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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 855 Documents
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Protective pathways against adolescent cyberbullying: democratic parenting, online risk behavior, and the mediating role of digital literacy Maria Ulfa Ulfa; Ria Safaria Sadif; Amanda Putri Amalia; Hartati S Mey Wally
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: 10.29210/1194100

Abstract

Adolescents’ engagement in digital spaces has increased exposure to cyberbullying, while protective mechanisms linking family context, online risk behavior, and digital competence remain insufficiently explained. This study examined protective pathways against adolescent cyberbullying by testing the effects of democratic parenting and online risk behavior on cyberbullying vulnerability, with digital literacy as a mediator. A cross-sectional survey was conducted among 200 senior high school students from SMAN 1 Baubau, SMAN 2 Baubau, and SMAN 3 Baubau, selected through stratified purposive sampling. Data were analyzed using PLS-SEM with SmartPLS 3.0. The measurement model met validity and reliability criteria. The structural model explained 51.6% of the variance in digital literacy and 59.4% in cyberbullying vulnerability. Democratic parenting positively predicted digital literacy (β = 0.586, p < .001) and negatively predicted cyberbullying vulnerability (β = -0.251, p < .001). Online risk behavior negatively predicted digital literacy (β = -0.248, p < .001) and positively predicted cyberbullying vulnerability (β = 0.423, p < .001). Digital literacy negatively predicted cyberbullying vulnerability (β = -0.269, p < .001) and mediated both relationships. Findings imply that cyberbullying prevention should strengthen democratic parenting, reduce online risk behavior, and develop digital literacy through school counseling and family-based interventions.
The SCPA framework: an observation-based formative assessment model for inclusive children's oral language development Fitra Afrida Amna; Syahrul Ramadhan
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: 10.29210/1215600

Abstract

Current assessment paradigms don't take account of the mediated, multi-modal, and ecologically embedded nature of language development in CSN, they are theoretically unsuited for inclusive educative conditions. The Sociocultural Psychological Academic (SCPA) Assessment Framework, a book, conceptually based model for assessing language development in inclusive early childhood education, is suggested and validated empirically in this study. This is implemented at TK Ar-Razzaq Al-Mughni, Padang, West Sumatra. Four iterative cycles of an mixed methods design in participatory action research (PAR) was employed. Eleven CSN parents, two teachers, and 15 field coordinators attended. Quantitative data from pre-test/post-test analysis of a validated 30-item questionnaire (Cronbach's alpha = 0.81–0.87); qualitative data from four focus group discussions (60–75 minutes each, audio recorded and verbatim transcribed); structured observational checklists; and documentary analysis, every one of that were analyzed according to thematic analysis. Validity was guaranteed by triangulation across data sources. Four theoretical pillars have been integrated to the SCPA framework: Feuerstein's Mediated Learning Experience theory, Bronfenbrenner's ecological systems model, Vygotsky's sociocultural theory (Zone of Proximal Development), and Universal Design for Learning. An overall mean knowledge gain of 43.72% across assessment domains (sociocultural: 46.55%; psychological: 50.00%; academic/UDL: 35.38%) was discovered in pre-test/post-test analysis. Qualitative studies revealed systematic shifts in language mediation quality, institutional assessment culture, and parental assessment literacy from deficit oriented to potential-oriented assessment paradigms. Conclusion: With implications for preparation for teachers, assessment changes in policy, and future research in the ASEAN region, the SCPA Framework represents a theoretically sound and practically demonstrated innovation in language learning assessment for inclusive early childhood education in Indonesia.
Kontribusi penggunaan media sosial dan kualitas tidur terhadap regulasi emosi siswa Nabela Kurniasih; Farikha Wahyu Lestari; Ismah Ismah
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: 10.29210/1224900

Abstract

Penelitian ini dilakukan untuk mengidentifikasi penggunaan media sosial dan kualitas tidur terhadap regulasi emosi siswa kelas XI di SMAN 6 Semarang. Masalah penelitian ini dilatarbelakangi oleh tingginya permasalahan penggunaan media sosial dan kualitas tidur terhadap regulasi emosi pada siswa kelas XI SMAN 6 Semarang. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain korelasional. Populasi dalam penelitian ini mencakup seluruh siswa kelas XI SMAN 6 Semarang tahun ajaran 2025/2026 yang berjumlah 432 siswa. Dengan pengambilan sampel dilakukan menggunakan teknik Cluster Random Sampling, teknik ini dipilih karena memudahkan riset dengan populasi besar yang akhirnya dibagi dalam sebuah kelompok secara random sehingga diperoleh sampel sebanyak 201 siswa. Data yang diperoleh kemudian dianalisis menggunakan uji regresi linier berganda dan uji korelasional setelah melakukan uji validitas, uji normalitas dan uji linieritas. Pada uji linieritas pengaruh antara X1 terhadap Y diperoleh nilai (Sig.) 0,085>0,05 yang artinya tidak linier. Selanjutnya pengaruh X2 dan Y diperoleh nilai (Sig.) 0,000<0,05 yang artinya linier. Pada uji regresi linier berganda terdapat nilai Adjusted R Square sebesar 0,035 atau 35%, nilai ini diambil untuk menganalisis kelemahan R biasa ketika ditambahkan variable bebas. Sehingga disimpulkan bahwa hipotesis dapat diterima, karena adanya pengaruh signifikan antara variabel independent (X2) terhadap variabel dependent (Y). Penelitian ini diharapkan dapat memberikan dasar pertimbangan bagi Guru Bimbingan dan Konseling (BK) dalam menyusun program intervensi layanan yang efektif serta membantu siswa dalam mengontrol penggunaan media sosial dan mengelola kualitas tidur sehingga akan berpengaruh pada regulasi emosi siswa.
Understanding the impact of bullying and anti-bullying attitudes among indonesian adolescents: a correlational study Ardani Sayyidatul Itsna; Suhendri Suhendri; Yunita Dwi Setyoningsih
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: 10.29210/1225000

Abstract

Bullying remains a significant concern in educational settings because of its potential negative consequences for students’ psychological, social, and academic development. Understanding the consequences of bullying may be associated with students’ attitudes toward rejecting and preventing bullying. This relationship can be considered from the Theory of Planned Behavior, in which attitude represents an important factor associated with behavioral intention and subsequent behavior. This study aimed to examine the relationship between understanding the impact of bullying and anti-bullying attitudes among Indonesian adolescents. A quantitative approach with a correlational design was employed. The participants consisted of 24 eighth-grade students from a population of 72 students, with eight students randomly selected from each of three classes in accordance with the school’s participation limit. Data were collected using researcher-developed instruments measuring understanding of the impact of bullying and anti-bullying attitudes. The final instruments consisted of 20 and 31 items, respectively, with Cronbach’s alpha coefficients of 0.904 and 0.965. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, linearity testing, and Pearson Product Moment correlation. The results showed a strong and statistically significant positive relationship between understanding the impact of bullying and anti-bullying attitudes (r = 0.726, p = 0.001). The correlation indicated a substantial shared variance between the two variables (r² = 0.527). These findings suggest that greater understanding of the consequences of bullying is associated with stronger anti-bullying attitudes. However, the correlational design does not establish a causal relationship between the variables. The findings provide empirical support for considering understanding of bullying impacts within preventive guidance and counseling services.
Development of an acid-base e-module based on discovery learning and integrated with interactive learning media to improve chemistry literacy Novalina Panja Putri Panjaitan; Andromeda Andromeda; Alizar Alizar; Okta Suryani
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: 10.29210/1225100

Abstract

Low levels of students’ chemical literacy indicate the need for innovative learning resources, particularly for abstract and quantitative topics such as acid–base chemistry. This study aimed to develop and evaluate a Discovery Learning-based acid–base e-module integrated with interactive learning media. This Educational Design Research employed the Four-D (4-D) model. The study involved 16 students and four chemistry teachers in the needs analysis, six expert validators, two chemistry teachers and 30 students in practicality testing, and 26 Grade XII students in effectiveness testing. Chemical literacy was measured using a 15-item test with excellent internal consistency (Cronbach’s α = 0.95). Data were analyzed using Aiken’s V, percentage scores, N-gain, Shapiro–Wilk, and paired-samples t-test. The e-module obtained an Aiken’s V of 0.83, indicating validity, while practicality scores were 94.44% for teachers and 91.20% for students, with a combined score of 92.82%, categorized as very practical. The mean chemical literacy score increased from 5.42 to 61.14, with an N-gain of 0.59, categorized as moderate. The paired-samples t-test showed a significant difference between pretest and posttest scores, t(25) = 20.00, p < .001. The developed e-module is therefore a valid and highly practical learning resource that provides preliminary evidence of its potential to improve students’ chemical literacy in acid–base chemistry.

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