cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rima Pratiwi Fadli
Contact Email
rima@konselor.org
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kota padang,
Sumatera barat
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 887 Documents
 85   86   87   88   89 
Integrating muhasabah into solution-focused brief counseling: a conceptual framework for muslim adolescents Tri Cahyono; Erna Dwi Nugraini
Jurnal Konseling dan Pendidikan Vol. 14 No. 3 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1210700

Abstract

Adolescent mental health requires counseling approaches that are sensitive to psychological, cultural, and spiritual needs. This study develops a conceptual model integrating Solution-Focused Brief Counseling (SFBC) and muhasabah (Islamic self-reflection) to support Muslim adolescents’ mental health. An integrative literature review was conducted using Springer, the Directory of Open Access Journals (DOAJ), and Google Scholar. The review focused on publications from 2015 to 2025, while relevant foundational theoretical sources were also considered. Inclusion criteria covered literature on SFBC/SFBT among adolescents and the integration of muhasabah with psychology, counseling, or therapy, published in English or Indonesian. Of 3,313 records identified, 638 remained after initial screening, 23 underwent full-text assessment, and 16 were included in the synthesis. A descriptive-interpretive approach was used to identify concepts and synthesize theoretical arguments. The resulting model comprises five stages: Muhasabah Awareness, Goal Construction, Strength Identification, Solution Development, and Reinforcement and Reflection. The model connects spiritual self-reflection with goal-oriented change by combining muhasabah-based self-awareness and SFBC’s emphasis on strengths and practical solutions. It offers a conceptual foundation for culturally and spiritually responsive counseling, although its procedures and effectiveness require empirical validation.
Interactive network topology simulations on technical skill mastery: a quasi-experimental study Afif Amarranda Saragih; Mohammad Wildan Habibi
Jurnal Konseling dan Pendidikan Vol. 14 No. 3 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1226200

Abstract

This study aims to identify the impact of integrating teaching methods based on an automated web-based tool that performs formative assessment within a simulated project-based learning framework with the use of Cisco Packet Tracer and teaching-based activities on the learning of network topology and architecture by students.A quasi-experimental design with the addition of a control group was conducted on 120 11th grade Computer and Network Engineering students at two schools in Kediri, Indonesia. The participants were selected at the grade level because the classes used were entire classes. The achievement test used consisted of 10 multiple choice questions related to fundamentals of networking and network topology, as well as IP address questions. Item-total correlation was at least 0.227 and Cronbach’s alpha was 0.651. The results from independent sample t tests were found to be statistically significant, p = 0.003 , with a mean difference of 9.83 and an effect size of d=0.55. Paired sample t tests also revealed statistically significant (p < 0.001 ) improvements of both groups. The results showed that simulation-supported learning conditions achieved a better outcome compared to existing learning conditions in terms of post-test achievement. This research provides an empirical framework for comparing topology-related simulations that integrate visualization, project-based learning, and automated feedback to established network education vocational simulations. Results should be interpreted based on a purposive class selection, the sampling of two schools, and the use of objective, short written achievement tests.
Know-want-learn strategy integrated with the let's read app versus cooperative learning: effects on fifth-grade students' reading comprehension Nurul Deviyanti; Neneng Sri Wulan; Indah Nurmahanani
Jurnal Konseling dan Pendidikan Vol. 14 No. 3 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1227400

Abstract

Indonesian students’ reading literacy remains low, and classroom strategies that help primary students integrate what they read with what they already know need controlled evidence. Drawing on schema theory and the Construction–Integration model, this study tested whether a Know-Want-Learn (KWL) routine, which activates prior knowledge, sets reading goals, and prompts post-reading integration, produces larger comprehension gains when delivered with the illustrated digital texts of the Let’s Read app than conventional cooperative learning. A nonequivalent control-group quasi-experiment was conducted with two intact fifth-grade classes (N = 48; n = 24 per class) in a public elementary school in Purwakarta, Indonesia. Both classes received four 2 × 60-minute sessions with the same reading materials. Comprehension was measured with a researcher-developed 10-item essay test (Cronbach’s α = .78 in a pilot with 22 students). The groups were equivalent at pretest (Mann–Whitney U = 312.5, p = .618). Gain scores (posttest − pretest) were higher in the experimental group (M = 16.67, SD = 10.24) than in the control group (M = −7.17, SD = 8.41), t(46) = 8.81, p < .001, Cohen’s d = 2.54, 95% CI [1.78, 3.30]; a pretest-adjusted ANCOVA gave the same conclusion (adjusted difference = 22.54 points, p < .001). Because the effect is very large, comes from two classes, and was measured with a researcher-developed test, it is best read as preliminary evidence that the integrated package is associated with higher comprehension scores, not as proof of a specific mechanism or of the superiority of either component.
Mekanisme pembentukan komitmen profesi guru ASN SMP negeri: peran mediasi kepuasan kerja antara faktor personal dan konteks kerja Ahiruddin Ahiruddin; Rais Hidayat; Dian Wulandari
Jurnal Konseling dan Pendidikan Vol. 14 No. 3 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1228700

Abstract

Komitmen guru terhadap profesi belum sepenuhnya dapat dijelaskan melalui faktor individual maupun organisasional secara terpisah, sehingga diperlukan model integratif yang menjelaskan mekanisme pembentukannya. Penelitian ini bertujuan menguji pengaruh Psychological Well-Being, Budaya Organisasi, Teamwork, dan Kepribadian terhadap Komitmen Guru terhadap Profesi dengan Kepuasan Kerja sebagai variabel mediator. Penelitian menggunakan pendekatan kuantitatif dengan metode survei terhadap 169 guru ASN SMP Negeri di Jakarta Selatan yang dipilih melalui multistage random sampling. Data dikumpulkan menggunakan enam instrumen skala Likert dengan nilai Cronbach’s Alpha sebesar 0,751–0,920 dan dianalisis menggunakan PLS-SEM dengan SmartPLS 4. Hasil menunjukkan bahwa Psychological Well-Being (β=0,230), Budaya Organisasi (β=0,187), Teamwork (β=0,213), Kepribadian (β=0,229), dan Kepuasan Kerja (β=0,357) berpengaruh positif dan signifikan terhadap Komitmen Guru terhadap Profesi. Kepuasan Kerja juga memediasi secara signifikan pengaruh Psychological Well-Being (β=0,122), Budaya Organisasi (β=0,125), Teamwork (β=0,113), dan Kepribadian (β=0,074). Model menjelaskan 73,3% variasi Komitmen Guru terhadap Profesi. Temuan ini menunjukkan bahwa komitmen profesi terbentuk melalui integrasi sumber daya personal, lingkungan kerja, dan evaluasi positif guru terhadap pekerjaannya.
Emotion regulation enhancement through mindfulness-integrated structured learning: a mettā bhāvana intervention in early adolescents’ Nanik Suminarni; M Ramli; Muslihati Muslihati
Jurnal Konseling dan Pendidikan Vol. 14 No. 3 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1229000

Abstract

Regulasi emosi merujuk pada kemampuan individu dalam mengontrol dan mengelola emosinya.  Intervensi penguatan regulasi emosi perlu difokuskan pada remaja awal karena periode ini merupakan fase transisi perkembangan regulasi emosi belum matang dan sedang mengalami peningkatan pesat. Penelitian ini merupakan penelitian kuantitatif dengan rancangan quasi experiment dengan non-equivalent control group design. Penelitian ini merupakan pilot study yang bertujuan memperoleh gambaran awal mengenai pelaksanaan dan potensi bimbingan kelompok teknik Structure Learning Approach (SLA) bermuatan mettā-bhāvana dalam memperkuat regulasi emosi siswa SMP. Subjek sebanyak 10 orang dipilih melalui purposive sampling dengan kriteria inklusi siswa SMP kelas VIII beragama Buddha yang mengikuti seluruh rangkaian penelitian. Mereka dibagi menjadi dua kelompok yakni kelompok eksperimen dengan intervensi Structure Learning Approach (SLA) bermuatan mettā-bhāvana, dan kelompok kontrol dengan intervensi diskusi kelompok. Intervensi tiap-tiap kelompok sebanyak enam pertemuan dan diberikan pretest sebelum intervensi dan posttest setelah intervensi.  Regulasi emosi diukur menggunakan Emotion Regulation Questionnaire (ERQ) Gross & John yang terdiri atas 10 item dengan dua dimensi yakni Cognitive Reappraisal dan Expressive Surpression dengan nilai reliabilitas α=0.791.   Uji Wilcoxon kelompok eksperimen menunjukkan perubahan signifikan (p=0.041; r=0.05), sedangkan pada kelompok kontrol tidak signifikan dengan hasil (p=0.041; r=0.66).  Dan untuk perbedaan efektivitas intervensi antarkelompok tidak signifikan (p= 0.242; r=0.05).
Gotong royong (mutual cooperation) and organizational climate mediating organizational support effects on teacher engagement Wiwik Yully Widyawati; Soewarto Hardhienata; Suhendra Suhendra
Jurnal Konseling dan Pendidikan Vol. 14 No. 3 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1229400

Abstract

Teacher engagement in private junior secondary schools remains a concern, particularly in terms of loyalty, vigor, and intention to stay. This study examined the effects of transformational leadership, organizational support effectiveness, and religiosity on teacher engagement, with gotong royong (mutual cooperation) and organizational climate as mediating variables, and identified priorities for improvement. A cross-sectional survey involving 153 permanent foundation teachers was analyzed using partial least squares structural equation modeling (PLS-SEM) and SITOREM. The measurement model met validity and reliability criteria, with acceptable model fit (SRMR = 0.071). The model explained 55.2% of the variance in teacher engagement. Religiosity (β = 0.339), organizational climate (β = 0.257), and gotong royong (β = 0.254) had significant direct effects on engagement. Organizational support effectiveness influenced engagement indirectly through both mediators, indicating full mediation, while transformational leadership affected organizational climate only. SITOREM identified 13 improvement priorities, particularly integrating religious values into daily life, strengthening cooperation, and fostering voluntariness. These findings highlight the importance of religiosity and collaborative work cultures rooted in local wisdom for strengthening teacher engagement.
From procedural knowledge to emergency decision-making competence: a qualitative study of post-sea-practice maritime cadets Suhartini Suhartini; Mu'man Yitno Sutrisna; Edi Abdurachman; HM Thamrin; Aliya Izet Begovic Yahya
Jurnal Konseling dan Pendidikan Vol. 14 No. 3 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1229600

Abstract

Maritime emergency competence requires more than procedural knowledge, as seafarers must make effective decisions under pressure. This study explored how nautical cadets who had completed sea practice (prala) interpreted maritime emergencies and search and rescue (SAR) situations, prioritised actions and communicated under pressure. An interpretive qualitative approach was conducted at Sekolah Tinggi Ilmu Pelayaran (STIP) Indonesia, involving semi-structured interviews with 60 cadets and 10 instructors, supported by regulatory document analysis. Data were analysed using reflexive thematic analysis. Five themes emerged: procedural anchoring, developing situation awareness, prioritisation under competing hazards, communication and coordination, and the role of sea practice, varied drills and debriefing. The findings highlight a potential Procedure–Decision Gap between knowing emergency procedures and making effective decisions in real-life situations. The study suggests strengthening maritime training through scenario-based learning, structured debriefing, assertive communication and decision-focused assessment.

Page 89 of 89 | Total Record : 887

 85   86   87   88   89 

Filter by Year

2013 2026


Reset
Filter By Issues
All Issue Vol. 14 No. 3 (2026): JKP Vol. 14 No. 2 (2026): JKP Vol. 14 No. 1 (2026): JKP Vol. 13 No. 4 (2025): JKP Vol. 13 No. 3 (2025): JKP Vol. 13 No. 2 (2025): JKP Vol. 13 No. 1 (2025): JKP Vol. 12 No. 4 (2024): JKP Vol 12, No 3 (2024): JKP Vol. 12 No. 3 (2024): JKP Vol 12, No 2 (2024): JKP Vol. 12 No. 2 (2024): JKP Vol. 12 No. 1 (2024): JKP Vol 12, No 1 (2024): JKP Vol 11, No 4 (2023): JKP Vol. 11 No. 4 (2023): JKP Vol. 11 No. 3 (2023): JKP Vol 11, No 3 (2023): JKP Vol. 11 No. 2 (2023): JKP Vol 11, No 2 (2023): JKP Vol 11, No 1 (2023): JKP Vol. 11 No. 1 (2023): JKP Inpress 2023 Vol 10, No 4 (2022): JKP Vol 10, No 3 (2022): JKP Vol. 10 No. 3 (2022): JKP Vol. 10 No. 2 (2022): JKP Vol 10, No 2 (2022): JKP Vol 10, No 1 (2022): JKP Vol. 10 No. 1 (2022): JKP Vol 9, No 4 (2021): JKP Vol. 9 No. 4 (2021): JKP Vol. 9 No. 3 (2021): JKP Vol 9, No 3 (2021): JKP Vol 9, No 2 (2021): JKP Vol. 9 No. 2 (2021): JKP Vol 9, No 1 (2021): JKP Vol. 9 No. 1 (2021): JKP Vol. 8 No. 3 (2020): JKP Vol 8, No 3 (2020): JKP Vol 8, No 2 (2020): JKP Vol 8, No 1 (2020): JKP Vol 7, No 3 (2019): JKP Vol 7, No 2 (2019): JKP Vol 7, No 1 (2019): JKP Vol. 7 No. 1 (2019): JKP Vol 6, No 3 (2018): JKP Vol 6, No 2 (2018): JKP Vol 6, No 1 (2018): JKP Vol 5, No 3 (2017): JKP Vol 5, No 2 (2017): JKP Vol 5, No 1 (2017): JKP Vol 4, No 3 (2016): JKP Vol 4, No 2 (2016): JKP Vol 4, No 1 (2016): JKP Vol 3, No 3 (2015): JKP Vol 3, No 2 (2015): JKP Vol 3, No 1 (2015): JKP Vol 2, No 3 (2014): JKP Vol 2, No 2 (2014): JKP Vol 2, No 1 (2014): JKP Vol 1, No 3 (2013): JKP Vol 1, No 2 (2013): JKP Vol 1, No 1 (2013): JKP More Issue