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INDONESIA
Jurnal Konseling dan Pendidikan
Published by Indonesian Institute for Counseling, Education and Therapy
ISSN : 23376740     EISSN : 23376880     DOI : -
Core Subject : Education,
Education
Jurnal Konseling dan Pendidikan merupakan jurnal ilmiah dalam bidang keilmuan Bimbingan dan Konseling dan Pendidikan. Jurnal ini diterbitkan oleh Indonesian Institute for Counseling And Education (IICE), merupakan sub lembaga dari perusahaan Multikarya Kons merupakan salah satu Pusat Kajian, Latihan dan Pelayanan Konseling serta Pendidikan di Indonesia. IICE beranggotakan Konselor-konselor dan para profesional dalam bidang konseling dan pendidikan yang tersebar di seluruh Indonesia.
Arjuna Subject : -
Articles 756 Documents
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Preventing online gambling through classical guidance services Putri Ria Angelina; Reni Sinta Dewi; Noneng Siti Rosidah; Nur Asiah Ulfah
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1185700

Abstract

The rapid advancement of technology has generated both beneficial and adverse consequences, with online gambling emerging as a growing concern among students. This study aimed to evaluate the effectiveness of classical guidance services in preventing online gambling behavior. A quasi-experimental approach with a one-group pretest–posttest design was employed, involving 20 students selected through purposive sampling. Data were collected using an online gambling behavior scale covering cognitive, affective, and behavioral aspects, which had been tested for validity and reliability. The data were analyzed using a paired sample t-test. The results revealed a significant difference between pretest and posttest scores, indicating that classical guidance services effectively reduced students’ tendencies toward online gambling behavior. These findings suggest that classical guidance can serve as a practical preventive intervention within school settings to address digital-risk behaviors among students.
Enhancing maritime english through intercultural communication strategies: lessons from indonesian and korean seafarers Tristanti Tristanti; Jin-Chul Choi; Fauzan Atsari
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1185900

Abstract

Effective communication is vital for ensuring safety, efficiency, and teamwork in multicultural maritime environments. However, cultural differences often create communication barriers that extend beyond language. This study aims to identify intercultural communication barriers between Indonesian and South Korean seafarers and to propose English learning strategies for seafarers, based on intercultural communication principles, to enhance linguistic competence and cultural awareness. Using a qualitative descriptive design, data were collected through in-depth interviews and participant observations involving eight Indonesian seafarers who had worked with Korean crews. Thematic analysis with NVivo 12 identified recurring patterns of communication barriers and adaptive strategies. Findings revealed five dominant barriers: language, hierarchy, communication style, work ethics, and cultural sensitivity. To address these challenges, six pedagogical strategies for Maritime English instruction are proposed, including Task-Based Language Learning, simulation and role-play, collaborative and reflective learning, technology integration, and intercultural awareness modules. This study contributes to the development of Maritime English education by embedding intercultural communication principles into English learning for seafarers, preparing them to communicate more effectively, respectfully, and professionally in diverse global maritime workplaces. By understanding these barriers, practical solutions and improved strategies can foster more effective intercultural interaction among seafarers from these two distinct cultural backgrounds.
Learning organisation and sundanese leadership as drivers of teachers’ innovative behaviour: the mediating role of psychological empowerment Tanti Ardianti; Didik Notosudjono; Hendarman Hendarman
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1201900

Abstract

Teachers’ innovative behaviour is critical for maintaining educational quality and organisational adaptability. Despite its importance, the psychological mechanisms by which organisational and culturally grounded leadership contexts promote such behaviour, especially in non-Western settings, remain underexplored. Guided by empowerment theory, this study proposes and empirically tests a process-oriented model in which a learning organisation and Sundanese leadership shape teachers’ innovative behaviour through psychological empowerment. A quantitative survey was administered to 178 permanent foundation teachers from private junior high schools in East Bogor Regency, Indonesia. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to assess both direct and indirect relationships among the study constructs. The results show that learning organisation significantly affects psychological empowerment but not teachers’ innovative behaviour. Sundanese leadership also does not directly influence innovative behaviour. Psychological empowerment significantly affects innovative behaviour and fully mediates the effects of learning organisation and Sundanese leadership. This study contributes to the literature by integrating learning organisation, Sundanese leadership, and psychological empowerment within a unified explanatory framework and highlighting the importance of cultural context in understanding teacher innovation. The findings imply that schools should strengthen teachers’ psychological empowerment and culturally grounded leadership practices to effectively foster innovative behaviour among teachers.
Google sites-based learning content development to promote self-directed learning in hybrid higher education: an addie-based study Jumiati Siska
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202200

Abstract

The shift toward hybrid learning in higher education necessitates structured digital content that promotes student independence. This study developed and evaluated Google Sites-based digital learning content to support independent learning in an Educational Technology Literacy course. Using a Research and Development approach guided by the ADDIE model, the content was designed, validated, and implemented with 32 undergraduate students. Expert validation scores were 92.5% for content and 90.3% for media, indicating high validity. Student practicality assessments averaged 88.6%, and the mean independent learning score was 86.4%. Findings show that Google Sites is a feasible, low-cost platform for developing effective content that enhances learner autonomy in hybrid settings. This study provides practical implications for instructors seeking accessible solutions to support self-directed learning. The ADDIE-based development process offers a replicable framework for designing similar content in other courses. Institutions may incorporate Google Sites into digital strategies to enhance autonomy, especially where sophisticated systems are limited. The novelty lies in integrating Google Sites with the ADDIE model to foster self-directed learning in a hybrid context. While previous studies explored various platforms, limited research has systematically examined Google Sites as a primary content delivery tool evaluated through expert validation, student practicality, and independent learning outcomes. This study contributes theoretically by enriching self-directed learning literature and practically by offering a validated development model and evidence that such content enhances student autonomy in resource-constrained environments.
Building religious character in students: a qualitative study of youth information and counseling centers Jum Anidar; Nursyamsi Nursyamsi; Afsah Diminurman; Engkizar Engkizar
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1158400

Abstract

This study explores how the Youth Information and Counseling Center (PIK-R) at Madrasah Aliyah Negeri 2 Padang contributes to the formation of students’ religious character. While PIK-R is widely recognized as a forum for social and psychological guidance, its role in shaping religious values through students’ lived experiences remains underexplored. Using a qualitative case study approach, the research involved 20 participants, including counseling teachers, PIK-R administrators, and students. Data were collected through in-depth interviews, participant observation, and document analysis, enabling the capture of social dynamics and meaning-making processes. Findings reveal that religious character formation emerges through everyday interactions, negotiations of Islamic values, and students’ participation in PIK-R activities. Rather than functioning as a mechanical program, PIK-R provides a space where students internalize values and construct religious identity through dialogue between institutional guidance and personal experience. The study highlights the interpretive dimension of character development, showing how meaning is co-created in the counseling context. The implications suggest that PIK-R can serve as a unique arena for religious character education, enriching youth counseling practices with Islamic values. However, the study is limited to one school context, and further research across diverse settings is needed to deepen understanding of these dynamics.
Testing the psychometric properties of the self-compassion instrument in college students Riesa Rismawati Siddik; Juntika Nurihsan; Nandang Budiman; Ipah Saripah
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1187800

Abstract

Although research on self-compassion has increased, there is still a lack of empirically validated self-compassion instruments that demonstrate measurement fairness across gender and cultural backgrounds in specific institutional contexts. This study aimed to develop a Self-Compassion Inventory (SCI) and examine its psychometric properties using a sample of university students from IKIP Siliwangi, Bandung. A total of 514 undergraduate students participated in the study through an online survey administered via Google Forms, consisting of 145 male students (28.2%) and 369 female students (71.8%), representing diverse cultural backgrounds, including Bali, Cirebon, Betawi, Jawa, Batak, Minangkabau, and Sunda ethnicities. The SCI was constructed based on three core dimensions of self-compassion: Self-Kindness versus Self-Judgment, Common Humanity versus Isolation, and Mindfulness versus Over-Identification. Data were analyzed using the Rasch measurement model to evaluate item fit, dimensionality, reliability, and differential item functioning (DIF) across gender and cultural groups. The findings indicate that the SCI functions as a valid, reliable, and fair instrument for assessing self-compassion among university students. Most items exhibited good model fit, and the instrument showed stable item calibration. DIF analysis revealed no significant cultural bias, while limited gender-based DIF was identified and addressed during item refinement.
Gender differences in nonviolence disposition among university students Ardian Renata Manuardi; Uman Suherman; Ilfiandra Ilfiandra; Yusi Riska Yustiana
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1190500

Abstract

This study was conducted in response to the increasing concern over aggressive behaviors among university students, highlighting the importance of understanding factors associated with nonviolent tendencies. This study aimed to examine gender differences in nonviolence disposition among university students. A comparative quantitative research design with a cross-sectional approach was employed. The participants consisted of 430 undergraduate students from IKIP Siliwangi, Indonesia, including 83 male students and 347 female students, aged 17–21 years. Data were collected through an online survey using an adapted version of the Teenage Nonviolence Test (TNT). Data were analyzed using descriptive statistics and an independent samples t-test. The results indicated that the overall nonviolence disposition of students was at a moderate level across all dimensions, based on the scale used in this study. Descriptive findings showed that female students consistently obtained higher mean scores than male students in nearly all dimensions. Inferential analysis revealed a statistically significant gender difference in Physical Nonviolence, with female students demonstrating higher levels than male students. This finding indicates that gender is associated with differences in students’ tendencies to reject physical aggression and refrain from using physical force in conflict situations.
The role of job satisfaction as a mediator in the relationship between family support and turnover intention Sekar Dwi Ningrum; Rahmi Lubis; Suaidah Lubis
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1193800

Abstract

High levels of turnover intention remain a critical issue in organizations, yet existing studies have predominantly focused on workplace factors while overlooking the role of family-based resources. Drawing on the Job Demands–Resources (JD-R) framework, this study addresses this gap by examining family support as an external resource and its influence on turnover intention through job satisfaction. This study aims to analyze the mediating role of job satisfaction in the relationship between family support and turnover intention among employees. A quantitative explanatory design was employed with a sample of 456 employees of PT. XYZ, selected using a proportional sampling technique. Data were collected through validated and reliable questionnaires and analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS). The results indicate that family support has a significant positive effect on job satisfaction and a significant negative effect on turnover intention. Job satisfaction also shows a significant negative effect on turnover intention and partially mediates the relationship between family support and turnover intention. These findings demonstrate that family support not only directly reduces employees’ intention to leave but also indirectly influences it by enhancing job satisfaction. Theoretically, this study extends the JD-R framework by integrating family support as an external resource that contributes to employee retention mechanisms. Practically, the findings emphasize the importance of incorporating family-supportive policies to strengthen job satisfaction and reduce turnover intention, thereby promoting organizational sustainability.
Policy family misalignment in a family resilience program: a qualitative KAP study of motekar Herny Novianti; Ilfiandra Ilfiandra; Yusi Riksa Yustiana; Tina Hayati Dahlan
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1195300

Abstract

Family resilience programs are widely implemented as community based interventions. However, their effectiveness in structurally vulnerable contexts, particularly among single parent households, remains insufficiently theorized and empirically validated. This study addresses this gap by examining the alignment between program design, implementation processes, and beneficiaries’ lived experiences in the Motekar (Motivator Ketahanan Keluarga) Program in RW 17 Kriyan Barat, Cirebon City. A qualitative case study design was employed using purposive sampling, involving 25 single parents, 25 adolescents, and 3 policy stakeholders. Data were collected through non-participant observation, in-depth semi-structured interviews, and document analysis, and analyzed using iterative coding procedures (open, axial, and selective coding) with constant comparative analysis, guided by the Knowledge–Attitude–Practice (KAP) framework. The findings reveal three critical patterns: (1) structural misalignment between standardized program design and context-specific family needs; (2) discontinuity in mentoring processes that weakens program sustainability; and (3) ambiguity in facilitators’ operational roles. In addition, a divergence between policy-based evaluation indicators and beneficiaries’ lived experiences indicates limitations in standardized assessment approaches. This study contributes by proposing a context-sensitive and participatory evaluation perspective to strengthen the effectiveness of family resilience programs in vulnerable family settings.
Application of explanatory text writing instruction with counseling services to improve students' literacy skills Syamsul Anwar; Yusran Hasymi; Husni Husni
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1200600

Abstract

This study explores the integration of explanatory text writing instruction with counseling services to enhance students' literacy skills. Using a qualitative method through a library research approach, the study systematically reviews existing literature to evaluate how these two interventions contribute to improving writing competence and academic engagement. The review synthesizes findings from various studies published between 2016 and 2025, examining the effectiveness of structured writing instruction and psychosocial support in educational contexts. The synthesized literature suggests that when combined, writing instruction and counseling services are reported to contribute to improvements in students' writing skills, motivation, and emotional resilience. Moreover, digital tools and culturally responsive teaching practices are also reported in the literature to enhance the effectiveness of these interventions in diverse educational contexts. However, challenges related to resource limitations and insufficient professional training for teachers and counselors were identified. The study concludes that a holistic educational approach, integrating both cognitive and emotional support, is important for fostering sustained literacy development. Nevertheless, the review also highlights limitations in the current evidence base, as many existing studies are short-term in scope and vary in methodological rigor. Future research should therefore prioritize longitudinal and more rigorous empirical designs, as well as the integration of digital counseling tools, to better understand the long-term impact of these combined interventions on students’ literacy outcomes.

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