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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 798 Documents
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IImplementasi pendidikan berbasis ekopedagogik dalam konteks kearifan lokal melalui studi literatur Rostika, Neneng; Herlambang, Yusuf Tri
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: 10.29210/1188800

Abstract

pendekatan pendidikan yang tidak hanya berorientasi pada transfer pengetahuan, tetapi juga pembentukan kesadaran ekologis yang kontekstual. Penelitian ini bertujuan untuk menganalisis implementasi pendidikan berbasis ekopedagogik dalam konteks kearifan lokal serta merumuskan sintesis konseptual yang mengintegrasikan perspektif global dan lokal sebagai kerangka pembelajaran berkelanjutan. Kebaruan penelitian ini terletak pada pengembangan model konseptual ekopedagogik yang menempatkan kearifan lokal sebagai basis epistemologis dalam membangun kesadaran ekologis peserta didik. Penelitian ini menggunakan metode studi pustaka dengan pendekatan analisis kualitatif-kritis terhadap berbagai sumber literatur ilmiah yang relevan, termasuk jurnal bereputasi, buku akademik, dan dokumen kebijakan pendidikan. Analisis dilakukan melalui tahap reduksi data, kategorisasi tematik, serta sintesis konseptual untuk menghasilkan pemahaman yang komprehensif dan mendalam. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai kearifan lokal seperti praktik pelestarian lingkungan berbasis komunitas, etika relasi manusia-alam, dan sistem pengetahuan tradisional—ke dalam kerangka ekopedagogik mampu memperkuat dimensi afektif, kognitif, dan praksis dalam pembelajaran. Temuan ini juga mengidentifikasi bahwa pendekatan ekopedagogik berbasis lokal tidak hanya meningkatkan kesadaran ekologis, tetapi juga membangun identitas budaya dan tanggung jawab sosial peserta didik secara berkelanjutan. Penelitian ini berkontribusi pada pengembangan paradigma pendidikan lingkungan dengan menawarkan kerangka integratif antara ekopedagogik dan kearifan lokal sebagai basis transformasi pembelajaran kontekstual. Namun demikian, penelitian ini memiliki keterbatasan pada penggunaan data sekunder yang bergantung pada ketersediaan dan kualitas literatur, sehingga diperlukan penelitian empiris lanjutan untuk menguji implementasi model secara langsung di lapangan.
Financial literacy, fintech adoption, and school financial management effectiveness: a mediation analysis Santoso, Yulianto; Widiawati, Widiawati
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: 10.29210/1197900

Abstract

As the implementation of digital financial systems in schools becomes increasingly widespread, understanding the various factors that can enhance the effectiveness of financial management becomes highly crucial. This study aims to examine the effect of financial literacy on the effectiveness of school financial management, with the implementation of FinTech serving as an mediating variable. The study employed a census design involving all 117 public vocational high school principals in West Sumatra Province (100% response rate). Data were collected using a structured questionnaire consisting of 18 items measured on a five point Likert scale assessing financial literacy, FinTech adoption, and financial management effectiveness. The hypotheses were tested using PLS-SEM with the support of SmartPLS 4.0 software. Financial literacy significantly influences the effectiveness of school financial management (β = 0.581, p < 0.000) and also has a significant indirect effect through FinTech adoption (β = 0.195, p < 0.000), indicating partial mediation. These findings highlight the importance of enhancing FinTech and adopting FinTech to sustainably improve the effectiveness of financial management. The findings demonstrate that FinTech adoption partially mediates the relationship between financial literacy and financial management effectiveness, highlighting the strategic role of digital financial integration in strengthening school governance.
Effects of progressive muscle relaxation on stress, anxiety, and depression in university students: a quasi-experimental controlled trial Nurmina, Nurmina; Zelfina, Tsania; Aviani, Yolivia Irna; Rusli, Devi; Mardianto, Mardianto; Afdal, Afdal
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: 10.29210/1202100

Abstract

Stress, anxiety, and depression are prevalent and co-occurring conditions among university students that significantly impair academic functioning and overall well-being. Progressive Muscle Relaxation (PMR) has theoretical and empirical support as a psychophysiological intervention targeting somatic arousal, but evidence from Indonesian university contexts examining all three outcomes simultaneously remains limited. This quasi-experimental study employed a two-group pretest–posttest design to examine the effects of a five-day PMR intervention on stress, anxiety, and depression among psychology students at a public university in West Sumatra, Indonesia. A total of 60 participants meeting inclusion criteria of high or very high DASS-42 scores were assigned to an experimental group (n = 30) or a no-intervention control group (n = 30). Outcomes were measured using the Indonesian-adapted DASS-42. Normality was assessed using the Shapiro–Wilk test; stress and anxiety met normality assumptions and were analyzed using paired-sample t-tests, while depression in the experimental group showed a severe normality violation at posttest (W = .882, p = .002) and was analyzed using the Wilcoxon signed-rank test. The experimental group demonstrated statistically significant reductions in stress (M: 29.63 to 22.10, d = 0.84), anxiety (M: 25.17 to 18.37, d = 0.78), and depression (M: 22.57 to 14.47, r = .54), all p < .001, reflecting large to medium-to-large effect sizes. The control group showed non-significant changes across all outcomes. However, the absence of between-group statistical comparisons, follow-up data, and feasibility metrics limits the strength of causal and practical conclusions. Future research should employ randomized controlled designs with active comparison conditions and follow-up assessments to establish the durability and specificity of PMR effects.
Culturally responsive parent mentoring model for the early childhood to primary school transition in indonesia: design, validation, and effectiveness Agustini, Agustini; Hulukati, Wenny; Isa, Abd. Hamid; Ardini, Pupung Puspa
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: 10.29210/1205300

Abstract

This study aimed to design and validate a parent mentoring model to strengthen children's foundation ability readiness during the transition from early childhood education (PAUD) to primary school in Gorontalo Province, Indonesia. Employing a Research and Development (R&D) approach guided by the ADDIE framework, the study progressed through analysis, design, development, implementation, and evaluation phases. Mixed-methods data were collected from parents, teachers, and children through expert validation, surveys, interviews, and a one-group pretest-posttest design. Quantitative findings revealed significant improvements in children's socio-emotional regulation (d = 0.85), independence (d = 0.78), and early literacy (d = 0.65) post-intervention. Qualitative results indicated enhanced parental understanding of holistic readiness, improved family-teacher communication, and reduced transition-related stress. Expert validation confirmed high content validity (CVI > 0.80), construct validity, and ecological validity, with implementation fidelity exceeding 85%. The research introduces a co-designed, culturally responsive mentoring model uniquely integrating parental reflection logs, localized stories, and practical activities specifically tailored to the Indonesian PAUD-primary transition context. The validated model offers a scalable, adaptable framework for policymakers and educators to systematically engage parents in supporting children's holistic development during educational transitions. Grounded in socio-cultural and developmental theories emphasizing guided participation, this study demonstrates that structured parental mentoring effectively bridges home-school environments, strengthening early educational continuity.
The effectiveness of the cognitive restructuring counseling model to help students think academically critical Arsini, Yenti; Yuzarion, Yuzarion; Deliati, Deliati; Syahril Manurung, Afwan
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: 10.29210/1207100

Abstract

Academic critical thinking is a crucial competence for university students; however, many still face difficulties in analytical reasoning, evaluative judgment, and reflective thinking due to irrational beliefs and affective barriers. This study aimed to develop and test the effectiveness of a cognitive restructuring counseling model to enhance students’ academic critical thinking. The study employed a research and development approach with mixed methods, involving n = 30 students, and utilized a quasi-experimental one-group pretest–posttest design. The model was validated by experts, yielding a high feasibility score (M = 4.36; 87.2%). Statistical analysis using a paired-sample t-test revealed a significant improvement in academic critical thinking scores from pretest (M = 61.36) to posttest (M = 80.46), t(29) = XX.XX, p < .05, with a large effect size (Cohen’s d = 1.10). The greatest improvement was observed in metacognitive reflection. These findings indicate that the model effectively promotes rational, reflective, and open thinking patterns by addressing cognitive distortions and affective barriers. The novelty of this study lies in integrating cognitive restructuring counseling with academic critical thinking development within a structured and validated framework, particularly in the context of Islamic higher education.
Instructional leadership strategies to strengthen teachers’ pedagogical practices in inclusive elementary schools: a case study from indonesia Sari, Tanti Permata; Kristiawan, Muhammad; Khairi, Azizatul
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: 10.29210/1207400

Abstract

The implementation of inclusive education requires teachers to develop adaptive pedagogical practices that respond to diverse student needs. However, the effectiveness of these practices was strongly influenced by the principal's instructional leadership. This study aimed to analyze the strategies used by principals to strengthen teachers' pedagogical practices in inclusive elementary schools. This study employed a qualitative approach with a case study design conducted at SD Alam Mahira in Bengkulu City, Indonesia. The participants consisted of the principal and teachers involved in inclusive learning. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings indicated that principals implemented several strategic actions, including strengthening the vision of inclusive learning, developing teacher professional programs, conducting academic supervision and mentoring, optimizing school resources, and carrying out continuous evaluation through reflective discussions and professional learning communities. These strategies fostered a collaborative and supportive environment that enhanced teachers' pedagogical competence and encouraged the development of adaptive teaching practices. This study concluded that systematic and collaborative instructional leadership played a crucial role in improving teachers' pedagogical practices in inclusive education settings.
Transformational leadership practices of school principals to improve teacher learning performance: a qualitative case study from an indonesian junior high school Helita, Helita; Danim, Sudarwan; Insanistiyo, Bayu
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: 10.29210/1207500

Abstract

This study describes the implementation of a principal’s transformational leadership in improving teacher learning performance at State Junior High School No. 40 Seluma, Indonesia. A qualitative descriptive approach was employed, with data collected through in-depth interviews, observations, and documentation involving the principal, teachers, and school staff. Data were analyzed using Miles and Huberman’s interactive model. The findings show that the principal effectively implemented transformational leadership by translating the school vision into concrete instructional practices, building trust through open communication, providing continuous motivation and support, encouraging teacher innovation, and demonstrating exemplary behavior. These practices contributed to improvements in teacher performance, including lesson planning, instructional implementation, assessment, discipline, and professionalism. The study concludes that transformational leadership plays a significant role in enhancing teacher learning performance and proposes an integrated model linking multiple leadership dimensions to teacher outcomes. Practical Implication,school principals should be trained to apply transformational leadership holistically, focusing on vision alignment, trust-building, teacher motivation, and instructional innovation. Schools should also promote collaborative and supportive environments to sustain teacher performance improvement. Novelty, this study offers an integrated perspective of transformational leadership by examining how its core dimensions operate simultaneously within a real school context, rather than as separate elements. Contribution: The study contributes to educational leadership literature by providing an integrated model that explains how transformational leadership influences teacher learning performance through interconnected dimensions, offering both theoretical insight and practical guidance for improving educational quality.
The use of flash cards in improving early reading skills in students with mild dyslexia: a single subject study (SSR) Yusnianingsih, Frida Adha; Pratama, Fendy Yogha
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: 10.29210/1209000

Abstract

This study aimed to examine the use of flashcards to improve reading skills in third-grade students with mild dyslexia, particularly for words containing diphthongs and consonant clusters. The study used a Single Subject Research (SSR) approach with an A–B–A design over 20 sessions (A1 = 5 sessions, B = 11 sessions, A2 = 4 sessions). Data were collected through reading observation and analyzed using visual charts. The results showed an increase in reading skills from the initial baseline phase (10%–20%) to the intervention phase (up to 80%), with high stability in the final phase (90%–100%). The 18% overlap between phases A1 and B (PND ±82%) indicates a moderately strong intervention effect, although caution should be interpreted, considering data trends and stability. The final baseline phase (A2) consisted of four sessions because the data had consistently shown high stability. Therefore, observations were discontinued after a stable pattern was achieved. These findings suggest that flashcards have the potential to help improve reading fluency. However, because the research only involved one subject (N=1), the research results are limited and cannot be generalized widely, but only apply to similar subject characteristics.

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