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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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Gender differences in students' prosocial behavior: evidence from rasch analysis Sekar Kurnia Rahmadani; Mudjiran; Yeni Karneli; Netrawati
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: 10.29210/1210600

Abstract

This study examined gender differences in students' prosocial behavior using Rasch measurement. Although gender differences in prosocial behavior have been widely investigated, previous studies have primarily relied on conventional statistical approaches, providing limited evidence regarding individual response patterns and item functioning. A quantitative cross-sectional survey was conducted involving 526 vocational high school students in West Sumatra, Indonesia, selected through proportionate stratified random sampling. Data were collected using a validated 24-item Likert-type Prosocial Behavior Scale and analyzed using the Rasch Rating Scale Model in Winsteps. Rasch analysis included psychometric evaluation, Wright Map analysis, item hierarchy, and Differential Item Functioning (DIF) across gender groups. The instrument demonstrated excellent psychometric properties, with person reliability of 0.93, item reliability of 0.98, person separation of 3.58, and item separation of 6.83, confirming high measurement precision. The Wright Map revealed substantial heterogeneity in students' prosocial behavior, indicating considerable variation in prosocial tendencies despite generally moderate-to-high person measures. The item hierarchy showed that behaviors involving pure altruism, personal sacrifice, and emotional concern were more difficult to endorse than simple situational helping behaviors. Only one item exhibited significant DIF, indicating that female students were more likely than male students to endorse helping without expecting anything in return. These findings demonstrate that gender differences in prosocial behavior are limited to specific behavioral indicators rather than reflecting broad differences across the construct. The study highlights the value of Rasch measurement in identifying behavioral heterogeneity and gender-related item functioning and provides practical implications for gender-responsive guidance and counseling services, character education, and school-based social-emotional learning programs.
Human capital management and decent work: a systematic literature review of mediating mechanisms Dani Anjar Prihatmanto; Muhammad Ramaditya
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: 10.29210/1212200

Abstract

Public sector organizations increasingly face the challenge of reconciling strategic human capital (HC) management with the imperative of providing decent work. This systematic literature review (SLR) employs the PRISMA 2020 framework to synthesize 42 peer-reviewed studies (2015–2025), exploring the relationships between HC management, Flexible Working Arrangements (FWA), Artificial Intelligence (AI) adoption, Innovative Work Behavior (IWB), and decent work outcomes. Grounded in Human Capital Resources Theory, AMO Theory, and the Psychology of Working Theory, this review addresses a critical gap in the literature: the lack of an integrative model simultaneously testing FWA, AI, and IWB as mediating pathways. Thematic synthesis reveals four overarching findings: HC management serves as the primary strategic antecedent; FWA acts as a critical motivation-enhancer; AI functions as a key ability-enhancer; and IWB serves as the mechanism for opportunity expression. These findings are synthesized into an integrative AMO-based conceptual model, proposing six testable hypotheses for future empirical research. This review contributes to the field by extending AMO Theory to the normative construct of decent work and providing a structured framework for public sector institutions to address systemic workforce deficits. The proposed model offers a roadmap for researchers and policymakers to evaluate how coordinated HC interventions can foster sustainable, decent working conditions in accountability-intensive organizational contexts.
Transformational principal leadership and teacher performance as predictors of primary education quality: a multiple regression study Eko Rudiyanto; Edi Harapan; Syaiful Eddy
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: 10.29210/1219300

Abstract

This study examined the individual and simultaneous contributions of principals’ transformational leadership and teacher performance in predicting educational quality in public elementary schools. A quantitative cross-sectional correlational design was employed. The population consisted of 88 teachers from seven public elementary schools in Muara Telang District, Banyuasin Regency. A sample of 72 teachers was selected using proportional random sampling based on the Slovin formula with a 5% margin of error. Data were collected using Likert-scale questionnaires. All 30 transformational-leadership items and all 30 teacher-performance items were valid, whereas 29 of 30 educational-quality items were valid. Each scale demonstrated high internal consistency (Cronbach’s alpha = 0.80). Data were analyzed using descriptive statistics, simple linear regression, and multiple linear regression. Transformational leadership significantly predicted educational quality and explained 26.2% of its variance (R = 0.512; R² = 0.262; t = 4.988; p < 0.001). Teacher performance also significantly predicted educational quality and explained 21.7% of its variance (R = 0.466; R² = 0.217; t = 4.407; p < 0.001). Simultaneously, both predictors explained 34.0% of the variance in educational quality (R = 0.583; R² = 0.340; adjusted R² = 0.320; F(2, 69) = 17.737; p < 0.001). The overall model demonstrated a substantial effect size (Cohen’s f² = 0.515) and statistical power exceeding 0.99. The findings indicate that transformational principal leadership and teacher performance are complementary predictors of educational quality. Because the design was cross-sectional and correlational, the results should be interpreted as predictive associations rather than definitive causal relationships.
Visionary leadership and digital competence on the effectiveness of Islamic boarding school education services Zaenul Muttaqin; Widodo Widodo; Merry Lapasau; Hendro Prasetyono
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: 10.29210/1220600

Abstract

This meta-analysis synthesized empirical evidence on the association between visionary leadership, digital competence, and the effectiveness of educational services in Islamic boarding schools. Using the PRISMA 2020 guidelines, 30 peer-reviewed quantitative studies published between 2018 and 2026 were selected from eight electronic databases based on predefined inclusion criteria and extractable effect sizes. Effect sizes were converted to Pearson correlations and pooled using a random-effects model in Comprehensive Meta-Analysis Version 4. Subgroup analyses examined geographic region, institutional level, and research design, while publication bias was assessed using funnel plots and Egger's regression test. The pooled effect of visionary leadership was moderate and significant (r = 0.41, 95% CI [0.28, 0.52], p < .001), whereas digital competence showed a stronger significant association (r = 0.48, 95% CI [0.35, 0.59], p < .001). Both analyses exhibited substantial heterogeneity, with smaller effects observed in pesantren than in general Islamic school settings. These findings suggest that visionary leadership and digital competence are complementary factors associated with educational service effectiveness. Future longitudinal and quasi-experimental studies are needed to establish causal relationships.
Determinasi diri siswa sekolah menengah kejuruan: studi komparatif berdasarkan gender Yona Apriliana; Rezki Hariko
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: 10.29210/1220700

Abstract

Determinasi diri merupakan aspek penting yang mendukung kemandirian, pengambilan keputusan, dan kesiapan siswa Sekolah Menengah Kejuruan (SMK) dalam menghadapi dunia kerja. Meskipun berbagai penelitian telah mengkaji determinasi diri, temuan mengenai perbedaannya berdasarkan gender masih menunjukkan hasil yang belum konsisten. Penelitian ini bertujuan menganalisis perbedaan determinasi diri siswa SMK ditinjau dari gender. Penelitian menggunakan pendekatan kuantitatif dengan desain komparatif pada 365 siswa SMK di Kabupaten Dharmasraya, Sumatera Barat, yang dipilih menggunakan teknik simple random sampling. Data dikumpulkan menggunakan Self-Determination Indonesian Adolescents Scale (SDIAS) yang dikembangkan berdasarkan Self-Determination Theory, dengan reliabilitas yang tinggi (Cronbach's α = 0,873), kemudian dianalisis menggunakan independent samples t-test. Hasil penelitian menunjukkan terdapat perbedaan determinasi diri yang signifikan berdasarkan gender, t(363) = −4,48, p < 0,001, dengan mean difference = −5,51 dan interval kepercayaan 95% (95% CI [−7,93, −3,09]). Rata-rata skor determinasi diri siswa perempuan (M = 106,52) lebih tinggi dibandingkan siswa laki-laki (M = 101,00). Temuan ini memberikan bukti empiris bahwa terdapat perbedaan determinasi diri berdasarkan gender pada konteks pendidikan vokasional serta memperkuat penerapan Self-Determination Theory dalam menjelaskan variasi determinasi diri siswa SMK. Secara praktis, hasil penelitian ini dapat menjadi dasar bagi sekolah dan guru bimbingan dan konseling dalam merancang layanan yang mendukung pengembangan determinasi diri sesuai dengan karakteristik siswa.
Structural model reconstruction of transformational leadership and self-efficacy effects on teacher performance: a systematic review Yudhi Hertanto; Widodo Widodo; Merry Lapasau; Bambang Sumadyo
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: 10.29210/1220900

Abstract

The nationwide digitalization of teacher administration through the integration of the Platform Merdeka Mengajar (PMM) and the e-Kinerja performance system has triggered unprecedented psychological pressures and administrative workloads, leading to fluctuations in teacher performance. This study aims to reconstruct an integrative conceptual model of the contributions of school principals' transformational leadership and teacher self-efficacy to teacher performance using a theory-building Systematic Literature Review (SLR) approach. Guided by the PRISMA 2020 protocol, a rigorous literature search was conducted on Scopus, Web of Science, and Sinta 1–3 databases to identify peer-reviewed original articles published between 2016 and 2026. Study quality was appraised using the Joanna Briggs Institute (JBI) Critical Appraisal Checklist by two independent reviewers, achieving a highly reliable inter-rater agreement (κ=0.85). Qualitative-narrative synthesis of 38 selected articles demonstrates that transformational leadership has a consistently robust cumulative macro-effect correlation (r=0.441, p<0.001) on teacher performance. Furthermore, this study proves that self-efficacy does not merely act as a linear independent variable, but simultaneously functions as a cognitive mediator and contextual moderator (mediated-moderation) that dictates the direction and strength of leadership influence on performance. This reconstruction successfully resolves empirical gaps where the direct effect of transformational leadership was occasionally non-significant in micro-samples. This article formulates a novel structural model and four theoretical propositions to guide future primary quantitative research.
Improving teacher performance through strengthening transformational leadership, pedagogical competence, and work ethic: a systematic literature review Happy Gustin; Merry Lapasau; Widodo Widodo; Supardi Uki Sajiman
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: 10.29210/1221100

Abstract

This study systematically synthesized empirical evidence to examine the contribution of these factors to teacher performance. A Systematic Literature Review (SLR) following the PRISMA 2020 reporting guideline was conducted using peer-reviewed empirical studies retrieved from Google Scholar through Publish or Perish. After screening, eligibility assessment, and quality appraisal, 17 studies published between 2020 and 2026 met the inclusion criteria and were included in the qualitative synthesis. The findings indicate that most reviewed studies identified transformational leadership as the strongest organizational determinant of teacher performance by enhancing teacher motivation, organizational commitment, instructional innovation, and supportive school environments. Pedagogical competence improved instructional effectiveness through better lesson planning, classroom management, assessment, and student-centered learning, while work ethic strengthened teachers' professional responsibility, discipline, commitment, and instructional consistency. Overall, the synthesized evidence suggests that sustainable improvement in teacher performance requires integrated educational management strategies combining transformational leadership, continuous professional development, and supportive organizational cultures. These findings provide practical implications for school leaders and educational policymakers seeking to improve teacher performance and educational quality.
Peran self-control dalam prokrastinasi akademik pada siswa pendidikan vokasional Vine Apriliani; Siti Fitriana; Venty Venty
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: 10.29210/1221200

Abstract

Academic procrastination is a common problem among students and may negatively affect academic achievement and task completion. Self-control is considered one of the psychological factors associated with this behavior. This study analyzed the relationship between self-control and academic procrastination among Grade XI students at SMK Negeri 9 Semarang. This study employed a quantitative cross-sectional correlational design involving 167 students selected through simple random sampling from a population of 319 students. Data were collected using self-control and academic procrastination questionnaires developed from established theoretical constructs and measured using a five-point Likert scale. The instruments demonstrated acceptable validity and reliability (Cronbach's alpha and construct validity: isi sesuai hasil pengujian instrumen). Data were analyzed using Pearson Product Moment correlation. The findings revealed a significant relationship between self-control and academic procrastination (r = 0.332; p < 0.001). The results indicate that self-control is associated with students' tendency to procrastinate in completing academic tasks, although the strength of the relationship is relatively low. These findings suggest that strengthening students' self-control may support efforts to reduce academic procrastination through guidance and counseling programs in vocational schools.
Sociodrama-based group guidance to enhance students' self-awareness regarding digital device use: a pre-experimental study Hany Noer Nadhifa; Arri Handayani; Siti Fitriana
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: 10.29210/1221700

Abstract

Excessive digital device use among students has become an important educational concern because it may negatively affect learning activities, social interactions, and time management. This study aimed to examine the potential effectiveness of group guidance using the sociodrama technique in enhancing students' self-awareness regarding digital device use. A quantitative pre-experimental study employing a one-group pretest–posttest design was conducted with ten students selected through purposive sampling based on their low levels of self-awareness regarding digital device use. Data were collected using a 24-item self-awareness questionnaire with acceptable reliability (Cronbach's α = 0.788). The intervention consisted of five group guidance sessions using the sociodrama technique. Data were analyzed using the Shapiro–Wilk normality test followed by a paired-samples t-test. The findings indicated that students' mean self-awareness score increased following the intervention, and the improvement was statistically significant (p < .001) with a very large effect size (Cohen's d = 2.70). These findings provide preliminary evidence that group guidance using the sociodrama technique may enhance students' self-awareness regarding digital device use. However, because this study employed a pre-experimental design without a comparison group and involved a relatively small sample, the findings should be interpreted with caution. Further studies using more rigorous experimental designs and larger samples are recommended to confirm the effectiveness of the intervention.
Depression, anxiety, and stress among indonesian migrant workers in hong kong: prevalence, demographic differences, and psychosocial correlates Khairul Bariyyah; Adi Atmoko; Evania Yafie; Muhammad Alfan; Diani Akmalia Apsari; Siti Nurhaliza; Rosita Purnama Sari; Innaya Rahmania Dewi
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: 10.29210/1222700

Abstract

This study aimed to estimate the prevalence and severity of depression, anxiety, and stress, examine differences across demographic and occupational characteristics, and identify psychosocial correlates associated with these symptoms. A cross-sectional quantitative study was conducted using a convenience sample of 54 Indonesian MDWs in Hong Kong. Participants completed the Depression, Anxiety, and Stress Scale-21 (DASS-21). Given the small sample size, non-parametric analyses, exact effect sizes with 95% confidence intervals, Benjamini–Hochberg false discovery rate (FDR) correction, and multiple regression models with a maximum of four predictors were employed. Mean (SD) scores were 6.22 (8.08) for depression, 8.00 (8.94) for anxiety, and 10.00 (10.13) for stress. Based on DASS-21 severity classifications, 14.8% of participants reported moderate-to-extremely severe depression, 37.0% anxiety, and 16.7% stress, while 40.7% experienced at least one condition at a moderate or higher level. The DASS-21 demonstrated high internal consistency (Cronbach’s α = .88, .87, and .92 for depression, anxiety, and stress, respectively). Poor or fair employer relationships were consistently associated with higher depression, anxiety, and stress scores and remained significant after adjustment for working hours, rest days, and social support (all p < .03). These findings highlight employer–employee relationship quality as a key psychosocial correlate of psychological distress and a potential target for workplace interventions and policy. Larger, representative studies are needed to confirm these findings.

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