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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.
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Articles 849 Documents
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Contribution teacher student relationship, quality of friendship and self esteem as mediator to students social skills in madrasah Ecep Supriatna; Dona Fitri Annisa
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1191800

Abstract

This study examines a structural model of students’ social skills among Madrasah Aliyah students by investigating the roles of teacher–student relationships and friendship quality, with self-esteem serving as a mediating variable. Guided by Social Cognitive Theory, the study addresses the limited empirical evidence regarding the simultaneous contribution of school-based interpersonal factors and individual psychological factors in predicting social skills within the context of Islamic secondary education. A quantitative approach was employed using Structural Equation Modeling (SEM). Data were collected from 425 students of Madrasah Aliyah Negeri 2 Bandung selected through random sampling, representing all grade levels. The findings revealed that the proposed model demonstrated an acceptable level of fit and supported the hypothesized relationships among the variables. Teacher–student relationships and friendship quality significantly predicted students’ social skills both directly and indirectly through self-esteem. Self-esteem also functioned as a significant mediator, indicating that positive interpersonal experiences in school contribute to the development of social skills by enhancing students’ self-worth. These findings highlight the importance of fostering supportive teacher–student interactions and high-quality peer relationships to strengthen students’ social competencies in madrasah settings. The study contributes to the literature by integrating interpersonal and psychological factors into a single explanatory model
Generational position and teacher wellbeing: a comparative study of generation x and y physical education teachers Dewi Justitia
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1198400

Abstract

Teacher wellbeing plays a critical role in maintaining teaching quality and supporting the sustainability of the teaching profession, particularly among physical education teachers who face unique physical and psychological demands. However, limited research has examined how generational differences may influence teacher wellbeing. Therefore, this study aimed to investigate differences in wellbeing levels among physical education teachers in DKI Jakarta based on generational cohorts, specifically Generation X and Generation Y teachers. A quantitative comparative design was employed involving 207 physical education teachers, consisting of 125 Generation X teachers and 82 Generation Y teachers. Data were collected using a validated teacher wellbeing instrument with a Cronbach’s alpha reliability coefficient of 0.89. The Welch t-test was applied because the two groups differed in sample size and did not fully satisfy the assumption of homogeneity of variance, making it a more robust statistical approach for group comparison. The findings revealed a significant difference in teacher wellbeing between the two generations, with Generation X teachers demonstrating higher wellbeing levels than Generation Y teachers. These results suggest that factors such as work experience, career stability, generational work values, and differences in social and psychological contexts contribute to variations in teacher wellbeing. The findings highlight the need for targeted interventions and policies that address generational characteristics, such as mentoring programs for younger teachers, workload management strategies, and professional development initiatives designed to enhance wellbeing among physical education teachers.
Efektivitas konseling kelompok rational emotive behavior therapy (REBT) dalam mengurangi prokrastinasi akademik siswa Ardo Nurdia; Ryan Hidayat Rafiola; Zikry Latupasjana Ersya
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1205400

Abstract

Prokrastinasi akademik merupakan salah satu permasalahan regulasi diri yang umum terjadi pada siswa dan berdampak negatif terhadap prestasi akademik serta kesejahteraan psikologis. Oleh karena itu, diperlukan intervensi yang berfokus pada perubahan keyakinan irasional yang mendasari perilaku menunda. Penelitian ini bertujuan untuk menguji efektivitas konseling kelompok dengan pendekatan REBT dalam mengurangi prokrastinasi akademik siswa. Penelitian ini menggunakan desain kuasi eksperimen dengan pendekatan one-group pretest-posttest. Populasi penelitian berjumlah 100 siswa, dengan sampel sebanyak 10 siswa yang dipilih secara purposive karena memiliki tingkat prokrastinasi akademik tinggi. Instrumen penelitian berupa angket skala Likert yang telah memenuhi kriteria validitas dan reliabilitas. Analisis data dilakukan melalui uji normalitas Shapiro-Wilk, kemudian dilanjutkan dengan uji parametrik paired sample t-test dan uji nonparametrik Wilcoxon signed-rank test. Hasil penelitian menunjukkan adanya penurunan skor prokrastinasi akademik setelah intervensi, dari rerata pretest sebesar 132,2 menjadi rerata posttest sebesar 80,3. Hasil paired sample t-test menunjukkan perbedaan yang signifikan antara skor pretest dan posttest (t(9) = 12,33; p < 0,001). Temuan ini didukung oleh hasil uji Wilcoxon (Z = -2,803; p = 0,005), yang mengonfirmasi konsistensi hasil penelitian. Dengan demikian, konseling kelompok dengan pendekatan REBT terbukti efektif dalam mengurangi prokrastinasi akademik siswa. Secara teoretis, penelitian ini memperkuat peran restrukturisasi kognitif dalam mengubah keyakinan irasional yang mendasari perilaku prokrastinasi. Secara praktis, temuan ini memberikan alternatif model intervensi yang efektif dan dapat diimplementasikan oleh konselor sekolah dalam upaya mengatasi prokrastinasi akademik pada siswa.
Gender-based differences in psychological distress in the academic environment Tri Windi Oktara; Farhanah Murniasih; Hilda Rosida; Vasco Delano; Lusinta Rehna Ginting; Qoulan Sadidah
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1205900

Abstract

Mental health problems among university students have become a growing concern worldwide due to their impact on academic performance and well-being. Although psychological distress among students has been widely studied, findings regarding gender differences remain inconsistent across cultural contexts, particularly in Indonesia. Therefore, this study aimed to examine differences in psychological distress between male and female university students. A quantitative approach was employed involving 353 students selected through accidental sampling. The Rasch Model was used to transform ordinal responses into interval-level measures of psychological distress, while Welch’s t-test was applied to compare groups because of unequal sample sizes between male and female participants. The findings revealed that female students demonstrated higher psychological distress scores (M = -0.94 logits) than male students (M = -1.32 logits), indicating greater psychological distress among female participants. Welch’s t-test showed a statistically significant gender difference in psychological distress (p = .001). These findings suggest that female students may be more vulnerable to psychological distress within academic environments. The study highlights the importance of incorporating gender considerations into student mental health services and developing targeted support programs within higher education institutions.
Efektivitas layanan bimbingan kelompok untuk meningkatkan 21st century skills pada mahasiswa Reni Sinta Dewi; Putri Ria Angelina; Rusdi Kasman; Mia Sari Agustina; Najmah Sholihah
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1206900

Abstract

Pengembangan keterampilan abad ke-21 penting bagi mahasiswa untuk menghadapi tuntutan akademik, sosial, dan dunia kerja yang semakin kompleks. Penelitian ini bertujuan untuk menguji efektivitas layanan bimbingan kelompok dalam meningkatkan 21st century skills pada mahasiswa. Penelitian menggunakan metode quasi eksperimen dengan desain one-group pretest-posttest. Sampel penelitian berjumlah 7 mahasiswa tahun pertama Universitas Ibn Khaldun Bogor yang dipilih menggunakan teknik purposive sampling dengan kriteria memiliki tingkat 21st century skills kategori rendah hingga sedang serta bersedia mengikuti seluruh rangkaian penelitian. Instrumen yang digunakan berupa skala 21st century skills berdasarkan teori Trilling dan Fadel yang memiliki reliabilitas Cronbach’s alpha sebesar 0,941. Analisis data dilakukan menggunakan uji paired sample t-test. Hasil penelitian menunjukkan terdapat perbedaan yang signifikan antara skor pretest dan posttest dengan nilai signifikansi (Sig. 2-tailed) sebesar 0,002 (p < 0,05). Temuan ini menunjukkan bahwa layanan bimbingan kelompok efektif dalam meningkatkan keterampilan abad ke-21 mahasiswa. Implikasi penelitian menunjukkan bahwa layanan bimbingan kelompok dapat digunakan sebagai program pengembangan keterampilan berpikir kritis, komunikasi, kreativitas, dan kolaborasi mahasiswa di perguruan tinggi.
The use of CBT-oriented group guidance as a preventive intervention against bullying among adolescents Yuliana Yuliana; Puji Gusri Handayani; Nurul Fajri; Susiati Susiati; Wa Ode Lili Andriani Nasri; Olfakhrina Olfakhrina
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1211300

Abstract

Bullying among adolescents remains a persistent problem that negatively affects students’ psychological, social, and academic well-being. Although Cognitive Behavioral Therapy (CBT) has frequently been used to address bullying-related problems, its application within group guidance as a preventive intervention remains limited. Therefore, this study aimed to examine the potential effectiveness of CBT-oriented group guidance in reducing bullying behavior tendencies among adolescents. This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 10 students from SMK Maitreyawira Batam who demonstrated moderate to high bullying behavior tendencies. The intervention was implemented through structured group guidance sessions incorporating psychoeducation, cognitive restructuring, behavioral exercises, and emotional regulation training. Data were collected using a modified bullying behavior questionnaire and analyzed using the Wilcoxon Signed Rank Test. The results showed a significant reduction in bullying behavior tendency scores following the intervention (p = 0.003). Descriptive analysis indicated that all participants shifted from the high category to the moderate category. These findings suggest that CBT-oriented group guidance may contribute to reducing bullying behavior tendencies among adolescents. However, the findings should be interpreted cautiously due to the small sample size and the absence of a control group.
Model of public service satisfaction in PTKIN based on spirituality and islamic relational ethics Nurhanifah; Hasnun Jauhari Ritonga; M. Agung Rahmadi; Helsa Nasution
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1216700

Abstract

This study investigates the public service model in State Islamic Higher Education Institutions (PTKIN) through the perspective of Islamic public relations communication by adopting a mixed-methods design that synthesizes evidence from a field survey (n=384 respondents from UIN Surabaya, UIN Malang, UIN Jakarta, and UIN Banten) and a meta-analysis of 47 published studies conducted during the 2018–2024 period. The Confirmatory Factor Analysis (CFA) results demonstrated a measurement model exhibiting an excellent level of goodness of fit (χ²/df = 2.184, CFI = 0.964, TLI = 0.958, RMSEA = 0.056, SRMR = 0.042). Furthermore, the findings reveal that service spirituality (factor loading=0.847, CR=0.912, AVE=0.675) and Islamic relational ethics (factor loading=0.823, CR=0.898, AVE=0.638) function as significant predictors of stakeholder satisfaction (β=0.514, p<0.001; β=0.398, p<0.001). Meta-analytic validation further substantiates these relationships, indicating aggregate effect sizes of r = 0.624 (95% CI: 0.587–0.658) for spirituality and r = 0.571 (95% CI: 0.531–0.609) for relational ethics. These findings corroborate the results while simultaneously establishing the novelty of the present study by demonstrating that the dimension of qaulan karima (β=0.287) exerts a stronger influence than qaulan layyina (β=0.219) within the context of PTKIN service delivery. The developed structural model accounts for 68.4% of the variance in service satisfaction, surpassing the 54.7%. The theoretical implications of this study reaffirm the relevance of the Service-Dominant Logic framework within Islamic Public Relations, wherein the dimensions of ta'awun and at-tasyir operate as distinctive cultural mediators within Indonesia's Islamic higher education ecosystem.
Interactive e-module with reinforcement method to improve discipline in early childhood Jihan Faninda Ridanti; Hadiyanto Hadiyanto; Delfi Eliza; Setiyo Utoyo
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1220000

Abstract

Discipline is a fundamental aspect of early childhood character development, especially in kindergarten settings. Observations and an open-ended questionnaire conducted at TK IT Abatatsa Lahat showed that children often arrived late, left their belongings unattended, struggled to follow classroom rules, and found it difficult to wait their turn. Teachers also reported limited knowledge of reinforcement strategies and expressed the need for practical guidance. This study aimed to develop and evaluate a reinforcement-based interactive e-module to support kindergarten teachers in fostering children’s discipline. The study employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Quantitative data were used to assess instrument validity, product validity, practicality, and effectiveness, while qualitative data from observations, interviews, expert feedback, and a Focus Group Discussion (FGD) informed product refinement throughout the development process. The large-group trial involved 20 children from Group B at TK IT Abatatsa Lahat, the small-group trial included 15 children from TK IT Abatatsa Lahat Selatan, and the study also involved three expert validators and 12 kindergarten teachers. The developed e-module demonstrated high validity, with content and media validity scores of 95.38% and 94%, respectively. Teacher evaluations showed good practicality (82.5%), while the FGD produced a practicality score of 87.92%. The effectiveness test revealed that children taught using the e-module achieved a discipline score of 90.37%, compared with 64.56% in the comparison group. Qualitative findings further indicated that the module’s structured, step-by-step approach improved teachers’ confidence and consistency in applying reinforcement. Overall, the interactive e-module provides a practical, evidence-based, and teacher-friendly resource for strengthening discipline in early childhood education.
The socio-emotional digital literacy (SEL-D) model: confirmatory factor validation of a five-dimension hierarchical structure among adolescents Yulian Hermanus Wenno; Nono Hery Yoenanto; Rusnawati Ellis; Cynthia Petra Haumahu; Criezta Korlefura
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1206600

Abstract

The rapid digitalization of adolescents' social environments has intensified the need for competencies that integrate technological skills with socio-emotional awareness and ethical digital behavior. However, existing digital literacy instruments predominantly capture technical and informational dimensions, and no psychometrically validated instrument has yet operationalized the five CASEL competencies as an integrated construct within digital contexts. This study aimed to validate the Socio-Emotional Digital Literacy (SEL-D) model, a hierarchical construct comprising five dimensions: digital self-awareness, digital self-regulation, digital social awareness, digital relationship skills, and responsible digital decision-making. A 30-item instrument, adapted from established SEL and digital literacy measures, was refined through expert content validation involving three experts (item-level Content Validity Index ≥ 0.80). Employing a cross-sectional survey design, data were collected from 139 senior high school students aged 15–18 years, selected through stratified random sampling across grade levels and school types in Ambon, Maluku Province, Indonesia, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model demonstrated satisfactory psychometric properties, with composite reliability ranging from 0.857 to 0.944, Average Variance Extracted from 0.583 to 0.729, and acceptable global model fit (SRMR = 0.098). The higher-order SEL-D construct significantly predicted all five dimensions (β = 0.388–0.928, p < 0.001), most strongly digital relationship skills and social awareness (both β = 0.928; R² = 0.861). As a confirmatory validation of a regionally adapted instrument rather than the development of a new framework, this study provides initial, regionally bounded empirical evidence supporting the multidimensional SEL-D model and underscores the importance of integrating emotional and ethical dimensions into digital literacy education.
Students’ Awareness of Drug Abuse as a Basis for Guidance and Counseling Interventions: A Rasch Measurement Analysis Pini Pitria; Yeni Karneli; Rezki Hariko; Zadrian Ardi
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1210400

Abstract

Drug abuse among students remains a serious challenge that requires school-based preventive efforts. One important factor in prevention is students’ awareness of the dangers of drugs. However, previous studies have generally relied on conventional statistical approaches that are limited in mapping variations in students’ awareness levels. This study aimed to analyze students’ awareness of drug abuse as a basis for developing guidance and counseling interventions using the Rasch Measurement approach. A quantitative survey design was employed involving 582 secondary school students selected through proportionate stratified random sampling. Data were analyzed using the Rasch Rating Scale Model through Winsteps software. The findings showed that students’ awareness was generally at a moderate to good level, although a subgroup with low awareness still required special attention. The analysis also revealed heterogeneity in students’ awareness levels, indicating that students should not be treated as a homogeneous group. These findings suggest that school-based drug prevention interventions should be designed according to students’ needs profiles through more targeted guidance and counseling services, such as psychoeducation, classroom guidance, group counseling, and individual mentoring. This study provides a practical contribution by offering a data-driven assessment basis for developing preventive school services.

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