s alpha of 0.85, indicating acceptable validity and reliability (Maulana, 2022; Zakariya, 2022). Quantitative data were analyzed using the paired-sample t-test and N-Gain index, while qualitative data were analyzed descriptively through data reduction, display, and conclusion drawing (Rofiah, 2022). Mean scores increased from 14.31 at pretest to 74.96 at posttest, with an N-Gain of 0.71 (high category) and a significant paired-sample t-test result (p < .05). Higher-self-confidence students demonstrated more coherent and systematic conceptual understanding, whereas lower-self-confidence students had greater difficulty organizing solutions. Because the study lacked a control group, the findings indicate an association between POTRAME use and improved mathematical understanding rather than definitive causal effects. The results provide exploratory support for further evaluation of AR-based pop-up book media in geometry instruction.]]>
<![CDATA[Managing the Quality of Islamic Religious Education in Muslim-Minority Contexts: Evidence from Southern Thailand ]]>
<![CDATA[Muhammad Wamae]]>;
<![CDATA[Ikhrom Ikhrom]]>;
<![CDATA[Fatkurroji Fatkurroji]]>
<![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: 10.29210/08jces691600
<![CDATA[This study aims to analyze the management of quality improvement in Islamic Religious Education learning at Ma'had Al-Bi'that Ad-Diniah Yala and Prasan Wittaya Mulniti Pattani, Southern Thailand, focusing on implementation processes, supporting and inhibiting factors, and strategic challenges in maintaining educational quality within a Muslim minority context. Employing a qualitative approach with a multi-case study design, data were collected through semi-structured interviews, document analysis, and participatory observations involving school leaders, teachers, and relevant stakeholders. The findings reveal that quality improvement management is implemented through an integrated cycle consisting of participatory planning, instructional implementation, comprehensive evaluation, and continuous improvement initiatives. The planning process involves institutional leaders, academic coordinators, teachers, and foundation representatives by integrating the Thai national curriculum with Islamic religious curricula and the educational needs of Muslim minority communities. The implementation of learning emphasizes the integration of Islamic knowledge, character formation, and adaptive pedagogical strategies, including the use of digital learning resources. Evaluation practices function not merely as administrative procedures but as mechanisms for instructional refinement through teacher development, curriculum revision, and collaborative improvement. The study further identifies visionary leadership, teacher commitment, organizational collaboration, and community support as key enabling factors, while financial limitations, digital competency gaps, technological infrastructure constraints, and curriculum adaptation pressures represent major challenges. The findings demonstrate that Islamic education quality improvement in minority contexts is a process of institutional adaptation that negotiates religious identity, national educational demands, and digital transformation. This study contributes to the broader discourse on Islamic educational management by proposing an adaptive quality governance perspective for sustaining the relevance and resilience of Islamic schools in plural and rapidly changing societies.]]>
<![CDATA[Developing an Islamic Values Integration Model in Education: Evidence from a Muslim-Minority Context in Southern Thailand ]]>
<![CDATA[Issama-ae Jehma]]>;
<![CDATA[Mahfud Junaedi]]>;
<![CDATA[Ismail Ismail]]>
<![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: 10.29210/08jces691700
<![CDATA[This study aims to analyze the model of integration of Islamized values in education at Tsanawiyah Buranakarn Suksa School, Yaring, Pattani, Southern Thailand, especially in building religious tolerance education in the school environment. This research uses a case study method with a qualitative approach to gain a deep understanding of the process of integrating Islamic values and tolerance in educational practices, learning, social interaction, and school institutional culture. The findings of the study show that religious tolerance education is not applied as a stand-alone learning material, but is thoroughly integrated through the learning process, teacher examples, social interactions, school activities, habituation, and institutional culture. The values of respect for differences, openness, dialogue, cooperation, and peaceful conflict resolution are instilled through students' real experiences in daily life at school. The successful implementation of the model is supported by inclusive school leadership, teachers' role models in treating students fairly and dialogically, a curriculum that connects religious teachings with social life, a school culture that encourages inclusive interaction, and the support of parents and the community. The contribution of this research lies in the development of understanding that the integration of Islamized values in education can be realized through an educational ecosystem approach that connects religious values, learning, example, school culture, and social life. The model provides the perspective that religious tolerance education will be more effective if it is not positioned as a mere formal program or material, but as an integral part of the overall educational system and culture.]]>
<![CDATA[Strategies for Strengthening Student Organizations in Developing Students’ Soft Skills: A Systematic Literature Review ]]>
<![CDATA[Mahaphiyi Hama]]>;
<![CDATA[Raharjo]]>;
<![CDATA[Agus Nur Hadi]]>
<![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: 10.29210/08jces692000
<![CDATA[Soft skills development has become a major concern in higher education in preparing students to respond to changing social and professional demands. Student organizations have considerable potential as non-formal learning environments in which students gain practical experience in communication, teamwork, leadership, problem-solving, and decision-making. This study aims to analyze and synthesize strategies for strengthening student organizations to develop students’ soft skills. The study employed a Systematic Literature Review (SLR), with the literature selection and reporting process guided by PRISMA 2020. Relevant literature was retrieved from Scopus, Web of Science (WoS), DOAJ, Google Scholar, and SINTA using keywords related to student organizations, student engagement, leadership, extracurricular activities, soft skills, and employability. Following the identification, screening, eligibility, and inclusion stages, 30 eligible articles were analysed using thematic analysis and narrative synthesis. The synthesis identified five major strategies: strengthening organizational structures, strengthening work programs, fostering organizational culture, strengthening mentoring and developmental support systems, and expanding organizational networks. These findings indicate that soft skills development is determined not merely by students’ participation in organizations, but more importantly by the quality of learning experiences, the level of student engagement, reflective and mentoring processes, and opportunities to interact with social and professional environments. This review proposes a conceptual framework that positions student organizational strengthening as a non-formal learning ecosystem operating through student engagement and experiential learning to foster soft skills development and graduate employability. The findings imply that higher education institutions should shift the management of student organizations from an activity-oriented approach toward competency-oriented organizational development.]]>
<![CDATA[Career self-efficacy as a mediator between school counseling and career indecision: a systematic literature review ]]>
<![CDATA[Yetti Helda]]>;
<![CDATA[Miftahul Fikri]]>;
<![CDATA[Yeni Karneli]]>;
<![CDATA[Rezki Hariko]]>
<![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: 10.29210/08jces692100
<![CDATA[Career indecision remains a major challenge in school-to-work transitions among vocational education students, whose career exploration is often constrained by early exposure to workplace demands and vocational curricula. This study systematically reviewed the relationship between career self-efficacy and career indecision and examined the role of school career counseling among vocational education students. Following the PRISMA 2020 framework, a systematic search was conducted in the Scopus database using terms related to career self-efficacy, career indecision, career decision-making, vocational education, and school/career counseling. Study quality was assessed using the four-domain FICO framework, and findings were synthesized thematically. The search identified 191 records, of which 50 articles from various countries and contexts were included, primarily published between 2011 and 2023. Four themes emerged: career decision-making self-efficacy consistently predicted lower career indecision and greater career adaptability; social support from parents, teachers, and counselors strengthened self-efficacy; structured career guidance reduced irrational career beliefs and indecision, although evidence among vocational high school students remained limited; and psychological assets such as resilience, proactive personality, and emotional intelligence influenced the self-efficacy–indecision relationship. The findings support Social Cognitive Career Theory and suggest that vocational schools should incorporate structured, counselor-led self-efficacy development activities. Further research is needed across diverse vocational education contexts, particularly beyond East Asian settings.]]>
