COUNS-EDU: The International Journal of Counseling and Education
COUNS-EDU: The International Journal of Counseling and Education Electronic ISSN: 2548-3498 is a peer-reviewed scientific journal published by the Indonesian Institute for Counseling, Education, and Therapy in Collaboration with the Indonesian Counselor Association. Established in 2016, this journal is committed to publishing articles that cover a wide array of topics in counseling, education, psychology, and mental health. It aims to highlight the latest and most significant developments in these fields across various settings, including school and mental health counseling, assessment techniques, supervision strategies, issues related to sexual abuse, violence addiction, multicultural and crisis intervention, trauma management, and the use of Information, Technology, and Communication. The journal also explores various aspects of psychotherapy such as career counseling, spiritual guidance, marriage and family therapy, and more. In the realm of education, it welcomes contributions on teaching methodologies, curriculum development, instructional strategies, innovative educational projects, learning methodologies, new technologies in education and learning, and assessment techniques. Additionally, the journal extends its focus to the intersection of mental health with medical and sports science, serving as a platform for sharing and disseminating high-quality academic research.
Articles
197 Documents
<![CDATA[How assertive behavior differences among Minang, Malay, Batak and Kerinci student’s culture? ]]>
<![CDATA[Afdal, Afdal]]>;
<![CDATA[Wibowo, Tianda Hazmil]]>;
<![CDATA[Alfia, Vivi]]>;
<![CDATA[Maysitoh, Maysitoh]]>
<![CDATA[ COUNS-EDU: The International Journal of Counseling and Education Vol. 4 No. 4 (2019) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association ]]>
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DOI: 10.23916/0020190423540
<![CDATA[The attitude of students who cannot convey what they feel without hurting the feelings of others is because the student cannot behave assertively. Assertive behavior is expressing what is felt or thought without hurting the feelings of others. This study aims to see differences in assertive behavior of students based on cultural backgrounds (Minang, Malay, Batak, Kerinci). This study uses a comparative descriptive approach carried out on BK FIP UNP students with a total sample of 248 people, using a proportional random sampling technique. The instrument of this research is a questionnaire about assertive behavior with a Likert scale model. Data were analyzed using analysis of variance (ANOVA) and data processing using SPSS version 20.00. The findings of this study indicate that there is no significant difference in assertive behavior of BK FIP UNP students when viewed from a cultural background. This means that differences in cultural background do not determine student assertive behavior. This is indicated by the calculated F value, which is equal to 0.779 while Sig. on the degree of freedom (db) 1 and aplha (?) 0.05 is 0.506, then according to hypothesis testing criteria through analysis of variance (ANOVA), if F count is greater than F table there is no significant difference.]]>
<![CDATA[Expressive writing changes grief into meaning – a sequential explanatory design approach ]]>
<![CDATA[Savitri, Setiawati Intan]]>;
<![CDATA[Takwin, Bagus]]>;
<![CDATA[Ariyanto, Amarina Ashar]]>;
<![CDATA[Aribowo, Rachel T.A]]>
<![CDATA[ COUNS-EDU: The International Journal of Counseling and Education Vol. 4 No. 3 (2019) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association ]]>
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DOI: 10.23916/0020190423740
<![CDATA[The purpose of the present study was to describe the effect of expressive writing on the level of one’s grief through a sequential design (expressive writing experiments for 3 consecutive days for 15 minutes each days then an analysis of the participant’s writing contents was conducted). This study used a pre-post test matching technique experimental design follow up by content analysis. The total number of participants (both in the experimental and control groups) was 30 (M-age = 21.2; SD = 1.2), lost their parents more than six month. Randomized matching technique was use to divide participant into experimental (expressive writing) and control (non-expressive writing).The baseline score measured by the complicated grieving inventory of >25 (Prigereson, 1995). Results showed that the experimental group had a decreased level of grief relative to the control group, the texts showed an interested result to be further discussed.]]>
<![CDATA[The pilot study of SMART-Resilience a psycho-educational program ]]>
<![CDATA[Suranata, Kadek]]>
<![CDATA[ COUNS-EDU: The International Journal of Counseling and Education Vol. 4 No. 3 (2019) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association ]]>
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DOI: 10.23916/0020190424230
<![CDATA[This pilot study is aimed at evaluating the feasibility of the Smart resilience program for secondary school students. The one group pretest and posttest experiment design conducted by involved 45 of second grades students of secondary school in Province of Bali, Indonesia as a participant. In each are of urban, suburb and rural schools consist of 15 students. The Indonesian version of students well being scale used to collect the data for pretest and post test assessment. Repeated Measure ANOVA conducted on the analysis of the data through the JASP program. The results of this study indicate; (1) Smart-Resilience programs are effective to improve student well-being in overall school areas, (2) there are differences in the effectiveness for students in urban, suburb and rural school areas, (3) the programs achieve a high acceptance and accessibility by students and the school counselor]]>
<![CDATA[Ingraining goal orientation behavior among Malaysian adolescents using Solution-focused group work (SFGW) ]]>
<![CDATA[Shunmugam, Ratnadevi R]]>;
<![CDATA[Noah, Sidek Mohd.]]>;
<![CDATA[Jaafar, Wan Marzuki Wan]]>
<![CDATA[ COUNS-EDU: The International Journal of Counseling and Education Vol. 4 No. 4 (2019) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association ]]>
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DOI: 10.23916/0020190424640
<![CDATA[Setting goals can be reviewed as aspirations for future betterment especially among adolescents. Goal-setting process involves aspects like future planning, principles, values, priorities, application of knowledge and decision making. This process varies according to individual needs and requires different approaches and guidance. Literature review prevailed that the essential ingredient of Solution-focused approach is setting goals. Solution-focused techniques found to be vital and crucial in assisting adolescents to set goals. Two objectives were drawn through literature reviews. Objective one is to determine the effectiveness of SFGW in increasing adolescent’s goal orientation behavior mean score between pre-test, post-test and follow-up test. And, the second objective is to compare the effects between SFGW intervention module (treatment group) and traditional module (control group) on goal orientation mean score for post-test and follow-up test. This is a true experimental with pre-test and post-test design using Solution-focused module and administration of questionnaires for data collection. A total of 66 samples who met the inclusion requirement were assigned randomly to experimental (n = 32) and control (n = 34) groups using paired-matched design. The samples in experimental group were given treatment using the SFGW intervention program for seven weeks. After the completion of the treatment, posttest and follow-up test were carried out and data was collected using Goal Orientation Scale. The collected data was analyzed using descriptive statistics, independent samples t-test, and one-way repeated measure ANOVA. The study discloses that SFGW does significantly affect the level of goal orientation behavior among Malaysian adolescents.]]>
<![CDATA[The strategies of guidance and counseling teachers to increasing students’ moral awareness in senior high school ]]>
<![CDATA[Purwasih, Retno]]>;
<![CDATA[Sanyata, Sigit]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ COUNS-EDU: The International Journal of Counseling and Education Vol. 5 No. 4 (2020) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association ]]>
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DOI: 10.23916/0020200524740
<![CDATA[Moral awareness is a condition where the individual understands and comprehends the actions taken, both in the past, present, and future and realizes how the impact of behavior carried out both for oneself, others, and the surrounding. The purpose of this study is to find out how is the strategies of guidance and counseling teacher to increasing the moral awareness of students so far. This research is a qualitative type of phenomenology research. The data were collected through observation and interviews. The participants of the interviews were guidance and counseling teachers who teach in high schools which were chosen randomly. The data which were obtained from interviews were analyzed using the Miles & Huberman qualitative research model. The results showed the guidance and counseling teachers’ strategies in increasing moral awareness mostly through group guidance, group counseling, individual counseling, and responsive services with lecturing method, discussion, short film, and modeling.]]>
<![CDATA[Have school counselors assessed students’ anxiety? ]]>
<![CDATA[Saputri, Nur Sholehah Dian]]>;
<![CDATA[Izzaty, Rita Eka]]>;
<![CDATA[Retnawati, Heri]]>
<![CDATA[ COUNS-EDU: The International Journal of Counseling and Education Vol. 4 No. 4 (2019) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association ]]>
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DOI: 10.23916/0020190424840
<![CDATA[Anxiety needs to be assessed and reduced so that it does not interfere with the mission of adolescent development. Guidance and counseling services in formal education must be provided based on the assessment of needs, one of which is in dealing with anxiety. This study was qualitative research with a type of phenomenology. The data related to the implementation of anxiety assessment were collected using interviews and observations. The participants were 15 Senior High School counselors in Yogyakarta. The data analysis was conducted using qualitative data analysis. The results of the study showed that there were still many school counselors who had not deeply assessed students’ anxiety. There were still school counselors who experienced obstacles in assessing students’ anxiety, such as regarding the time, analytical skills, students’ openness problems, and there were no instruments that could be applied easily.]]>
<![CDATA[The effect of behavioral rehearsal technique through group counseling for overcoming social anxiety of students ]]>
<![CDATA[Saman, Abdul]]>;
<![CDATA[Bakhtiar, Muhammad Ilham]]>
<![CDATA[ COUNS-EDU: The International Journal of Counseling and Education Vol. 5 No. 1 (2020) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association ]]>
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DOI: 10.23916/0020200525110
<![CDATA[This research examined the influence of group counseling using behavioral rehearsal techniques to overcome students’ social anxiety. This research used the quantitative method with a quasi-experimental design namely Matching-Only Design. The study involved 30 students for the control group and 30 students for the experimental group selected through purposive sampling. Data were collected using a questionnaire that had been validated. They were then analyzed using normality testing, homogeneity, data nominality testing, gain score and hypothesis testing. The findings of this research indicated that group counseling through behavioral rehearsal techniques could overcome the problem of social anxiety experienced by students. In the pretest, the research showed that the social anxiety level of students in the experimental group was in the high category, and the control group was in the medium category. While the posttests of both experimental and control groups were in the very low category. Behavioral rehearsal techniques should be informational and practical in the development of knowledge, especially in dealing with the problems of social anxiety.]]>
<![CDATA[The relationship between organizational development and teacher performance? ]]>
<![CDATA[Nellitawati, Nellitawati]]>
<![CDATA[ COUNS-EDU: The International Journal of Counseling and Education Vol. 4 No. 4 (2019) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association ]]>
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DOI: 10.23916/0020190425240
<![CDATA[This study analyzes the contribution of the principal's organizational development to teacher performance. It uses a descriptive correlational method, with a total sample of 86 teachers. The study used organizational development and teacher performance questionnaires for data collection. The analysis of data were based on partial correlation and multiple linear regression techniques. According to the results, organizational development has a significant influence on teacher performance.]]>
<![CDATA[The effects of situational leadership and self-efficacy on the improvement of teachers’ work productivity using correlation analysis and SITOREM ]]>
<![CDATA[Hidayat, Rais]]>;
<![CDATA[Patras, Yuyun Elizabeth]]>;
<![CDATA[Hardhienata, Soewarto]]>;
<![CDATA[Agustin, Rindu Rahayu]]>
<![CDATA[ COUNS-EDU: The International Journal of Counseling and Education Vol. 5 No. 1 (2020) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association ]]>
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DOI: 10.23916/0020200525310
<![CDATA[This research aimed to determine the positive correlation of situational leadership and self-efficacy with the improvement of teacher work productivity. The quantitative method with correlation analysis were employed, furthermore the Scientific Identification Theory to Conduct Operation Research in Education Management (SITOREM) was applied to determine the priorities. The population includes all the elementary school teachers which are civil servants (PNS) in Bogor, Indonesia while 105 were selected as samples. The findings showed there is a positive correlation between situational leadership and teacher work productivity with a correlation coefficient of 0.783, and between self-efficacy and teacher work productivity with 0.782. This, therefore, means these two factors are influential in increasing the productivity of teachers. The novelty of this research was the use of SITOREM to highlight 7 indicators prioritized to be improved including leader behavior, delegation, direction, teacher achievement, facility use, efficiency, and managerial ability. ]]>
<![CDATA[Pedagogical challenge and resilience of English teachers at Islamic schools in Ajatappareng area, South Sulawesi ]]>
<![CDATA[Fakhruddin, Zulfah -]]>
<![CDATA[ COUNS-EDU: The International Journal of Counseling and Education Vol. 5 No. 4 (2020) ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association ]]>
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DOI: 10.23916/0020200525540
<![CDATA[This study aims to find out whether there is significant difference of pedagogical challenge and resilience between English elementary, junior, and senior high school teachers or not; and to find out the correlation between teachers’ pedagogical challenge and teachers’ resilience. This study is quantitative research. Two kinds of questionnaires were administered to find out data about pedagogical challenge and resilience. Sample of this study was 84 English teachers consists 11 elementary schools teachers, 52 junior high schools teachers, and 21 senior high schools teachers. Data was analyzed by using descriptive statistic, t-test significance and Pearson correlation. The findings show that: (1) there is no significant difference of pedagogical challenges between elementary, junior, and senior Islamic school teachers, (2) there is no significant difference of resilience between elementary, junior, and senior Islamic school teachers, and (3) there is no correlation between teachers’ pedagogical challenges and teachers’ resilience.]]>
