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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 849 Documents
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Academics’ resistance to online learning during COVID-19, its antecedents and consequences: Lesson learned for the impacts on work-related outcomes Rindi Ardika Melsalasa Sahputri; Martina Diah Purwaningsih; Naila Kamaliya; Septiana Sihombing; Sujarwoto Sujarwoto; Dia Agustia Salsabila
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: 10.29210/1154000

Abstract

COVID-19 has resulted in a global shift toward online education. Rapid and unprecedented change resulted in organisational unreadiness and resistance to change. As a learning organisation, academia is expected to adapt swiftly to disruptive change; however, evidence mapping the outcomes of such change—particularly how resistance to change affects academic performance—remains limited, especially given the drastic shift in teaching delivery caused by the pandemic. This study thus aims to understand the impact of education institution management when organising change on lecturers' resistance and its implication for lecturers’ work-related outcomes (i.e., lecturer commitment, satisfaction, and performance). The instrument was a Google Forms questionnaire using Oreg's attitude toward change scale. Explanatory sequential mixed method design combining quantitative survey methodologies with a cross-sectional design and narrative analysis were used in this study. This study used convenience sampling which included one hundred and fifty-one lecturers from fifteen public universities in Indonesia. Partial least squares modelling (PLS-SEM) was used to test the quantitative analysis and thematic analysis was used to classify the qualitative finding. The results found that change-related information and intrinsic reward significantly affect lecturers’ resistance behaviour. Every component of resistance behaviour is also associated with lecturers’ commitment to organisation, satisfaction, and performance. This study contributes to fulfilling the research gap by providing evidence on how academics' or lecturers' responses to drastic change and its implication on their performance.
Local cultural values and language practices in shaping student learning behavior: a qualitative study in rural indonesia Teti Berliani
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: 10.29210/1165000

Abstract

Previous studies on multilingual education in rural contexts have often overlooked how local cultural norms and language hierarchies jointly shape students’ learning engagement. This study addresses that gap by exploring the mechanisms through which local cultural values and linguistic practices influence student learning behavior in multilingual rural schools of Indonesia. Specifically, the study focuses on three behavioral dimensions: classroom participation, learning motivation, and comprehension strategies in culturally diverse learning settings. Employing a qualitative multiple case study design, data were collected from three rural schools across different provinces through semi-structured interviews with 24 participants (students, teachers, and parents), classroom observations, and short-term cultural immersion. Thematic analysis was conducted using NVivo software, supported by triangulation and member checking to ensure analytical validity. Findings reveal that learning behaviors are shaped by local cultural values, particularly respect for authority, collective identity, and language hierarchy, which mediate students’ participation and motivation. Students negotiate between home and school cultures, often resulting in passive engagement when formal teaching styles conflict with communal learning norms. Variations across sites highlight both shared cultural mechanisms and context-specific adaptations. The study concludes that culturally responsive pedagogy is essential for improving learning engagement in rural multilingual contexts. Practical implications include integrating cultural and linguistic competence into teacher education programs and aligning curriculum design with the sociolinguistic realities of rural Indonesia.
Development of a psychosocial diagnostic assessment instrument for elementary school students Faridl Musyadad; Miftahuddin
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: 10.29210/1179600

Abstract

Despite the growing emphasis on adaptive and inclusive learning in basic education, diagnostic assessments used in elementary schools remain predominantly academic and cognitive in orientation, providing limited insight into students’ psychosocial readiness for learning. This gap is particularly evident in the absence of validated instruments capable of diagnosing students’ sense of safety, learning comfort, enjoyment, and learning preferences as foundational conditions for differentiated and responsive instruction. Addressing this conceptual and methodological gap, this study aims to develop and psychometrically validate a psychosocial diagnostic assessment instrument for elementary school students to support adaptive learning practices. Using a quantitative Research and Development (R&D) design, the study was conducted through stages of needs analysis, construct formulation, content validation, and field testing. The instrument was administered in seven elementary schools in Kapanewon Pengasih, Kulon Progo Regency, Indonesia, involving 7 principals, 16 teachers, and 255 fourth- and fifth-grade students. Data were analyzed using Aiken’s V to examine content validity, exploratory factor analysis (EFA) to confirm construct structure, and Cronbach’s Alpha to assess internal consistency reliability. The results indicate that the developed instrument comprises four coherent psychosocial dimensions—sense of safety, learning comfort, learning enjoyment, and learning preferences—with high content validity (V = 0.89) and excellent reliability (α = 0.87). These findings demonstrate that the instrument meets key psychometric criteria and is suitable for use as an early diagnostic tool to inform formative and differentiated learning strategies. In conclusion, this study contributes to the advancement of holistic assessment theory by extending diagnostic assessment beyond academic domains and offers a validated methodological framework for psychosocial diagnostics in primary education. Practically, the instrument provides educators with an evidence-based tool to design adaptive, inclusive, and student-centered learning aligned with contemporary curriculum demands.
The mediating role of self-efficacy in the relationship between pedagogical competence and teacher performance in inclusive elementary schools Marina Indriasari; Rubini B; Suhardi E
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: 10.29210/1203900

Abstract

Teacher performance in inclusive learning remains a critical issue, particularly in relation to pedagogical competence and teachers’ psychological readiness. This study examined the relationship between pedagogical competence and teacher performance in inclusive learning, with self-efficacy as a mediating variable. A quantitative cross-sectional survey was conducted involving 161 public elementary school teachers selected through proportional random sampling. Data were collected using validated questionnaires measuring teacher performance and self-efficacy, as well as a pedagogical competence test. The data were analyzed using path analysis, and the SITOREM method was used to determine priority areas for improvement. The findings showed that pedagogical competence positively influences teacher performance both directly and indirectly through self-efficacy. Self-efficacy was found to partially mediate the relationship between pedagogical competence and teacher performance in inclusive learning. These results indicate that improving teacher performance requires strengthening pedagogical competence while simultaneously enhancing teachers’ confidence in managing inclusive classrooms.
Barriers to counseling and education on hypertension prevention related to cardiovascular risks Aulia Asman; Rizakiyah Rizakiyah; An Autika Asman
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: 10.29210/1212300

Abstract

Hypertension is one of the leading risk factors for cardiovascular disease, contributing to high rates of morbidity and mortality worldwide. This study aims to identify factors that hinder the implementation of counseling and education for hypertension prevention related to cardiovascular risk. The study employed a quantitative approach with a descriptive design. Data were collected through questionnaires administered to respondents who met the study criteria and were then analyzed using descriptive statistics to describe the distribution of each barrier. The results of the study indicate that barriers to the implementation of counseling and education are influenced by various factors, including healthcare workers’ time constraints, patients’ low knowledge and motivation, limited educational materials, communication barriers, and a lack of institutional support in terms of resources and policies. These factors contribute to the low effectiveness of information dissemination and the adoption of hypertension prevention behaviors by the community. This study concludes that improving the quality of counseling and education requires adequate resource support, enhanced competencies of healthcare workers in educational communication, the provision of appropriate educational materials, and the strengthening of institutional policies to support the sustainable implementation of hypertension prevention programs. These findings are expected to serve as a basis for developing more effective health promotion strategies to reduce the risk of cardiovascular disease.
Gender differences in mathematics anxiety among elementary school students: a rasch model approach Yuda Syahputra; Lira Erwinda
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: 10.29210/1222200

Abstract

Mathematics anxiety is an important psychological issue that may negatively affect students' experiences during mathematics learning. This study aimed to examine gender differences in mathematics anxiety among elementary school students. A quantitative comparative design was employed involving 101 students from SDN 25 Air Tawar Selatan, Indonesia, using a total sampling technique. Data were collected using the Mathematics Anxiety Scale and analyzed using the Rasch model to obtain interval-level person measures, followed by Welch's t-test to compare mathematics anxiety between male and female students. The results indicated a statistically significant gender difference in mathematics anxiety, with male students reporting higher levels of mathematics anxiety than female students (p < .001). These findings indicate that gender differences in mathematics anxiety were evident within the study sample. However, because this study employed a cross-sectional comparative design and examined only gender, the findings should be interpreted within the scope of the study and should not be considered evidence of causal relationships. The findings underscore the importance of fostering supportive mathematics learning environments and provide a basis for future studies involving more diverse educational settings and additional psychological and contextual factors.
Self-efficacy as a predictor of mental readiness during the pre-embarkation transition among Indonesian maritime cadets Inayatur Robbany; Niken Sitalaksmi Widjaja; Hafis Aulia; Aliya Izet Begovic Yahya
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: 10.29210/1223100

Abstract

The pre-embarkation period before the first sea practical training is a psychologically demanding transition in maritime education, yet limited evidence has identified the psychological resources that best explain cadets' readiness for this phase. This study examined self-efficacy as a predictor of mental readiness among Indonesian maritime cadets. A quantitative cross-sectional predictive validity design was conducted with 178 Diploma IV cadets from the Nautical and Engineering departments of STIP Jakarta, selected through proportionate stratified random sampling. The Self-Efficacy Scale and Mental Readiness Inventory demonstrated strong reliability (Cronbach's α = .89 and .91, respectively). Self-efficacy was positively associated with mental readiness (r = .67, p < .001) and significantly predicted mental readiness (β = .67, B = 0.75, p < .001), explaining 45.1% of the variance (R² = .451). Nautical cadets reported significantly higher mental readiness than Engineering cadets (M = 3.95 vs. 3.53; Cohen's d = 0.78), while self-efficacy remained a significant predictor after controlling for gender and prior ship-visit experience, both of which were non-significant. These findings indicate that higher self-efficacy is consistently associated with greater mental readiness during the pre-embarkation transition, although the cross-sectional design does not support causal inference. The study highlights the value of integrating self-efficacy-enhancing strategies, such as simulation-based mastery experiences and structured mentoring, into maritime education to strengthen cadets' psychological preparedness. Longitudinal and multi-institutional research is recommended to verify the stability and generalizability of these findings.
The growth act framework: an acceptance and commitment therapy-based group counseling intervention for promoting student flourishing Nur Tsana Rahima; Gian Sugiana Sugara; Cucu Arumsari
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: 10.29210/1223800

Abstract

This study addressed the need to promote students’ positive psychological well-being amid increasing academic, emotional, and social challenges during adolescence. The study examined the effectiveness of an Acceptance and Commitment Therapy (ACT)-based group counseling intervention in enhancing flourishing among senior high school students. ACT was selected because it aims to enhance psychological flexibility, a key mechanism that enables individuals to pursue meaningful and value-consistent lives despite experiencing psychological distress, thereby supporting the development of flourishing. A quasi-experimental one-group pretest–posttest design was employed. An initial screening was conducted with 149 students, from whom 16 students with low to moderate flourishing levels who met the inclusion criteria were purposively selected for the intervention. Flourishing was assessed using the Integrative Multidimensional Flourishing Scale (IMFS; Cronbach’s α = .93), alongside measures of psychological flexibility, depression, anxiety, and stress. Data were analyzed using the Shapiro–Wilk test, paired-samples t-test, Cohen’s d effect size, and the Reliable Change Index (RCI). The findings demonstrated significant improvements in students’ flourishing and psychological flexibility, accompanied by reductions in psychological distress. The intervention produced a very large effect on flourishing (Cohen’s d = 2.68), with reliable positive changes observed across participants. These findings support ACT-based group counseling as an effective school-based promotive intervention for strengthening students’ psychological well-being and adaptive functioning.
Snacking behavior in undergraduate students: impulsive buying and gender as predictors Asa Faradiba Hilmi; Anna Undarwati
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: 10.29210/1222100

Abstract

Unhealthy snacking is a major behavioral contributor to overnutrition and obesity, yet the psychological and demographic determinants of real-time snack selection remain unclear because most studies rely on retrospective self-reported dietary measures. Drawing on compensatory consumption theory and dietary restraint models, this study examined the main and interactive effects of trait impulsive buying and gender on objectively measured snack calorie selection. A cross-sectional observational study was conducted among 100 undergraduate students (80% female; aged 18–23 years) in Central Java, Indonesia. Trait impulsive buying was assessed using the validated 9-item Buying Impulsiveness Scale (α = 0.87). Objective snack selection was measured through a simulated online supermarket in which participants freely selected from 40 commercial snack products without budget constraints. Total caloric content (kcal) of the selected snacks was analyzed using a General Linear Model (GLM). Significant main effects were observed for gender (F = 9.323, p = .003, ηp² = .089) and trait impulsive buying (F = 5.734, p = .019, ηp² = .056). Male participants selected substantially more snack calories than females. A significant interaction between gender and impulsive buying (F = 4.625, p = .034, ηp² = .046) indicated that higher impulsive buying predicted greater calorie selection among males but lower calorie selection among females. These findings suggest that gender moderates the relationship between impulsive buying and snack selection, reflecting distinct psychological mechanisms underlying eating behavior. Public health interventions should adopt gender-sensitive strategies by emphasizing impulse-control approaches for males and addressing emotional coping and dietary restraint processes among females to promote healthier snack choices.

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