SCHOULID: Indonesian Journal of School Counseling
Schoulid | Indonesian Journal of School Counseling is a peer-reviewed journal that publishes research articles, theoretical studies, and program applications in the fields of education, counseling, social sciences, and the humanities. The journal is dedicated to advancing knowledge and practice that support the academic, career, social-emotional, and holistic development of individuals. It also welcomes interdisciplinary contributions that bridge education, counseling, social sciences, humanities, and related fields. The scope of the journal includes, but is not limited to: 1. Education and Counseling: school and community counseling services, career counseling, academic support, social-emotional and multicultural development, counseling approaches and models, and the integration of technology in counseling practices. 2. Social Sciences and Humanities: studies addressing social, cultural, legal, and community issues, including linguistics, economics, management, and business within the context of education, student development, and counseling interventions. 3. Leadership and Advocacy: coordination of services, consultation, collaboration and teamwork, policy advocacy, educational leadership, and resource management in schools and communities. 4. Data and Technology Use: innovations in technology for counseling, education, and social research; data-driven program evaluation; and policy development. 5. Scientific Publications: empirical research articles, conceptual and methodological studies, program evaluations, book reviews, and reports on educational or counseling practices and materials. Schoulid Journal welcomes contributions from researchers, academics, practitioners, and policymakers who work on individual development as well as those engaged in broader studies in education, counseling, social sciences, and the humanities.
Articles
231 Documents
<![CDATA[Kecerdasan Buatan Generatif dalam Industri Animasi: Analisis Jaringan Pemetaan Bibliometrik 2021–2025 ]]>
<![CDATA[Alzet Rama]]>;
<![CDATA[Wiki Lofandri]]>
<![CDATA[ SCHOULID: Indonesian Journal of School Counseling Vol. 10 No. 3 (2025): SCHOULID: Indonesian Journal of School Counseling ]]>
Publisher : <![CDATA[Indonesian Counselor Association (IKI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23916/086831011
<![CDATA[Perkembangan pesat teknologi generative artificial intelligence (generative AI) telah mengubah lanskap produksi konten visual, termasuk pada ranah animasi, computer graphics, dan visual effects. Namun demikian, peta intelektual yang menghubungkan generative AI secara spesifik dengan industri animasi belum banyak dipetakan secara sistematis. Penelitian ini bertujuan memetakan struktur intelektual dan tren perkembangan penelitian generative AI pada industri animasi melalui analisis bibliometrik berbasis basis data Scopus. Data dikumpulkan melalui strategi pencarian Boolean pada kata kunci generative AI dan turunannya yang dikombinasikan dengan istilah animasi, computer graphics, CGI, visual effects, dan industri kreatif, menghasilkan 335 dokumen final (315 artikel dan 20 makalah konferensi) yang terbit pada rentang tahun 2021–2025. Analisis dilakukan menggunakan VOSviewer untuk memetakan ko-okurensi kata kunci melalui visualisasi jaringan (network), kepadatan (density), dan sebaran waktu (overlay), serta analisis performa terhadap tren publikasi, sumber, sitasi, negara, dan institusi. Hasil menunjukkan lonjakan tajam publikasi pada 2024–2025 (92 dan 225 dokumen), dengan tema generative ai (72 kemunculan), artificial intelligence (50), dan generative artificial intelligence (28) sebagai simpul dominan yang berkelindan dengan tema turunan seperti diffusion model, aigc, chatgpt, dan creative industries. China (96 dokumen), Amerika Serikat (51), dan Britania Raya (28) tercatat sebagai kontributor geografis terbanyak. Dari keseluruhan korpus, hanya 82 dokumen (24,5%) yang secara eksplisit menyinggung animasi, CGI, atau visual effects, mengindikasikan bahwa penelitian tentang generative AI pada industri animasi masih menjadi subtema yang relatif marjinal dibandingkan penelitian generative AI secara umum. Temuan ini mengarah pada identifikasi research gap terkait minimnya kerangka konseptual khusus industri animasi serta membuka agenda riset mendatang mengenai integrasi generative AI dalam alur kerja produksi animasi profesional.]]>
<![CDATA[Associations between physical activity, nutritional status, and gross motor competence among elementary school children in lembah melintang district ]]>
<![CDATA[Inang Namora Ulfa]]>;
<![CDATA[Ahmad Chaeroni]]>;
<![CDATA[Gusril Gusril]]>;
<![CDATA[Fahd Mukhtarsyaf]]>
<![CDATA[ SCHOULID: Indonesian Journal of School Counseling Vol. 11 No. 1 (2026): SCHOULID: Indonesian Journal of School Counseling ]]>
Publisher : <![CDATA[Indonesian Counselor Association (IKI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23916/086834011
<![CDATA[The background of this research is that there are still elementary school children in Lembah Melintang District with low levels of physical activity and nutritional status that is not yet normal, which has the potential to affect the development of gross motor skills. Variations in physical activity, nutritional status, and lack of involvement in structured physical activities and active games, coupled with differences in parenting patterns and parental attention, are thought to be related to differences in gross motor skills in children. This study aims to determine the relationship between physical activity and gross motor skills of elementary school children in Lembah Melintang District, to determine the relationship between nutritional status and gross motor skills of elementary school children in Lembah Melintang District, and to determine the relationship between physical activity and nutritional status and gross motor skills of elementary school children in Lembah Melintang District. This study uses a quantitative approach with an associative research type. With a population and sample of 45 students using a total sampling technique. The research variables consist of physical activity, nutritional status, and gross motor skills which are measured using the PAQ-C instrument, anthropometric measurements, and gross motor tests in the form of running and jumping. Data analysis techniques include descriptive analysis, prerequisite tests, and inferential analysis. The results of the study showed that there was a relationship between physical activity and gross motor skills (R 0.404) with a contribution of 16.3%, and nutritional status had a relationship with gross motor skills (R 0.334) with a contribution of 11.2%. There was also a relationship between physical activity and nutritional status with gross motor skills (R 0.519) with a contribution of 26.9%, so it was proven that they complement each other in supporting the gross motor development of elementary school children.]]>
<![CDATA[Peningkatan konsentrasi belajar melalui regulasi perhatian terstruktur: studi pra-eksperimental bimbingan kelompok teknik talking chip pada siswa sekolah menengah atas ]]>
<![CDATA[Fajar Rahmat Jaelani]]>;
<![CDATA[Suhendri]]>;
<![CDATA[MA Primaningrum Dian Marthaningtyas]]>
<![CDATA[ SCHOULID: Indonesian Journal of School Counseling Vol. 11 No. 1 (2026): SCHOULID: Indonesian Journal of School Counseling ]]>
Publisher : <![CDATA[Indonesian Counselor Association (IKI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23916/086832011
<![CDATA[Konsentrasi belajar melibatkan kemampuan memusatkan dan mempertahankan perhatian, mengendalikan distraksi, mengatur strategi belajar, memahami instruksi, serta terlibat aktif dalam pembelajaran. Penelitian ini bertujuan menganalisis perubahan konsentrasi belajar setelah siswa mengikuti bimbingan kelompok dengan teknik Talking Chip. Penelitian menggunakan pendekatan kuantitatif pra-eksperimental dengan desain satu kelompok tes awal-tes akhir. Uji coba instrumen melibatkan 32 siswa; sebanyak 34 dari 48 butir memenuhi kriteria validitas dan skala akhir memiliki reliabilitas Cronbach's alpha sebesar 0,872. Dari 119 siswa yang mengikuti penyaringan awal, 10 siswa dipilih secara purposif untuk mengikuti enam sesi intervensi. Rata-rata skor meningkat dari 82,80 (SD = 16,56) menjadi 108,00 (SD = 8,77), dengan rata-rata peningkatan 25,20 poin. Seluruh peserta menunjukkan skor tes akhir yang lebih tinggi. Karena skor selisih tidak berdistribusi normal (Shapiro-Wilk p = 0,045), pengujian dilakukan menggunakan uji peringkat bertanda Wilcoxon. Hasil menunjukkan perbedaan yang signifikan (W = 0; p eksak dua sisi = 0,002) dengan ukuran perubahan berpasangan r = 0,887. Temuan ini memberikan bukti awal bahwa struktur giliran bicara, pemantauan diri, dan refleksi dalam teknik Talking Chip berpotensi mendukung regulasi perhatian akademik. Namun, hasil hanya berlaku pada kelompok yang diteliti dan belum dapat diperlakukan sebagai bukti kausal karena tidak adanya kelompok kontrol, ukuran sampel kecil, dan kemungkinan pengaruh pengukuran berulang.]]>
<![CDATA[Efektivitas bimbingan kelompok teknik the core five untuk meningkatkan mind mapping career ]]>
<![CDATA[Muhammad Maulana Adani]]>;
<![CDATA[Suhendri Suhendri]]>;
<![CDATA[MA Primaningrum Dian Marthaningtyas]]>
<![CDATA[ SCHOULID: Indonesian Journal of School Counseling Vol. 11 No. 1 (2026): SCHOULID: Indonesian Journal of School Counseling ]]>
Publisher : <![CDATA[Indonesian Counselor Association (IKI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23916/086833011
<![CDATA[Remaja awal perlu mengintegrasikan pemahaman diri, eksplorasi pendidikan dan pekerjaan, dukungan sosial, serta konsekuensi pilihan ke dalam perencanaan karier yang koheren. Namun, asesmen kebutuhan di sekolah menunjukkan bahwa sebagian siswa masih menyusun rencana karier secara reaktif, bergantung pada teman, dan belum mampu menerjemahkan cita-cita menjadi langkah yang sistematis. Penelitian ini bertujuan mengevaluasi efektivitas awal The Core Five, yaitu paket lima latihan bimbingan kelompok yang mengintegrasikan kompetensi sosial-emosional ke dalam mind mapping career. Penelitian menggunakan desain pra-eksperimen one-group pretest-posttest dengan melibatkan 10 siswa kelas VIII yang dipilih secara purposif dan mengikuti lima sesi intervensi. Instrumen penelitian terdiri atas 34 butir valid hasil seleksi dari 41 butir awal. Pada uji coba terhadap 22 siswa, instrumen menunjukkan reliabilitas yang baik (Cronbach’s alpha = 0,870). Hasil penelitian menunjukkan rata-rata skor meningkat dari 80,40 (SD = 24,26) menjadi 103,60 (SD = 11,86). Uji Wilcoxon menunjukkan perbedaan yang signifikan antara skor prates dan pascates (Z = -2,805; p = 0,005) dengan ukuran efek besar (r = 0,887). Temuan ini mengindikasikan bahwa integrasi lima kompetensi sosial-emosional berpotensi membantu siswa menyusun peta karier yang lebih terarah. Meskipun demikian, ketiadaan kelompok kontrol membatasi penarikan kesimpulan kausal. Kebaruan penelitian terletak pada pengoperasian lima kompetensi sosial-emosional sebagai urutan kerja dalam pemetaan karier remaja awal.]]>
<![CDATA[Foregrounding peer versus parental effects in adolescent emotional development ]]>
<![CDATA[Undari Ramadhani]]>;
<![CDATA[Zirmansyah Zirmansyah]]>;
<![CDATA[Achmad Ushuluddin]]>
<![CDATA[ SCHOULID: Indonesian Journal of School Counseling Vol. 11 No. 1 (2026): SCHOULID: Indonesian Journal of School Counseling ]]>
Publisher : <![CDATA[Indonesian Counselor Association (IKI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23916/086836011
<![CDATA[Adolescence is a critical developmental stage in which emotional intelligence plays a fundamental role in psychological well-being, interpersonal relationships, and academic adjustment. This study examined the influence of parent–child communication and peer friendship quality on the emotional intelligence of students at Senior High School X Jakarta. A quantitative explanatory study with a cross-sectional survey design was conducted involving 73 students selected through total sampling. Parent–child communication, peer friendship quality, and emotional intelligence were measured using standardized questionnaires. The data were analyzed using multiple linear regression with IBM SPSS Statistics. The results of the partial (t-test) analysis indicated that parent–child communication did not significantly predict emotional intelligence, whereas peer friendship quality had a significant positive effect. Furthermore, the simultaneous (F-test) analysis demonstrated that parent–child communication and peer friendship quality jointly exerted a statistically significant influence on emotional intelligence (F = 5.112, p = 0.008), explaining 12.7% of the variance in emotional intelligence (R² = 0.127). These findings indicate that adolescents' emotional intelligence is influenced by the combined contribution of family and peer environments, with peer friendship quality emerging as the stronger predictor. The findings contribute to the understanding of adolescent emotional development by highlighting the importance of examining multiple social contexts simultaneously and provide empirical evidence to support the development of school-based social–emotional learning initiatives aimed at strengthening students' emotional competence.]]>
<![CDATA[Academic procrastination among grade xi students in an islamic senior high school: the role of social media addiction ]]>
<![CDATA[Yusuf Hidayatullah]]>;
<![CDATA[Arri Handayani]]>;
<![CDATA[Suhendri Suhendri]]>
<![CDATA[ SCHOULID: Indonesian Journal of School Counseling Vol. 11 No. 1 (2026): SCHOULID: Indonesian Journal of School Counseling ]]>
Publisher : <![CDATA[Indonesian Counselor Association (IKI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23916/086841011
<![CDATA[Academic procrastination is the tendency to intentionally delay academic tasks despite awareness of the negative consequences involved. Social media addiction, arising from excessive and poorly regulated use, has been proposed as one factor associated with this behavior. This study examined the association between social media addiction and academic procrastination among 127 grade XI students (57 male, 70 female; aged 16–18 years) at an Islamic senior high school characterized by high everyday access to technology. A quantitative, cross-sectional correlational design was used; data were collected through a four-point Likert-scale questionnaire and analyzed using simple linear regression. Social media addiction was a significant positive predictor of academic procrastination (R = .785, R² = .616, p < .001), accounting for 61.6% of the variance in procrastination scores. These results indicate that, among the students surveyed, higher social media addiction is associated with a greater tendency to delay academic tasks; because the design is cross-sectional, this association should not be interpreted as establishing a causal, directional pathway.]]>
<![CDATA[Dukungan sosial teman sebaya sebagai korelat negatif stres akademik pada mahasiswa tingkat akhir: studi cross-sectional ]]>
<![CDATA[Triani Hevianita]]>;
<![CDATA[Heri Saptadi Ismanto]]>;
<![CDATA[Agus Setiawan]]>
<![CDATA[ SCHOULID: Indonesian Journal of School Counseling Vol. 11 No. 1 (2026): SCHOULID: Indonesian Journal of School Counseling ]]>
Publisher : <![CDATA[Indonesian Counselor Association (IKI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23916/086843011
<![CDATA[Mahasiswa tingkat akhir rentan mengalami tekanan psikologis akibat stres akademik, sebuah persoalan dengan prevalensi tinggi secara nasional maupun global. Dukungan dari teman sebaya dipandang berperan sebagai pelindung psikologis, sebagaimana ditegaskan berbagai kajian konseptual maupun temuan empiris terdahulu. Penelitian ini menguji hubungan antara dukungan sosial teman sebaya dengan stres akademik pada mahasiswa tingkat akhir, menggunakan pendekatan kuantitatif berdesain korelasional dengan rancangan cross-sectional. Subjek penelitian mencakup 130 mahasiswa Program Studi Bimbingan dan Konseling Universitas PGRI Semarang, dengan 98 orang terpilih sebagai sampel melalui teknik acak sederhana. Pengumpulan data dilakukan menggunakan dua skala psikologis yang telah diuji validitas dan reliabilitasnya, yakni skala dukungan sosial teman sebaya dan skala stres akademik. Hasil uji korelasi Rank Spearman menunjukkan signifikansi 0,000 dengan koefisien korelasi negatif sebesar 0,375, mengindikasikan hubungan bermakna berlawanan arah antara kedua variabel. Temuan ini menegaskan bahwa dukungan sosial teman sebaya berfungsi sebagai salah satu faktor pelindung terhadap stres akademik, meski bukan penentu tunggal.]]>
<![CDATA[The effectiveness of group guidance using role-playing techniques in improving emotional regulation among tenth-grade students ]]>
<![CDATA[Moh Showam]]>;
<![CDATA[Suhendri Suhendri]]>;
<![CDATA[Ellya Rakhmawati]]>
<![CDATA[ SCHOULID: Indonesian Journal of School Counseling Vol. 11 No. 1 (2026): SCHOULID: Indonesian Journal of School Counseling ]]>
Publisher : <![CDATA[Indonesian Counselor Association (IKI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23916/086847011
<![CDATA[Emotional regulation is an important ability for adolescents in managing and expressing emotions appropriately. This study aimed to examine the effectiveness of group guidance using role-playing techniques in improving the emotional regulation of tenth-grade students. A pretest-posttest control group experimental design was employed with 16 students divided into experimental and control groups. Data were collected using a validated and reliable emotional regulation scale and analyzed using an appropriate inferential statistical test. The results showed that the experimental group's mean score increased from 70.63 to 74.63, while the control group's score increased only from 71.38 to 71.63. These findings indicate that group guidance using role-playing techniques was associated with improved emotional regulation. However, the limited sample size and single-school setting require cautious interpretation. Role-playing-based group guidance may therefore serve as an experiential approach in school counseling to support students' emotional regulation.]]>
<![CDATA[Mobile learning for history and cultural heritage education in Indonesia: a systematic review ]]>
<![CDATA[Salvetri Salvetri]]>;
<![CDATA[Jeki Haryanto]]>
<![CDATA[ SCHOULID: Indonesian Journal of School Counseling Vol. 10 No. 3 (2025): SCHOULID: Indonesian Journal of School Counseling ]]>
Publisher : <![CDATA[Indonesian Counselor Association (IKI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23916/086842011
<![CDATA[History education in Indonesia faces declining student engagement despite the increasing vulnerability of historical and cultural heritage. Mobile technologies have been proposed as a potential solution, yet empirical evidence remains fragmented. This study reviews empirical research on the use of mobile devices for history and cultural heritage learning in Indonesia, focusing on research design, technology, pedagogy, and learning outcomes. Following the PRISMA 2020 framework, a systematic search was conducted in Scopus on 22 December 2025 using Boolean search terms based on the PICOS framework. Of 5,952 records identified, 14 studies met the inclusion criteria after removing duplicates, ineligible records, and studies that did not meet the specified requirements. Eligible studies were open-access, peer-reviewed, English-language articles published between 2021 and 2025 and based on primary field research in Indonesian educational contexts. The findings indicate that augmented reality (AR) and mobile application development were the dominant technologies, while most studies focused on design and development. Overall, the studies reported positive effects on student motivation, usability, and knowledge acquisition. However, assessments of historical thinking skills and long-term learning outcomes were rarely conducted. This review provides an evidence map of the field and highlights the need for theory-based, controlled experimental research with long-term outcome measurements.]]>
<![CDATA[Human-AI collaborative problem solving in middle school mathematics: an orchestration and learning review ]]>
<![CDATA[Nefrima Sartika Putri]]>;
<![CDATA[Rudyanto Rudyanto]]>
<![CDATA[ SCHOULID: Indonesian Journal of School Counseling Vol. 11 No. 1 (2026): SCHOULID: Indonesian Journal of School Counseling ]]>
Publisher : <![CDATA[Indonesian Counselor Association (IKI) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23916/086845011
<![CDATA[Artificial intelligence, particularly generative AI, is increasingly positioned as an active participant in learning rather than a passive digital tool. This systematic literature review synthesizes evidence on human-AI collaborative problem solving in mathematics, with particular attention to AI roles, collaboration patterns, learning outcomes, and pedagogical orchestration. The review followed PRISMA 2020. A Scopus title-abstract-keyword search produced 369 source records; after 10 duplicates were removed, 359 records were screened, 125 full-text reports were assessed, and 10 studies were retained for qualitative synthesis. Because the original screening archive did not preserve reviewer-level decision logs, inter-rater agreement coefficients could not be retrospectively computed without reconstruction; this limitation and a prescribed dual-reviewer rerun protocol are reported explicitly. The synthesis identified four recurring AI roles: adaptive scaffold/tutor, cognitive or visualization tool, co-creative partner, and orchestration platform. Productive collaboration was most consistently associated with socially structured routines, shared agency, reflective activity, and explicit teacher orchestration, whereas unstructured use increased the risk of cognitive off-loading and over-delegation. Learning gains were reported for problem solving, conceptual understanding, motivation, self-efficacy, and related outcomes, but causal evidence remains limited by heterogeneous designs, levels, and measures. The review therefore treats orchestration—not model capability alone—as the principal design mechanism and recommends preregistered, longitudinal, middle-school studies with process-level measures, independent dual screening, and multi-database searching.]]>
