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Jurnal Psikologi Pendidikan dan Konseling
Published by Universitas Negeri Makassar
ISSN : 24432202     EISSN : 24772518     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal Psikologi Pendidikan dan Konseling (JPPK) terbit 2 (dua) kali setahun pada bulan juni dan desember, berisi tulisan/artikel hasil pemikiran dan hasil penelitian yang ditulis oleh pakar, pendidik, ilmuan, praktisi dan pengkaji dalam disiplin ilmu psikologi pendidikan dan Bimbingan konseling
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "volume 12 number 1 june 2026" : 5 Documents clear
Does proactive personality matter? the moderating role of proactive personality in the relationship between vocational maturity and work readiness Fiki Datul Ismah; Talitha Lintang Pertiwi
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 12 NUMBER 1 JUNE 2026
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v12i1.83317

Abstract

Competition in the job market is increasing, requiring vocational high school graduates to possess adequate work readiness. This study aims to examine the effect of vocational maturity on work readiness, with proactive personality as a moderating variable. This quantitative study involved 235 12th-grade vocational high school students in Semarang who were selected using convenience sampling. Data were collected using scales measuring vocational maturity, work readiness, and proactive personality, and analyzed using Moderated Regression Analysis (MRA). The results indicate that vocational maturity has a significant effect on work readiness (R² = 0,343), while the moderating interaction increases the R² value to 0,384 (p < 0,05), representing a 41% increase. The novelty of this study lies in examining the moderating role of proactive personality among vocational high school students. These findings underscore the importance of career guidance services in vocational high schools in fostering students’ proactive personality.
The Effect of Emotional Intelligence on Peer Support for Students with Disabilities in Inclusive Junior High Schools in Semarang Febrina Putri Adhani; Woro Apriliana Sari
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 12 NUMBER 1 JUNE 2026
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v12i1.84126

Abstract

This study aimed to examine the effect of emotional intelligence among students without disabilities on their peer support for students with disabilities in inclusive junior high schools in Semarang City. Employing a quantitative approach with a multistage sampling method, the study involved 234 respondents selected through purposive sampling based on participant criteria and simple random sampling for school selection. Data were collected directly using an emotional intelligence scale and a peer support scale, and were subsequently analyzed using simple linear regression. The results indicated that emotional intelligence had a positive and significant effect on peer support (t = 10,912; p < 0,001), with an R² value of 0,339. This finding demonstrates that emotional intelligence accounted for 33,9% of the variance in peer support behavior. The findings suggest that emotional intelligence is an important determinant in fostering supportive social interactions within inclusive school environments.
The effect of academic digital literacy on university students' academic self-efficacy Kurniawati Muniha Rahman Arpa; Zainul Anwar
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 12 NUMBER 1 JUNE 2026
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v12i1.82980

Abstract

The rapid advancement of digital technology in education requires university students to possess adequate academic digital literacy skills to support successful learning. This study aimed to examine the effect of academic digital literacy on university students' academic self-efficacy using a quantitative, simple linear regression analysis. The study involved 306 undergraduate students aged 18-25 years, recruited through convenience (accidental) sampling. Data were collected using the Academic Digital Literacy Scale to measure academic digital literacy and the Academic Self-Efficacy Scale (TASES) to assess academic self-efficacy. Data were analyzed using Jamovi software. The results indicated that academic digital literacy significantly and positively predicted academic self-efficacy (B = 1,35, p < ,001), accounting for 37,6% of the variance in academic self-efficacy. These findings suggest that higher levels of academic digital literacy are associated with stronger academic self-efficacy among university students. Future research is recommended to examine other factors that may contribute to academic self-efficacy, such as learning motivation, social support, and digital learning strategies.
Fear of AI and students’ psychological well-being through career anxiety Sinta Nurul Oktaviana Kasim; Farida Aryani; Agus Qomaruzzaman
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 12 NUMBER 1 JUNE 2026
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v12i1.84897

Abstract

The development of artificial intelligence (AI) presents opportunities and concerns for university students, particularly regarding changes in the world of work and emerging competency demands. This study analyzed the relationship between fear of AI and students’ psychological well-being through career anxiety. A quantitative correlational design was used. The participants were 428 university students obtained after data cleaning from 446 initial responses. The instruments measured fear of AI, career anxiety, and psychological well-being. Data were analyzed using descriptive statistics, Pearson correlation, regression, and mediation analysis with 5.000 bootstrap resamples. The results showed that fear of AI was positively associated with career anxiety (r = 0,386; p < 0,001), whereas career anxiety was negatively associated with psychological well-being (r = -0,352; p < 0,001). Career anxiety mediated the relationship between fear of AI and psychological well-being, with an indirect effect of -0,175 and 95% CI [-0,259, -0,101]. These findings highlight the importance of understanding fear of AI in students’ career development.
Strengthening teachers’ crisis response: effects of psychological first aid training in elementary schools Bani Bacan Hacantya Yudanagara; Lantip Muhammad Dewabrata; Chiquita Evita Fatimah; Alifia Khairunisa
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 12 NUMBER 1 JUNE 2026
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v12i1.76455

Abstract

This study aimed to examine the effectiveness of Psychological First Aid (PFA) training in strengthening elementary school teachers’ crisis response to support students’ psychological well-being. A quasi-experimental one-group pretest–posttest design was conducted. The sample comprised 40 Islamic elementary school teachers in Sidoarjo Regency, recruited using purposive sampling. Data were collected using demographic questionnaires, a PFA knowledge test, and post-training evaluations of perceived effectiveness and affective experiences. Knowledge scores were analyzed using a paired-samples t-test in JAMOVI, and open-ended responses were thematically reviewed. The findings indicated a significant increase in teachers’ knowledge after training (M pre=55,5; M post=73,5; t(39)=4,90; p< 001; Cohen’s d=0,77). Participants also reported enhanced self-confidence and practical skills in delivering PFA to their students, with positive affective experiences emphasizing increased awareness and applicability of PFA. Results demonstrate that PFA training effectively enhances teachers’ preparedness to support students during crises. Future research should employ randomized controlled trials with larger, diverse teacher populations and incorporate follow-up assessments alongside observational measures of teacher practice and student outcomes to comprehensively evaluate PFA training's impact.

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