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Bambang Setiawan
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setiawan89.bambang@gmail.com
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prophetic.jurnal@gmail.com
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Department of Islamic Guidance and Counseling, Faculty of Da'wah and Islamic Communication, UIN Siber Syekh Nurjati Cirebon
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Prophetic : Professional, Empathy, Islamic Counseling Journal
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 26543958     EISSN : 26850702     DOI : http://dx.doi.org/10.24235/prophetic
Core Subject :
Prophetic is journal that is focussed on professionalism, empathy, and Islamic counseling. It focus on scientific publication of research study, literature review, and case study which are related to the issues in the area of Islamic guidance and counseling. The journal is published regularly twice a year.
Arjuna Subject : -
Articles 153 Documents
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Psychoeducation of SLB B Beringin Bhakti Teacher to Improve Emotional Well-being Through Spiritual Expressive Writing Therapy Rina Kurnia; Mumtaz Afridah; Faika Maudina
Prophetic : Professional, Empathy, Islamic Counseling Journal Vol. 9 No. 1 (2026): Prophetic : Professional, Empathy, Islamic Counseling Journal
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/9ve2ne77

Abstract

Facing children with special needs requires unlimited patience and calmness, especially for teachers at SLB B Beringin Bhakti. Teachers with high emotional well-being are able to understand themselves, manage emotions, have self-confidence and have the strength to survive (resilience). Thus, an activity is needed to improve the emotional well-being of SLB teachers, one of which is through psychoeducation. Psychoeducation activities are carried out as an effort to provide alternative solutions to emotional well-being problems experienced. This psychoeducation activity aims to improve emotional well-being and provide emotional management skills for SLB B Beringin Bhakti teachers through Spiritual Expressive Writing Therapy. Furthermore, the method used is qualitative descriptive. The subject of this psychoeducation activity is SLB B Beringin Bhakti teacher which consists of 11 people. In its implementation, Spiritual Expressive Writing Therapy intervention is given through four stages, namely: rekognition/initial write stage, examination/writing exercise, juxtaposition/feedback, and application to the self. The results of this psychoeducational activity show that Spiritual Expressive Writing Therapy can improve the emotional well-being of SLB B Beringin Bhakti teachers. This is based on positive affect indicators, characterized by an increase in happiness, gratitude, meaning and optimism. There is also a decrease in negative affect indicators, including: decreased anxiety, level of frustration, lack of confidence, annoyance and anger at the situation.
Integrating Peer Support into Mental Health Courses to Strengthen Student Self-Awareness: A Qualitative Case Study Asriyanti Rosmalina
Prophetic : Professional, Empathy, Islamic Counseling Journal Vol. 9 No. 1 (2026): Prophetic : Professional, Empathy, Islamic Counseling Journal
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/g4qhbr04

Abstract

 Mental health education for prospective counselors is still dominated by cognitive-oriented learning and has not optimally integrated reflective practices and structured peer support. This condition is important because self-awareness is a fundamental competency that must be possessed by prospective counselor students. Therefore, this study aims to explore how peer support can be integrated into the Mental Health course to strengthen the self-awareness of students of the Islamic Guidance and Counseling Study Program. This research uses a qualitative approach with an intrinsic case study design that is carried out in a class of Mental Health courses at UIN Siber Syekh Nurjati Cirebon. Data were collected through semi-structured interviews, focus group discussions, participatory observations, reflective journals, and document analysis, then analyzed using the Miles, Huberman, and Saldana interactive models. The results of the study show three patterns of peer support integration embedded in the curriculum, namely Experiential Learning Circle, Project-Based Digital Muhasabah, and Peer Counselor Mentoring. These various learning activities facilitate the development of student self-awareness through four interrelated phases, namely recognizing emotions, identifying cognitive patterns, building meanings based on Islamic values, and developing adaptive self-regulation strategies. The findings also show that peer support not only serves as a source of social support, but also as a reflective learning mechanism that encourages students' personal growth. This study concludes that the integration of peer support in mental health education is a meaningful pedagogical approach to strengthen students' self-awareness and offers a potential mental health learning model for Islamic religious universities. 
Development and Validation of Social Anxiety Disorder Instrument in Students: Testing Content Validity, Empirical Validity, and Reliability Amna Riskya; Henny Indreswari; Khairul Bariyyah
Prophetic : Professional, Empathy, Islamic Counseling Journal Vol. 9 No. 1 (2026): Prophetic : Professional, Empathy, Islamic Counseling Journal
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/4vv5bx14

Abstract

This study aims to develop and examine the psychometric quality of an instrument for measuring social anxiety disorder among high school students. The instrument was developed using the Research–Development–Research (RDR) model, which consists of three main stages. The construct was developed based on the diagnostic criteria outlined in the DSM-5-TR, encompassing three dimensions: Fear of Negative Evaluation, New Situation Anxiety, and Peer Anxiety. The initial instrument consisted of 31 items, comprising favorable and unfavorable items. Content validity was assessed by two psychometric experts and a Guidance and Counseling Center using Aiken’s V coefficient. The results showed coefficients ranging from 0.833 to 1.000, indicating that all items demonstrated adequate theoretical relevance. Empirical item validity was subsequently tested involving 145 high school students. The results indicated that 28 items met the validity criteria, with Corrected Item-Total Correlation coefficients ranging from 0.181 to 0.733, exceeding the critical value of 0.163. Three items (P5, P9, and P11) were excluded due to ambiguous behavioral descriptions and potential cognitive bias associated with negation in reverse-worded items. Reliability analysis of the 28 valid items yielded a Cronbach’s Alpha coefficient of 0.904, indicating very high internal consistency. However, the high reliability coefficient may also suggest potential item redundancy, providing an opportunity for further item refinement. Overall, the 28-item instrument demonstrates satisfactory validity and reliability and can be utilized by school counselors as an early detection instrument for identifying social anxiety among high school students.

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