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
80 Documents
<![CDATA[Correlation between academic self-efficacy and digital competence: an empirical study on first year students ]]>
<![CDATA[Fris Okta Falma]]>;
<![CDATA[Ade Herdian Putra]]>
<![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: 10.29210/08jces540300
<![CDATA[This study aims to investigate the relationship between Academic Self-Efficacy (ASE) and Digital Competence (DC) among first-year university students. The background of this study is based on the importance of digital skills in the modern educational era and the role of academic self-efficacy in facilitating the mastery of these skills. This study used a quantitative approach with a correlational analysis method. The population of this study was first-year students, with samples taken randomly. The research instrument used was a scale designed to measure both constructs. The data analysis technique was carried out with partial least squares (PLS) technique to test the proposed hypothesis. The results showed that there is a significant and positive relationship between academic self-efficacy and digital competence, where an increase in academic self-efficacy contributes to an increase in students' digital competence. The conclusion of this study confirms the importance of developing academic self-efficacy as a strategy to improve digital skills. It is suggested that educational institutions design programs that support the development of students' academic self-efficacy, in order to improve their digital competence in an increasingly technology-dependent era.]]>
<![CDATA[Edukasi ovulasi berbasis sains untuk remaja melalui pemanfaatan uji ferning saliva sebagai media pendukung ]]>
<![CDATA[Siti Nurhayati]]>;
<![CDATA[Eniyati Eniyati]]>;
<![CDATA[Alfie Ardiana Sari]]>
<![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: 10.29210/08jces567200
<![CDATA[Remaja putri sering kali memiliki pengetahuan yang terbatas mengenai masa subur, padahal pemahaman tentang ovulasi penting sebagai bekal kesehatan reproduksi di masa depan. Pemanfaatan metode edukasi yang bersifat aplikatif dan berbasis sains dapat meningkatkan pemahaman tersebut. Penelitian ini bertujuan untuk mengetahui efektivitas edukasi ovulasi berbasis sains melalui pemeriksaan ferning saliva terhadap peningkatan pengetahuan masa subur pada remaja putri. Jenis penelitian ini adalah kuasi eksperimen dengan pendekatan pretest-posttest one group design. Intervensi diberikan dalam bentuk edukasi mengenai konsep ovulasi, hormon estrogen, dan praktik pemeriksaan ferning secara langsung. Populasi penelitian adalah siswi remaja putri di SMA Muhammadiyah Kasihan, dan sebanyak 24 responden dipilih secara purposive sampling berdasarkan kriteria inklusi dan eksklusi. Instrumen pengumpulan data berupa kuesioner pengetahuan masa subur yang telah divalidasi dan diuji reliabilitas. Analisis data dilakukan menggunakan uji Wilcoxon untuk mengetahui perbedaan skor pengetahuan sebelum dan sesudah intervensi. Hasil menunjukkan peningkatan skor pengetahuan secara signifikan (p = 0,000) setelah diberikan edukasi, Dari total 24 responden, sebanyak 87,5% (21 responden) mengalami peningkatan skor pengetahuan setelah intervensi edukasi, sementara 12,5% (3 responden) menunjukkan skor yang tetap, dan 0% mengalami penurunan. Selain itu, hasil uji ferning memperlihatkan 70,8% responden menunjukkan terbentuknya pola kristalisasi yang menandakan aktivitas estrogen. Edukasi ovulasi berbasis sains melalui pemeriksaan ferning efektif dalam meningkatkan pemahaman remaja putri tentang masa subur]]>
<![CDATA[Evaluasi program pendidikan ]]>
<![CDATA[Inom Nasution]]>;
<![CDATA[Affiq Faeyza]]>;
<![CDATA[Inda Lestari]]>;
<![CDATA[Nur Aini]]>
<![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: 10.29210/08jces569000
<![CDATA[Evaluasi program pendidikan merupakan proses sistematis untuk menilai sejauh mana program pendidikan telah mencapai tujuan yang ditetapkan. Penelitian ini menggunakan metode studi pustaka (library research) dengan mengkaji berbagai sumber ilmiah yang relevan. Tujuan evaluasi meliputi pengukuran efektivitas program, pemberian umpan balik untuk perbaikan, dan penyediaan informasi bagi pengambil keputusan. Model evaluasi seperti CIPP digunakan untuk memperoleh gambaran menyeluruh terhadap konteks, input, proses, dan hasil program. Hasil kajian menunjukkan bahwa pelaksanaan evaluasi masih menghadapi kendala di lapangan, seperti kurangnya pemahaman guru dan terbatasnya instrumen evaluasi. Oleh karena itu, perlu peningkatan kapasitas pendidik serta sistem evaluasi yang lebih terstruktur untuk mendukung mutu pendidikan yang berkelanjutan.]]>
<![CDATA[Pengaruh layanan bimbingan kelompok teknik symbolic modelling terhadap peningkatan rasa percaya diri siswa slow learner ]]>
<![CDATA[Muhammad Yasril Yusuf]]>;
<![CDATA[Enik Nurkholidah]]>;
<![CDATA[Drajat Edy Kurniawan]]>;
<![CDATA[Fauziah Fauziah]]>
<![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: 10.29210/08jces611300
<![CDATA[This study aimed to examine the effectiveness of the symbolic modeling method in enhancing students’ self-confidence. A quantitative approach with a pre-experimental design, specifically a one-group pre-test and post-test design, was employed. The participants were seven eighth-grade students of SMP Negeri 2 Sewon in the 2023/2024 academic year, selected through purposive sampling based on low self-confidence levels, willingness to participate, and consistent attendance. Data were collected through interviews, observations, documentation, and the Student Self-Confidence Instrument (IKD), which was developed based on seven indicators: willingness and effort, optimistic attitude, independence, self-worth, adaptability, ability to utilize strengths, and positive thinking. The instrument, constructed in the form of a Likert scale, demonstrated validity through expert judgment and reliability with a Cronbach’s Alpha above 0.70. The intervention consisted of three sessions of symbolic modeling, focusing on modeling confident behavior through symbolic stories, role models, and reflective activities. Data analysis employed descriptive statistics and a paired sample t-test. Results indicated an increase in the mean self-confidence score from 58.43 (pre-test) to 83.71 (post-test), reflecting an improvement of 25.28 points. The paired sample t-test showed a significant difference (t = 8.521; p < 0.05), confirming the effectiveness of the intervention. Thus, symbolic modeling was found to effectively enhance self-confidence among students, particularly those with learning difficulties. However, limitations include the small sample size, lack of a control group, and short intervention period. Future studies with larger samples, more rigorous designs, and extended interventions are recommended to strengthen and generalize the findings.]]>
<![CDATA[The role of social support toward internet addiction on high school students ]]>
<![CDATA[Lulu’ul Jannah]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 5 No. 2 (2024): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces618600
<![CDATA[During the pandemic cases of internet addiction increased. Advanced internet usage because of all sectors turned online that can increase risk of developing internet addiction. One of the important protective factors against internet addiction in crisis situations is social support. The aim of this study is to examine the role of social support from parents, teachers, and peers on internet addiction among high school/equivalent students. A survey toward 208 high school/equivalent students in Yogyakarta was conducted and showed that only peer social support has negatively significant predicted internet addiction which is equal to 5,3%, while social support from parents and teachers not significant. This study contributes to predicting protective factor of internet addiction from social support source’s view.]]>
<![CDATA[The psychological foundation of education and its influence on learning according to experts ]]>
<![CDATA[Ihwan Mahmudi]]>;
<![CDATA[Nur Reformawati]]>;
<![CDATA[Amirah Mahmud Abdullah]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 5 No. 2 (2024): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces618700
<![CDATA[Educational Psychology is one of the branches of psychological science that focuses on studying about how to understand teaching and learning in an educational environment. There is also an explanation that the psychology of education is a science and applied science that outlines various human activities in relation to the educational situation. One example is learning how to attract students' attention so that they are more receptive to the lessons taught. From the explanation above, it can be taken that psychology in the field of education is intended to influence educational activities so that the learning and teaching and learning process can take place more effectively by paying attention to the psychological response and behavior of students. As with the study of other sciences, educational psychology has limitations in terms of what is discussed in it. Basically, educational psychology studies several things such as the environment and heredity of education, the development and mental health of students, learning processes and evaluations and others.]]>
<![CDATA[Model creative art layanan penguasaan konten teknik sketsa untuk meningkatkan kemampuan memahami bacaan siswa di sekolah menengah atas ]]>
<![CDATA[Fauza Rizki]]>;
<![CDATA[Muhammad Nur Wangid]]>
<![CDATA[ Journal of Counseling, Education and Society Vol. 5 No. 2 (2024): Journal of Counseling, Education and Society ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Theraphy ]]>
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DOI: 10.29210/08jces618800
<![CDATA[The purpose of the study is to analyze the efficacy of the creative art model, specifically through the implementation of sketching techniques within content mastery services, as a pedagogical strategy to augment students’ reading comprehension at An-Nizam Private High School. Mastery of reading comprehension constitutes a foundational competency that underpins academic success, necessitating the incorporation of innovative learning frameworks to bolster students’ involvement in the educational process. The present study employed a quantitative methodology characterized by a pre-test and post-test design. The participant population comprised students from grade X, with the sample being drawn from class X MIA. Data acquisition was conducted through reading comprehension assessments and subsequently analyzed utilizing the Wilcoxon test. The analytical results indicated a statistically significant enhancement in students’ performance, as evidenced by the post-test mean score (91) surpassing the pre-test mean score (81). These results substantiate that the creative art model, leveraging sketching techniques, significantly improves students’ comprehension of reading materials. The research underscores the critical importance of incorporating creative methodologies within guidance and counseling services to optimize educational outcomes.]]>
<![CDATA[Revitalisasi bimbingan karier di era kecerdasan buatan generatif: sebuah telaah kritis terhadap kerangka teoretis ]]>
<![CDATA[alzet Rama]]>;
<![CDATA[Wiki Lofandri]]>;
<![CDATA[Saftrian Mukhlizul Fuad]]>
<![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: 10.29210/08jces677600
<![CDATA[Artikel ini mengeksplorasi dampak transformatif Generative AI terhadap landasan teoretis konseling karir dalam pendidikan vokasi. Melalui analisis kritis terhadap teori-teori tradisional seperti Holland, Super, Krumboltz, dan SCCT, penelitian mengungkap bahwa asumsi stabilitas, linearitas, dan pencocokan statis (matching) karir tidak lagi memadai dalam lanskap kerja yang dinamis dan non-linier di era AI. Generative AI menawarkan kapabilitas analisis data, prediksi, personalisasi, dan simulasi yang memungkinkan pendekatan konseling yang lebih dinamis, preskriptif, dan berorientasi pada navigasi. Namun, integrasi ini menghadirkan tantangan etika seperti bias algoritma, ketergantungan berlebihan pada teknologi, dan isu privasi data. Artikel menyimpulkan bahwa teori-teori tradisional perlu diinterpretasikan ulang dan diintegrasikan ke dalam paradigma baru yang mengedepankan co-creation antara konselor, klien, dan AI, dengan peran konselor berevolusi menjadi interpreter etis, pemandu naratif, dan fasilitator literasi digital untuk memastikan relevansi dan keadilan dalam praktik konseling vokasi di masa depan]]>
<![CDATA[Membangun ketangguhan adaptif lulusan vokasi: sebuah tinjauan konseptual atas strategi konseling berbasis resiliensi ]]>
<![CDATA[alzet Rama]]>;
<![CDATA[Wiki Lofandri]]>;
<![CDATA[Saftrian Mukhlizul Fuad]]>
<![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: 10.29210/08jces677700
<![CDATA[Artikel ini menyajikan tinjauan konseptual sistematis tentang penguatan adaptabilitas karir dalam Pendidikan Teknik dan Kejuruan (TVET) melalui strategi konseling berbasis resiliensi. Dalam menghadapi disrupsi otomatisasi dan Revolusi Industri 4.0, lulusan TVET tidak hanya memerlukan keterampilan teknis, tetapi juga kapasitas psikologis untuk beradaptasi dan bangkit dari tantangan karir. Kajian ini mengintegrasikan konsep adaptabilitas karir (melalui komponen Concern, Control, Curiosity, Confidence) dan resiliensi psikologis (melalui faktor pelindung seperti dukungan sosial, efikasi diri, dan pola pikir berkembang) ke dalam kerangka kerja Adaptive Resilience Framework for TVET. Artikel ini mengidentifikasi lima strategi konseling berbasis resiliensi yang efektif, meliputi penguatan efikasi diri vokasional, pelatihan pola pikir berkembang, konseling naratif karir, pembangunan jejaring dukungan sosial, serta integrasi keterampilan masa depan. Model yang diusulkan menawarkan pendekatan holistik dan siklik untuk mempersiapkan lulusan TVET menjadi individu yang tangguh, proaktif, dan siap menghadapi ketidakpastian karir jangka panjang.]]>
<![CDATA[Model konseptual manajemen pendidikan digital: integrasi artificial intelligence, data-driven decision making, dan kepemimpinan digital ]]>
<![CDATA[Andri Dermawan]]>;
<![CDATA[Hasan Maksum]]>;
<![CDATA[Waskito Waskito]]>;
<![CDATA[Tessy Harita Utami]]>
<![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: 10.29210/08jces681400
<![CDATA[Manajemen pendidikan mengalami transformasi signifikan seiring dengan perkembangan teknologi digital dan kecerdasan buatan (Artificial Intelligence). Perubahan ini menuntut pengelolaan pendidikan yang adaptif, berbasis data, dan berorientasi pada peningkatan mutu pembelajaran. Penelitian ini bertujuan menganalisa peran Artificial Intelligence dan pendekatan Data-Driven Decision Making dalam manajemen pendidikan modern. Metode penelitian menggunakan studi pustaka dengan menelaah berbagai literatur nasional dan internasional terkait transformasi manajemen pendidikan berbasis teknologi digital melalui teknik sintesis literatur. Hasil penelitian menunjukkan bahwa penerapan AI dalam manajemen pendidikan mampu meningkatkan efisiensi administrasi, mendukung personalisasi pembelajaran, serta meningkatkan akurasi pengambilan keputusan berbasis data. Selain itu, kepemimpinan digital menjadi faktor kunci dalam keberhasilan implementasi teknologi di lembaga pendidikan. Transformasi ini memerlukan kesiapan sumber daya manusia, dukungan kebijakan kelembagaan, serta sistem pengelolaan data pendidikan yang terintegrasi untuk meningkatkan efektivitas manajemen pendidikan di era digital.]]>
