G-Couns: Jurnal Bimbingan dan Konseling is a peer-reviewed national journal (abroad authors are welcome), that aims to bring together research work in the area of 1) Guidance and Counseling, 2) Religious Counseling, 3) Educational Psychology, 4) Psychology, 5) Guidance and Counseling Media, 6) Guidance and Counseling Multicultural, 7) Information Technology in Guidance and Counseling, 8) Guidance and Counseling for Disabled, 9) General Education, 10) Family Guidance and Counselling, 11) Mental Health G-Couns: Jurnal Bimbingan dan Konseling Collaborate with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN) Important Information: G-Couns: Journal of Guidance and Counseling, which was originally published 3 times a year, namely every December, April and August, starting in 2026 has changed to 4 times a year, namely every Januari, April, July and October. To authors, starting with Volume 10 Number 1, January 2025, articles are required to be in English, the template is provided in the right bar. The journal is published four times a year January, April, July, and October Journal title G-Couns: Jurnal Bimbingan dan Konseling Initials G-Couns Abbreviation G-Couns J. Bimbing. dan Konseling Frequency 4 issues per year | January, April, July and October DOI Prefix 10.31316 by ISSN P-ISSN: 2541-6782| E-ISSN: 2580-6467 Editor-in-chief Eko Perianto Publisher Universitas PGRI Yogyakarta Citation Analysis Google Scholar | Garuda G-Couns: Jurnal Bimbingan dan Konseling invites original articles and is not simultaneously submitted to another journal or conference. G-Couns: Jurnal Bimbingan dan Konseling is a scientific journal publishing theories and applications with significant implications for Guidance and Counseling, Religious Counseling, Educational Psychology, Psychology, Guidance and Counseling Media, Guidance and Counseling Multicultural, and General Education. A submitted paper must be written in English and Indonesian to get the minimum criteria for the initial review stage by editors, and further review process by a minimum of two reviewers. G-Couns: Jurnal Bimbingan dan Konseling Published papers will be freely accessed on this website and the following abstracting & indexing databases: Garuda Microsoft Academic Search (MAS) Crossref Search Dimensions Accredited in Sinta 2 Before submission, You have to make sure that your paper is prepared using the G-Couns Template (Templates) has been carefully proofread and polished, and conformed to the Author's Guidelines. Online Submissions Already have a Username/Password for G-couns? GO TO LOGIN Need a Username/Password? GO TO REGISTRATION Registration and login are required to submit items online and to check the status of current submissions. If you have any queries please contact Taufik Agung Pranowo , Email: taufikagung@upy.ac.id or gcounsbkupy@upy.ac.id. phone : 085879076395 or 087719079467 (WA or Telegram)
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Group Guidance Based on Ibn Arabi's Cosmology for Students’ Self-Improvement: A Semantic Analysis on the Writing of Vocational High School Students in Purwokerto
Today's teenagers need to be prepared to face self-development challenges that affect their motivation and sense of meaning in life. This study examines group guidance grounded in Ibn Arabi's cosmology to improve students' self-improvement through the semantic analysis of handwriting in vocational high schools. The research method uses a qualitative case study with handwriting documentation and in-depth interviews. The study subjects were five students from class XI MPLB 1 at State Vocational High School 1 Purwokerto. Data analysis was carried out semantically to reveal implied meanings and spiritual values. The study results showed that group guidance encouraged students to write about improving their quality of life, life skills, health, and continuous improvement, reflecting motivation and the meaning of life. Group guidance based on Ibn Arabi's cosmology can support students' self-improvement. Guidance and counselling teachers can develop a group guidance model based on Ibn Arabi's cosmology to more meaningfully support students' self-development. Keywords: group guidance, self improvement, ibn arabi cosmology, lexical semantics
Copyright (c) 2026 Ramadhan Azkiya, Nur Azizah https://creativecommons.org/licenses/by-sa/4.0
Mothers' Psychological Well-Being and the Risk of Stunting in Early Childhood
Stunting remains a major public health challenge in Indonesia, with maternal factors playing a crucial role. This study analyzes the relationship between maternal psychological well-being and the risk of stunting in early childhood. A cross-sectional study was conducted at UPTD Puskesmas Purwakarta in October 2025, involving 35 mothers of stunted children aged 0-5 years selected via purposive sampling. Psychological well-being was measured using Ryff's scale, and stunting risk was assessed via a validated questionnaire. Data were analyzed using Pearson correlation and multiple linear regression. Bivariate analysis showed a significant negative correlation (r = -0.40; p = 0.018). However, multivariate analysis controlling for maternal age, education, and occupation revealed a significant positive relationship (b= 0.31; 95% CI= 0.05 to 0.57; p=0.022), indicating a suppressor effect of education that reverses the relationship. The model explained 31.4% of the variance in stunting risk (R² = 0.314; Adjusted R² = 0.223). The findings reveal a complex relationship in which higher education reduces stunting risk but may lower maternal psychological well-being, thereby obscuring the positive association between well-being and stunting risk. Stunting prevention programs should integrate psychological support with educational interventions, focusing on stress management and reframing health information for educated mothers. Keywords: maternal psychological well-being, risk of stunting, early childhood
Copyright (c) 2026 Danella Kharismatika, Idat Muqodas https://creativecommons.org/licenses/by-sa/4.0
The Contribution of Social Norms and Big Five Personality Traits of Phubbing Behavior among Senior High School Students in Padang City
Phubbing behavior is increasingly common among adolescents as smartphone use rises, and has the potential to disrupt the quality of social interactions and student development. This study aims to analyze the contributions of social norms and the Big Five personality traits to phubbing behavior among high school students in Padang City, both in partial and in simultaneous models. The study used a quantitative approach with an associative design, involving 322 eleventh-grade students selected through purposive and proportionate random sampling techniques. Data were collected using the phubbing behavior scale, social norms scale, and Big Five personality traits scale, which showed acceptable validity, and then analyzed using a multiple regression model in SmartPLS. The results showed that social norms contributed positively and significantly to phubbing behavior (t = 10.486, p < 0.001). Partially, conscientiousness, agreeableness, and neuroticism contributed significantly, while openness and extraversion did not. Simultaneously, social norms and the Big Five personality traits explain 37.8% of the variance in phubbing behavior (R² = 0.378). These findings support an integrative perspective that views phubbing as the result of interactions between social and personality factors and offer practical implications for guidance and counseling interventions that focus on the socialization of social norms and students' personality characteristics. Keywords: phubbing, social norms, big five personality traits, students
Copyright (c) 2026 Kanaya Yose Putri, Dina Sukma, Zadrian Ardi, Miftahul Fikri https://creativecommons.org/licenses/by-sa/4.0
Individual Counseling Services Based on REBT to Handle Student Victims of Bullying at Islamic State Junior High School 1 Banyumas
The phenomenon of bullying has become a spotlight because it is considered a serious problem that occurs in many schools. This bullying is often experienced by teenagers and can have a negative impact on the psychological condition of the victim. This study uses a qualitative descriptive method with a case study research type. Data are collected through observation, interviews, and documentation. The purpose of this study was to determine the impact of bullying experienced by a grade VII student at Islamic State Junior High School 1 Banyumas and to identify the stages of individual counseling services using the Rational Emotive Behavior Therapy (REBT) approach to help students who are victims of bullying. The results showed that students who were victims of bullying experienced psychological impacts such as a lack of self-confidence, feeling anxious while at school, and preferring to be alone. To address these problems, BK teachers provide individual counseling using the REBT approach. Individual counseling services using the REBT approach consist of 3 stages: the initial stage (identification of irrational thoughts), the working stage (disputation or refutation of irrational thoughts), and the final stage (replacement with more rational thoughts). These findings suggest that individual counseling services with the REBT approach can help students who are victims of bullying to rebuild their self-confidence, think more positively, and accept themselves better. Keywords: bullying, individual counseling, rational emotive behavior therapy
Copyright (c) 2026 Falia Nurarviani, Vici Prihmaningrum AM, Umi Haniati https://creativecommons.org/licenses/by-sa/4.0
Alienation as a Predictor of Career Anxiety: An Empirical Study of Generation Z in Bengkulu Indonesia
Although Generation Z is widely regarded as adaptive in the digital era, this cohort also faces significant social and economic pressures in career planning. However, empirical evidence on the influence of social alienation on career anxiety in non-Western contexts, particularly in Indonesia, remains limited. Therefore, this study aims to examine the effect of alienation on career anxiety among Generation Z in Bengkulu City, drawing on Émile Durkheim’s theory of anomie, which posits that the weakening of social norms may lead to alienation and uncertainty about life direction. This study employed a quantitative approach using a cross-sectional survey design. The sample consisted of 380 Generation Z respondents aged 20–24 years, selected through purposive sampling. Data were collected using structured questionnaires that measured alienation based on Seeman’s (1959) conceptual framework with local adaptation, as well as career anxiety, and were analyzed using simple linear regression in SPSS. All instruments met the criteria for validity (r > 0.1005) and reliability (Cronbach’s Alpha > 0.60). The results indicate that alienation significantly predicts career anxiety (β = 0.64, p < .001), with the regression equation Y = 27.489 + 0.757X. Alienation accounts for 41% of the variance in career anxiety (R² = .41), indicating a moderate to strong effect size. These findings confirm the relevance of Durkheim’s theory of anomie in understanding the contemporary social dynamics of Generation Z in Indonesia. In practice, the results highlight the importance of developing career guidance and counseling programs that integrate psychosocial dimensions, particularly reducing social alienation, to mitigate career anxiety among Generation Z. Keywords: alienation, generation Z, bengkulu city, career anxiety
Copyright (c) 2026 Lola Amellia, Panji Suminar, Ika Pasca Himawati3 https://creativecommons.org/licenses/by-sa/4.0
Etnopedagogy of Bali Aga Parenting: Integration of Customary Values, Spirituality, and Family Education in Sembiran
This study examines the ethnopedagogical dimensions of parenting practices among the Bali Aga community in Sembiran Village, emphasizing the integration of customary values, spirituality, and family-based education. Employing a qualitative ethnographic approach, data were collected through participatory observation, in-depth interviews, and document analysis. The data were thematically analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings reveal that Bali Aga parenting embodies a moral educational system rooted in Hindu cosmology and communal harmony. Parents serve as spiritual educators, transmitting the values of satya (truth), siwam (purity), and suci (sacredness) through ritual practices, storytelling traditions, and collective participation. The family operates not merely as a social unit but as a cultural institution for character formation grounded in local wisdom. In practice, the study suggests developing a culturally grounded family counseling model that leverages indigenous parenting values to strengthen children’s resilience, spiritual awareness, and moral responsibility in both traditional communities and contemporary educational settings. Keywords: ethnopedagogy, parenting, bali aga, cultural values, character education
Copyright (c) 2026 Ari Wisudayanti, I Gusti Ngurah Sudiana, I Wayan Wastawa https://creativecommons.org/licenses/by-sa/4.0
The Influence of Education Funding Sources, Gratitude, and Organizational Participation on Students' Subjective Well-being
This study aims to analyze the effect of tuition fee sources, gratitude, and organizational participation on the subjective well-being of students at the Faculty of Tarbiyah and Teacher Training, State Islamic University of North Sumatra. A quantitative correlational design was employed with multistage proportional random sampling, involving 374 students selected from a total population of 5,837. Data were collected using Likert-scale questionnaires developed based on theoretical indicators for each variable, and the data were analyzed using multiple linear regression. The results revealed that simultaneously, tuition fee sources, gratitude, and organizational participation had a significant effect on students' subjective well-being (R² = 0.294; F = 51.310; p < 0.001). Partially, sources of tuition fees affected subjective well-being (β = 0.187; p < 0.001). Gratitude was the strongest predictor (β = 0.500; p < 0.001), and organizational participation also showed a significant but smaller effect (β = 0.086; p = 0.020). Students demonstrated high levels of gratitude, organizational activity, and subjective well-being across all tuition fee source categories, with empirical means exceeding hypothetical means. These findings confirm that enhancing students' subjective well-being requires adequate financial support, strengthening positive psychological attitudes through gratitude, and facilitating meaningful social involvement in organizational activities. The study contributes empirical evidence for developing comprehensive guidance and counseling programs in higher education that integrate financial assistance strategies, gratitude-based psychological interventions, and structured organizational engagement to support student well-being and academic success. Keywords: subjective well-being, gratitude, tuition fee sources, organizational participation, higher education students
Copyright (c) 2026 Ali Daud Hasibuan https://creativecommons.org/licenses/by-sa/4.0
Global Insights into the Effectiveness of Moral and Character Education: Implications for 21st Century Learning
Moral-based character education plays a vital role in developing individuals with integrity, responsibility, and empathy, particularly in the context of Society 5.0, where technological advancement must be balanced with strong moral values. This study aims to examine the global effectiveness of moral and character education interventions in enhancing students’ moral understanding and character development. A systematic literature review and meta-analysis were conducted following PRISMA guidelines, synthesizing findings from experimental and quasi-experimental studies published between 2018 and 2025, sourced from major international and national databases. Using a random-effects meta-analytic approach, the results indicate a statistically significant positive effect of moral and character education interventions, despite variations across study contexts. These findings demonstrate that moral and character education contribute meaningfully to the formation of moral identity and ethical awareness. In practice, this study underscores the importance of integrating moral values into curricula and learning practices to strengthen integrity, empathy, and responsibility as essential competencies in 21st-century education. This research provides a comprehensive global synthesis that highlights the original contribution of meta-analytic evidence to the field of moral and character education. Keywords: character education, moral education, values education
Copyright (c) 2026 Lia Mita Syahri, Adnan Arafani, Inggria Kharisma, Syahrial Syahrial, Tri Handani https://creativecommons.org/licenses/by-sa/4.0
The Protective Role of Teacher Autonomy Against Work-Family Conflict: A Cross-Generational Study of Female Junior High School Teachers in Indonesia
Cross-generational junior high school female teachers face multi-role challenges that can trigger family conflicts and affect performance. This study aims to test teacher autonomy as a protective factor in mitigating family conflicts that have an impact on work, as well as analyzing the age difference (Generation X: 43-58 years and Generation Y: 28-42 years) as moderators. This study, involving 691 female junior high school teachers in Java, uses purposive sampling and the Teacher Autonomy Scale and the Family-Work Conflict Scale. Hierarchical regression analysis with SPSS 27.0 was used to test the hypothesis. The results showed that teacher autonomy was negatively and significantly related to family conflicts affecting work (β = -0.365; p < 0.001), with an effective contribution of 13.3%. This means that the higher teachers' autonomy, the lower the family conflicts that affect work. Age variables also contributed significantly to the decrease in conflict (ΔR² = 0.057; p < 0.001). However, the role of age moderation was not significant (ΔR² = 0.001; p = 0.474), confirming teacher autonomy as a universal buffer resource whose effectiveness does not depend on generational differences. These findings confirm that autonomy functions as a structural need, not as a function of age cohorts. Policy implications recommend the formalization of schedule flexibility and autonomy-based interventions, such as partial time flexibility and professional scheduling autonomy. This strategic step is crucial to improving the psychological well-being of female teachers and to affirming autonomy as a key instrument in family-friendly policies in the education sector. Keywords: family interferences with work conflict, teacher autonomy, female teachers, cross-generational
Copyright (c) 2026 Gayuk Zulaika, Yusti Probowati Rahayu, Artiawati https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Child-Centered Group Play Therapy in Social Skill Learning for Slow learner
Slow learners experience substantial deficits in social interaction, yet interventions targeting their social skills development remain underexplored. This study investigated the implementation of Child-Centered Group Play Therapy (CCGPT) to enhance social skills among slow learners in an inclusive elementary school. A qualitative descriptive approach was employed over two months at Bangsri 02 Elementary School, Magetan Regency, Indonesia. Eight slow learners (four male, four female) in grades V and VI were purposively selected. Data were collected through passive participant observation, in-depth interviews with special assistant teachers, and documentation. Analysis followed Miles and Huberman's interactive model, comprising data reduction, presentation, and conclusion drawing. Teachers demonstrated adequate competency in implementing the five-stage CCGPT protocol. Of 31 social skill indicators measured across cooperation, assertion, responsibility, empathy, and self-control domains, 27 indicators (87.01%) were achieved. However, four indicators remained underdeveloped: self-confidence in interaction, appropriate emotional expression, emotional control, and proper speech tone. Implementation challenges included teachers’ limited psychological backgrounds, inadequate facilities, and cognitive constraints among slow learners. CCGPT shows promise for improving social skills in slow learners. Recommendations include specialized teacher training, provision of therapy rooms, and future research incorporating art elements to enhance emotional expression and self-confidence. Keywords: child-centered group play therapy, social skills; slow learner, inclusive education, qualitative study
Copyright (c) 2026 Dahlia Novarianing Asri, Ratih Christiana, Septalia Fajar Dwi Ismanda https://creativecommons.org/licenses/by-sa/4.0
Construct Validity of the Multidimensional Scale of Perceived Social Support among Indonesian Mothers of Children with Autoimmune Conditions
Social support is a multidimensional construct that is central to the psychological well-being of caregivers facing sustained caregiving responsibilities. Despite its importance, empirical evidence supporting the psychometric validity of the Multidimensional Scale of Perceived Social Support (MSPSS) among caregiver populations in Indonesia remains limited, particularly among mothers caring for children with autoimmune diseases. This study aimed to evaluate the construct validity of the MSPSS within this specific caregiving context. A quantitative psychometric approach was employed, involving 399 Indonesian mothers recruited from hospitals and autoimmune support communities. Confirmatory Factor Analysis (CFA) was conducted to assess the hypothesized three dimensions of perceived social support, namely family, friends, and significant others. The results demonstrated satisfactory model fit (CFI = 0.947; TLI = 0.932; RMSEA = 0.068; SRMR = 0.039). Convergent validity was supported by adequate indicator loadings, Average Variance Extracted values ≥ 0.50, and Composite Reliability coefficients exceeding 0.70. These findings confirm that the MSPSS demonstrates robust construct validity and reliability for assessing perceived social support among Indonesian caregiver mothers, supporting its use in both research and clinical settings. Keywords: construct validity, social support, confirmatory factor analysis, caregivers, autoimmune disease
Copyright (c) 2026 Rosita Yuniati, Setiasih, Andrian Pramadi https://creativecommons.org/licenses/by-sa/4.0
Exploring the Role of Elementary School Teachers as Counselors: Perceptions, Practices, and Challenges in Student Support
The purpose of this study is to delve into the changing role of elementary school teachers as counselors, examining attitudes, practices, and barriers to providing emotional and mental health support. This study, conducted at Medalsari Elementary School in the Karawang Regency, West Java, also emphasizes the need for teachers’ involvement in cultivating and sustaining students’ social-emotional health, particularly in rural areas where mental health professionals are scarce. The qualitative methodology of the study employs surveys and open-ended questions, which enable the exploration of teachers' understanding of counselling, the practices they utilise, and the barriers they face. Teachers know they have two jobs and one is critical, being a counselor as well as an educator, but it’s hard to do both because there isn’t enough time, training, or resources. Despite these challenges, teachers implement techniques such as speaking directly to students, practicing mindfulness, and approaching parents. The study highlights the need for enhanced professional development and organisational support to adequately integrate counselling into teachers' roles. Keywords: elementary school teachers, counseling, social-emotional support, rural education, teacher training
Copyright (c) 2026 Ahmad Rifqy Asshidiqy, Rohmah Ageng Mursita, Puji Yuniarti, Siti Ayu Jahrotun Nisa Annur, Rossa Nurmalinda https://creativecommons.org/licenses/by-sa/4.0
Living with Risk and Pressure: Exploring Psychological Well-Being of Coal Mining Workers
Coal mining employees work in high-risk environments, face long working hours, and experience limited interaction with their families, conditions that potentially affect their psychological well-being. However, empirical understanding of how workers construct and experience psychological well-being within this context remains limited. This study aims to explore the personal experiences and individual meanings of psychological well-being among coal mining employees, describe the factors influencing it, and identify coping mechanisms used to maintain or enhance it. The research design/methodology used an interpretative phenomenological approach. Semi-structured interviews were conducted to collect data, which were analyzed using Interpretative Phenomenological Analysis (IPA). The informants were permanent employees, married, and working as temporary employees. The findings reveal: 1) an in-depth understanding of how coal mining workers define and experience psychological well-being, 2) several factors influencing psychological well-being, including family-health, organizational facilities, connection with family, and work duration. The practical implications of this study indicate that organizations need to place greater emphasis on employees’ psychological well-being, particularly those working far from their families. At the individual level, employees are encouraged to develop adaptive coping strategies, while at the organizational level, psychological support programs and evaluation of working hours are required to better safeguard employee well-being. Keywords: psychological well-being, mining employees, phenomenology
Copyright (c) 2026 Patria Mukti, Joniarto Parung, Artiawati Artiawati https://creativecommons.org/licenses/by-sa/4.0
Psychometric Adaptation of the Flourishing Scale in Organizations with High Reliability: Empirical Evidence from Mining Employees in Indonesia
The mining industry represents a high-risk work environment standardized psychometric instruments for measuring flourishing among Indonesian mining workers are currently limited. This study aims to examine the construct validity and reliability of the Flourishing Scale, adapted from the PERMA model (Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment), among mining employees in Indonesia. Quantitative data from 262 employees, obtained through purposive sampling, were analyzed using Confirmatory Factor Analysis (CFA) with the assistance of JASP software, while internal reliability was estimated using Cronbach’s Alpha coefficient. The results indicated that the measurement model provided a very good fit to the empirical data, with CFI = 0.992, TLI = 0.990, and RMSEA = 0.025. All items yielded significant factor loadings, supported by high internal consistency (α = 0.859). As the first psychometric adaptation for this specific population in Indonesia, this study offers a significant original contribution to occupational psychology. The findings provide a robust, evidence-based instrument for Occupational Health and Safety (OHS) programs to enhance psychological well-being, mitigate human-factor risks, and support operational sustainability. Keywords: confirmatory factor analysis, flourishing, mining employees, construct validity, psychological well-being
Copyright (c) 2026 Sekar Saffina Dzaluliyyah Ardianto, Olievia Prabandini Mulyana https://creativecommons.org/licenses/by-sa/4.0
Implementation of Digital Character Education to Reduce Cyberbullying: A Case Study at Muhammadiyah Limbung Senior High School in Indonesia
This study aims to describe the implementation of digital-based character education as a strategy to reduce cyberbullying at Muhammadiyah Limbung Senior High School in Indonesia. The research employed a qualitative case-study design. Data collection techniques included observation, in-depth interviews, and documentation, with teachers and students as the research subjects. The findings indicate that digital-based character education was designed through a strategic planning process that involved selecting core character values, using relevant digital media, and adopting participatory learning approaches. Implementation was carried out by integrating character values into digital learning activities, such as anti-cyberbullying campaigns, digital ethics reflections, and student engagement with educational content on social media platforms. Supporting factors for the program’s success included the availability of digital infrastructure, teacher competence, supportive school policies, and parental participation. Conversely, inhibiting factors comprised students’ low digital ethics literacy, limited access to technology at home, insufficient teacher training, and minimal parental involvement. The study concludes that digital-based character education effectively fosters students’ ethical awareness and behavior in the online environment and significantly reduces incidents of cyberbullying within the madrasah. Keywords: character education, cyberbullying, digital ethics, digitalization of education
Copyright (c) 2026 Nurhayati Nurhayati, Beti Istanti Suwandayani, Lud Waluyo https://creativecommons.org/licenses/by-sa/4.0
The Relationship Between Self-Esteem and Loneliness Among Indonesian National Armed Forces Retirees
Retirement requires individuals to transition from a structured military environment to a more flexible civilian lifestyle. This change may increase psychological vulnerability, such as lower self-esteem and greater loneliness. This study examines the relationship between self-esteem and loneliness among retired members of the Indonesian National Armed Forces. Using a quantitative correlational design, data were collected from 106 retired personnel of the Indonesian National Armed Forces, selected through purposive sampling. The Self-Liking and Competence Scale–Revised (SLCS-R) and the De Jong Gierveld Loneliness Scale (DJGLS) were used to measure self-esteem and loneliness, and data were analyzed with Pearson Product-Moment correlation. The results show a significant negative relationship between self-esteem and loneliness (r = -0.569; p < 0.05), indicating that higher self-esteem corresponds with lower loneliness. These findings highlight self-esteem as a protective factor in post-service adjustment and emphasize the need for support programs that strengthen self-esteem to help reduce loneliness and promote successful adaptation to civilian life. Keywords: loneliness, retired indonesian national armed forces, retirement, self-esteem
Copyright (c) 2026 Maula Al Afra, Emmanuel Satyo Yuwono https://creativecommons.org/licenses/by-sa/4.0
DEM NGULON–Based Symbolic Modeling as a Group Guidance Intervention for Entrepreneurial Behavior Development
This study aims to develop and examine the effectiveness of the DEM NGULON-Based Symbolic Modeling technique in fostering entrepreneurial behavior among high school students. Although Symbolic Modeling has been shown to strengthen motivation and self-efficacy, limited research has examined how integrating local cultural values can enhance its impact in entrepreneurship education. Using a Collaborative Action Research approach, the intervention was implemented over four cycles, with guidance counselors and students as partners. The technique was structured into six reflective stages to support the internalization of values. Five aspects of entrepreneurial behavior were measured: innovativeness, risk-taking, hard work, managerial ability, and decision-making. The results indicate significant improvements in innovativeness, risk-taking, and managerial ability during Cycle I (p < 0.05), while other aspects showed no significant change. In Cycles II to IV, changes continued in a consolidation pattern. Students with lower initial scores recorded the greatest improvements. These findings highlight the contribution of positioning DEM NGULON as a culturally grounded reinforcement mechanism within modeling-based guidance. The study suggests that this approach can serve as an early catalyst for behavioral change and offers a relevant framework for entrepreneurship education that aligns psychological learning processes with local values. Keywords: action research, DEM NGULON, entrepreneurial behavior, high school students, symbolic modeling
Copyright (c) 2026 Abdillah Arif, M. Solehuddin, Uman Suherman, Yusi Riksa Yustiana https://creativecommons.org/licenses/by-sa/4.0
Constructing Female Education and Empowerment in No Better Time: A Critical Discourse Analysis of Gendered Power Dynamics
This study examines the construction of women's education and empowerment in the novel No Better Time through the analysis of feminist critical discourse with Fairclough’s three-dimensional model. The aim of the study was to analyze how educational discourse is constructed as a site of resistance and agency for African American women in the face of gender- and race-based intersectional oppression. The research method uses an interpretive qualitative approach, with data in the form of discursive episodes that represent access to knowledge, formal and informal learning, and agency actions. The analysis was carried out at three levels: textual (lexical choices, modalities, representational strategies), discursive (production, distribution, consumption of discourse), and sociocultural (patriarchal context, racism, militarism). The results showed five main thematic categories: epistemic discrimination (18 emergences), resistance through literacy (24), collective solidarity (21), institutional exclusion (15), and agency and leadership (27). The identified typologies of feminist discourse include liberal, socialist, and radical currents, which are integrated into the narrative. From a psychological perspective, the findings reveal the psychological impact of persistent marginalization on the formation of women's identities, as well as the role of collective solidarity as a psychological resource that restores and empowers. This study concludes that education in the novel is not limited to formal instruction, but rather includes experiential and communal learning that enables women to develop critical awareness, build psychological resilience, and collectively challenge patriarchal and racial structures toward structural transformation and epistemic justice. Keywords: african american literature, empowerment, feminist critical discourse analysis, intersectionality, psychology, resistance, women's education
Copyright (c) 2026 Anggita Bella Afrilla Nasution, T. Silvana Sinar, Rahmadsyah Rangkuti, T. Thyra Zein, Alemina Br. Perangin Angin https://creativecommons.org/licenses/by-sa/4.0
Enhancing Elementary Students’ Science Achievement through the Snowball Throwing Model with Visual Cue Cards: A True Experimental Study
This study investigated the effectiveness of integrating the Snowball Throwing cooperative learning model with visual cue cards in improving elementary students’ science achievement on ecosystem concepts. The study employed a true experimental pretest–posttest control group design involving 66 fifth-grade students randomly assigned to experimental and control groups. Student achievement was measured using a validated multiple-choice test. Prior to hypothesis testing, data met parametric assumptions, as indicated by normal distribution (Shapiro–Wilk, p > .05) and homogeneous variance (Levene’s test, p = .651). Data were analyzed using independent samples t-tests and effect size estimation. The results revealed that the experimental group achieved significantly higher posttest scores than the control group (t(64) = 6.12, p < .001), with a large effect size (Cohen’s d = 1.46). Gain score analysis also showed a significant difference (t(64) = 7.22, p < .001; Cohen’s d = 1.80), indicating substantially greater learning improvement among students exposed to the cooperative–visual approach. These findings suggest that combining structured peer interaction with visual scaffolding effectively enhances conceptual understanding in elementary science learning. The study provides empirical support for implementing multimodal cooperative strategies to improve science achievement in primary education. Keywords: cooperative learning, elementary education, science achievement, snowball throwing, visual cue cards
Copyright (c) 2026 Ahmad Muzari, Akhsanul In'am, Dyah Worowirastri Ekowati https://creativecommons.org/licenses/by-sa/4.0
The Design of an Inquiry-Based Learning Model Integrating Mangrove Local Wisdom in Primary School Social Studies to Foster Social Attitudes
This study aims to design an inquiry-based learning model that integrates local wisdom about mangroves into primary school Social Studies to foster students' social attitudes. Employing a Research and Development approach with the 4D model (define, design, develop, disseminate), this research involved 6 primary school teachers and 60 fifth-grade students from coastal schools in Brebes Regency, Indonesia. Data were collected through needs analysis, expert validation, observations, interviews, and questionnaires. The resulting model systematically integrates seven-stage inquiry syntax with mangrove socio-ecological contexts, explicitly oriented toward developing cooperation, empathy, and responsibility. Expert validation by three specialists yielded an average feasibility score of 4.35 out of 5, indicating a very high level of validity. Limited trials revealed measurable improvements in students' social attitudes: cooperation increased by 18%, responsibility by 17%, and empathy by 15%. Qualitative data confirmed enhanced student engagement, collaboration, and environmental awareness. Teachers reported that the model effectively connected learning with students' real-life contexts, although they acknowledged the need for further training and assistance. This study contributes theoretically to contextual Social Studies pedagogy and, in practice, offers a sustainable instructional model for character education in coastal primary schools. The novelty lies in the systematic integration of inquiry-based learning, local mangrove wisdom, and explicit assessment of social attitudes within a single instructional design. Keywords: character education, inquiry-based learning, mangrove local wisdom, primary school social studies, social attitudes
Copyright (c) 2026 Laelia Nurpratiwiningsih, Rusdarti Rusdarti, Joko Widodo, Tjaturahono Budi Sanjoto https://creativecommons.org/licenses/by-sa/4.0
Navigating the School to Work Transition: The Interplay Between Emotional Intelligence and Anxiety in Fresh Graduate at Company X
The transition from academic to professional life often creates psychological pressure for fresh graduates, particularly amidst intense job competition and post-pandemic economic uncertainty. Emotional intelligence (EQ) is believed to play a crucial role in helping individuals manage anxiety during this career transition. This study aims to analyze the relationship between emotional intelligence and work-related anxiety among fresh graduates at Company X. Using a quantitative correlational design with a cross-sectional approach, this research involved 230 fresh graduates selected through purposive sampling. Data were collected using the Schutte Emotional Intelligence Scale (SEIS) and the Career Anxiety Scale (CAS), both of which have proven validity and reliability. Data analysis was conducted using Spearman's rho correlation test. The results revealed a significant negative correlation between EQ and anxiety (r = -0.437; p < 0.01), indicating that higher levels of emotional intelligence are associated with lower levels of anxiety. The majority of participants were categorized as having moderate EQ (71.7%) and moderate anxiety (53.9%). These findings confirm that emotional intelligence serves as a psychological resource that helps new graduates manage stress and uncertainty during career transitions. The practical implications suggest that organizations should integrate EQ-based interventions into orientation and training programs for new employees to enhance emotional resilience and work readiness among young workers. Keywords: emotional intelligence, fresh graduate, anxiety, career transition, work readiness
Copyright (c) 2026 Rafy Qurniawan Bayu Sudibyo, Susana Prapunoto https://creativecommons.org/licenses/by-sa/4.0
Existential Approaches in Humanistic Counseling to Overcome Unfinished Business and Sense of Loneliness or Replace Loneliness: Triggers for Narcotics Use
Psychological problems such as loneliness and unresolved emotional conflicts (unfinished business) are increasingly recognized as important issues in modern counseling studies because they are often associated with various maladaptive behaviors, including substance abuse. This study aims to explore how an existential approach within humanistic counseling can help individuals address loneliness and unresolved emotional issues that may contribute to the risk of substance use. This research employed a qualitative case study approach to examine the counseling process and the client’s psychological experiences during existential-humanistic counseling sessions. Data were collected through in-depth interviews, observation of counseling sessions, and reflective documentation. The findings indicate that existential-humanistic counseling helps clients develop greater self-awareness, reinterpret past emotional experiences, and discover meaning in their life struggles. Through authentic therapeutic relationships and phenomenological exploration, clients were able to confront feelings of isolation and gradually resolve unresolved emotional conflicts. The counseling process also encouraged clients to take personal responsibility and develop healthier coping mechanisms when facing emotional distress. These findings suggest that existential-humanistic counseling provides a meaningful framework for helping individuals transform loneliness and unresolved emotional issues into opportunities for personal growth and psychological well-being. Keywords: existential counseling, humanistic approach, unfinished business, loneliness
Copyright (c) 2026 Widya Nuryono, Devi Ratnasari, Widya Anggraeni Setiarini, Aiuningtyas Yuni Oetari https://creativecommons.org/licenses/by-sa/4.0
Conceptual Reconstruction of Fatherhood in Early Childhood Care: The Perspective of the Qur’an and Hadith as the Foundation of Contemporary Islamic Parenting Models
The phenomenon of fatherlessness and the limited literature reconstructing the role of fathers in early childhood caregiving thematically represent a serious challenge in early childhood education studies. To date, the role of fathers is often confined to the financial function within the family, namely, as breadwinners. Meanwhile, the role of fatherly caregiving in Islam has received relatively little attention in the academic world. Therefore, this study aims to conceptually reconstruct the role of fathers in early childhood caregiving based on the perspective of the Qur’an and Hadith. The research uses a qualitative approach, drawing on a literature review of Qur’anic verses and Hadiths as primary sources. This study also cites articles from indexed journals, including Scopus and Google Scholar, published during the 2020–2025 period as secondary sources. The study identified three main roles of fathers in early childhood parenting: as a protector both physically and psychologically; as a provider of material needs, emotional support/affection, leisure time for bonding, and assistance when the child needs it; and as an educator in all aspects of the child's life, such as being a role model, a spiritual guide, or an academic instructor at home. The novelty of this research lies in a comprehensive, thematic reconstruction of the role of fatherhood that differs from previous literature, which remains partial. Implicatively, this study offers a comprehensive model of Islamic fatherhood as an alternative to social assumptions about fathers' roles, while also providing a conceptual and practical foundation for early childhood parenting today. This model emphasizes that fathers' involvement is a crucial foundation in shaping a child's identity from an early age. Keywords: conceptual reconstruction, early childhood care, fatherhood, Quran and Hadith
Copyright (c) 2026 Wicy Elvi Septiani, Rita Mariyana, Badru Zaman, Mubiar Agustin https://creativecommons.org/licenses/by-sa/4.0
Systematic Review: Effectiveness of Self-Monitoring-Based Behavior Modification in Increasing Senior High School Responsibility for Learning
Learning responsibility is essential for academic success among senior high school students, yet many struggle with self-regulation due to technological distractions and low motivation. Self-monitoring-based behavior modification offers a promising intervention to address this issue. This systematic review evaluates the effectiveness of self-monitoring interventions in enhancing learning responsibility among senior high school students. Following PRISMA guidelines, a systematic search was conducted across six databases (ScienceDirect, SpringerLink, Google Scholar, Scopus, Garuda, and ResearchGate) for peer-reviewed articles published between 2015-2025. Studies examining self-monitoring interventions targeting learning responsibility or related constructs in senior high school settings were included. Thematic synthesis was employed to analyze findings. From 312 initially identified records, 47 studies met the inclusion criteria. Findings consistently demonstrate that self-monitoring techniques—including self-recording, checklists, and digital tracking significantly improve students' discipline, time management, and academic engagement. Grounded in Social Cognitive Theory, these interventions enhance self-efficacy and self-regulation. Effective implementation requires structured teacher guidance and supportive learning environments, while challenges include limited parental involvement and technological barriers. Self-monitoring is an effective strategy for fostering responsibility for learning in senior high school students. Future research should employ longitudinal designs to assess sustained impacts across diverse educational contexts. Keywords: behavior modification, self-monitoring, student responsibility
Copyright (c) 2026 Edigius Paulus Banu, Henny Indreswari, Arbin Janu Setiyowati https://creativecommons.org/licenses/by-sa/4.0
Development of a Resilience Measurement Tool: Adaptation of the Resilience Scale for Adolescents
The increasing psychological challenges faced by Indonesian adolescents highlight the need for a culturally appropriate and psychometrically robust measure of resilience. This study aimed to adapt and validate the Rugged Resilience Measure (RRM) for adolescents within the Indonesian cultural and linguistic context. The adaptation procedure followed standardized guidelines, including forward translation, back translation, synthesis, and expert equivalence review. Data were collected from 1.091 adolescents aged 12–15 years, and Confirmatory Factor Analysis (CFA) was conducted to examine the construct validity of the adapted scale. Results showed that all items demonstrated satisfactory factor loadings (0.700–0.808), and the unidimensional instrument demonstrated good fit (CFI = 0.952; TLI = 0.938; RMSEA = 0.088; SRMR = 0.032). The instrument also showed strong internal consistency (α = 0.920). These findings support the validity and reliability of the Indonesian version of the RRM and provide an evidence-based tool for understanding adolescent resilience amid rapid digitalization and developmental challenges. The adapted measure offers practical value to researchers, educational institutions, and policymakers in designing programs and interventions to strengthen adolescent mental health. Keywords: instrument adaptation, resilience, adolescents, RRM
Copyright (c) 2026 Stevani Virlia, Cita Tri Kusuma https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Integrated BBT Method (Read-Tiered-Structured) in Improving Reading Literacy among Elementary School Students: A Quasi-Experimental Study
This study aims to evaluate the effectiveness of the Integrated BBT Method (Reading-Tiered-Structured) in improving elementary school students’ reading literacy. The research employed a quantitative, quasi-experimental one-group pre-test–post-test design involving 56 students from Grades I–VI at SD Inpres Bone, South Central Timor Regency, East Nusa Tenggara, using a saturated sampling technique. The intervention was implemented over four weeks in sequential stages: reading letters, words, sentences, and paragraphs. The research instrument consisted of a reading literacy test developed by the Ministry of Education, Culture, Research, and Technology (Kemdikbudristek), and data were analyzed using a paired-samples t-test. The results indicated a significant improvement in reading literacy, with a significance value (2-tailed) of 0.000 (< 0.05). The t-values across the five levels were -18.044, -37.293, -30.529, -15.152, and -13.550, respectively, with 55 degrees of freedom. The effect size values at the five levels were 3.151571, 6.721453, 5.412058, 2.563162, and 2.281976, respectively, with average post-test achievement exceeding 97% across all levels. The limitations of this study include the absence of a control group and the short duration of the intervention. Theoretically, these findings strengthen the effectiveness of a staged literacy approach, while practically, they provide an applicable model for reading instruction. This study recommends implementing the Integrated BBT Method to strengthen reading literacy policy in Indonesian elementary schools. Keywords: elementary school students, integrated BBT method, quasi-experimental study, reading literacy
Copyright (c) 2026 Gracianus Edwin Tue P. Lejap, Hildegardis Missa, Madar Alexius, Maria Aloisia Uron Leba https://creativecommons.org/licenses/by-sa/4.0
The Effect of Father’s Involvement in Parenting on Emotional Regulation in Catholic Adolescent at North Jakarta
This study examined the effect of father involvement in parenting on emotion regulation among Catholic adolescents in Region VIII of the Holy Cross Parish, North Jakarta. A quantitative causal-comparative design was employed. Participants were 30 adolescents selected through a total sampling. Data were collected using questionnaires measuring father involvement and adolescents’ emotion regulation. Data analysis was conducted using simple linear regression. Descriptive findings showed that father involvement was generally moderate to high, while adolescents demonstrated high levels of emotion regulation. However, regression analysis indicated no statistically significant effect of father involvement on emotion regulation (p = .910). The coefficient of determination was very small (R² = .001), indicating that father involvement explained a low proportion of variance in emotion regulation. These results suggest that adolescents’ emotion regulation may be more strongly influenced by other factors, including maternal caregiving, peer relationships, and the religious community environment. Despite the non-significant findings and the small sample size, this study highlights the importance of contextual and cultural considerations in examining parenting processes. It contributes to family and parenting psychology by emphasizing adolescent emotion regulation. Keywords: adolescent, emotion regulation, father involvement, parenting
Copyright (c) 2026 Gregorius Alexander Kristianto, Ratriana Yuliastuti Endang Kusumiati https://creativecommons.org/licenses/by-sa/4.0
The Positive Link Between Self-Esteem and Consumptive Behavior Among Generation Z Shopee Users in Urban Indonesia
This study examines the relationship between self-esteem and consumptive behavior among Generation Z users of the Shopee e-commerce platform in Cipondoh District, Tangerang City. Previous studies report inconsistent findings, with many emphasizing negative relationships in which low self-esteem drives impulsive or excessive consumption. Addressing this gap, the present study provides contextual evidence from a digitally intensive urban environment, where consumption functions as identity affirmation rather than emotional compensation. Using a quantitative cross-sectional design, data were collected from 407 Generation Z participants through accidental sampling. Self-esteem was measured with the Coopersmith Self-Esteem Inventory (CSEI), and consumptive behavior was assessed with the Consumer Orientation Scale. Spearman’s rank correlation analysis revealed a positive and significant relationship between self-esteem and consumptive behavior (r = .274, p < .01), indicating a low-strength correlation. This finding suggests that higher self-esteem is associated with stronger consumptive tendencies, particularly through symbolic self-expression on digital marketplaces. However, the cross-sectional design and accidental sampling limit causal inference and generalizability. Future research should employ longitudinal designs, include mediating variables such as social media use or fear of missing out (FoMO), and compare multiple e-commerce platforms. Keywords: consumptive behaviour, self-esteem, Z generation
Copyright (c) 2026 Ester Dwi Meliana, Susana Prapunoto https://creativecommons.org/licenses/by-sa/4.0
Anxiety in Facing the World of Work in Terms of Career Self-Efficacy and Adversity Quotient in Final Year Students
Final-year students often experience anxiety when facing the transition to the workforce due to various challenges, including career uncertainty and inadequate preparation. This study aims to examine the influence of career decision-making self-efficacy and adversity quotient on anxiety in facing the world of work among final-year students. A quantitative approach with a survey method was employed. The population comprised 2,024 final-year students from the Faculty of Education at the State University of Jakarta, and a sample of 334 students was selected using quota sampling. Data were collected using three validated psychological scales and analyzed with multiple linear regression in SPSS version 27. The results indicate that career decision-making self-efficacy and adversity quotient simultaneously have a significant influence on work-related anxiety (F = 769.856, p < 0.001). Partially, career decision-making self-efficacy showed a dominant effect (t = 36.418, p < 0.001), while adversity quotient also demonstrated a significant but smaller contribution (t = 2.469, p = 0.014). The coefficient of determination (R² = 0.823) reveals that both variables collectively explain 82.3% of the variance in work-related anxiety. These findings suggest that students with higher career decision-making self-efficacy and adversity intelligence tend to experience more manageable levels of anxiety when preparing to enter the workforce. This study contributes to guidance and counseling by emphasizing the need to develop self-efficacy and adversity quotient through targeted interventions. Future research is encouraged to explore additional variables and broader populations. Keywords: adversity intelligence, anxiety in facing the world of work, self-efficacy in career decision-making
Copyright (c) 2026 Sindi Nursalam, Dede Rahmat Hidayat, Eka Wahyuni https://creativecommons.org/licenses/by-sa/4.0
Fueling Time Mastery: How Self-Regulation Drives Time Management Through the Power of Grit in Vocational Teachers?
Teachers at vocational high schools often struggle to manage their time effectively due to heavy workloads and diverse responsibilities. This study investigates the effect of self-regulation on time management, with grit as a mediating variable. Self-regulation refers to the ability to control behavior, set goals, and maintain focus, while grit reflects persistence and passion for long-term goals. Using a quantitative ex-post facto design, data were collected from 92 SMK teachers through total sampling. Three psychological scales were used: the self-regulation scale, the grit-short scale, and the time management scale. Data analysis employed descriptive statistics and mediation analysis using PROCESS Macro (Model 4) in SPSS 25. Results show that self-regulation has a positive and significant effect on time management through grit, which serves as a full mediator. This means self-regulation enhances time management only when accompanied by high levels of grit. The findings highlight the need to foster both self-regulation and grit in teacher development programs. Keywords: grit, self-regulation, teachers, time management, vocational high schools
Copyright (c) 2026 Babby Hasmayni, Khatrine Bartha, Mariah Kibtiyah https://creativecommons.org/licenses/by-sa/4.0
Parental Support and Growth Mindset as Predictors of Career Maturity in Early Adult Women in Indonesia: Bootstrap Linear Regression Analysis
This study investigates the influence of parental support and a growth mindset on career maturity among early-adult women in Indonesia. Previous research has rarely examined the simultaneous contributions of internal and external factors to career maturity in this demographic group. Using a quantitative correlational design, 385 women aged 18–25 years participated through purposive sampling. Instruments included the Career Maturity Inventory–Revised (CMI-R), the Career-Related Parent Support Scale, and the Growth Mindset Scale. Data were analyzed using linear regression bootstrap. Results indicated that parental support (β = 0.439, p < 0.001) and growth mindset (β = 0.315, p < 0.001) significantly predicted career maturity, explaining 29.19% of the variance (R² = 0.445). These findings highlight the role of family support and cognitive beliefs in shaping women's career readiness. Practical implications include the need for career counselors and parents to create supportive environments that foster career exploration and decision-making. Limitations include reliance on self-report measures and a non-random sample. Future studies are recommended to use longitudinal designs and include broader demographic groups. Keywords: career maturity, emerging adulthood woman, growth mindset, parental support
Copyright (c) 2026 Rahma Anindya Irawan, Intan Islamia, Khoiriyah Ulfah https://creativecommons.org/licenses/by-sa/4.0
Coping Stress Recovery Agent in Community-Based Intervention Programs (IBM)
The rising prevalence of drug abuse in Indonesia has prompted the National Narcotics Agency to implement Community-Based Intervention (IBM) programs, positioning recovery agents as frontline providers of psychosocial support. These agents face significant work-related stress from client mentoring, administrative duties, and community stigma, yet research on their coping experiences remains scarce. This study aims to explore the coping strategies used by recovery agents in the IBM Program in Gayamsari Subdistrict, Semarang City, Indonesia. A qualitative phenomenological approach was employed, involving three recovery agents purposively selected based on preliminary questionnaire results that represented high, moderate, and low work-stress levels. Data were collected through semi-structured interviews and non-participant observation and analyzed using thematic analysis with NVivo 15 software. The findings reveal that recovery agents employ dynamic combinations of problem-focused coping (confrontative coping, planful problem solving, and seeking social support) and emotion-focused coping (distancing, self-control, positive reappraisal, accepting responsibility, and escape-avoidance). Comparative analysis indicates that coping effectiveness correlates with emotional regulation maturity, as lower-stress agents demonstrate more integrated coping repertoires. Institutional support from the National Narcotics Agency and community acceptance significantly influence the effectiveness of coping. This study addresses a critical research gap regarding the subjective coping experiences of recovery agents in community-based rehabilitation. The findings highlight the importance of structured psychosocial support, regular supervision, peer support groups, and culturally adapted stress management training to enhance agent well-being and program sustainability. Keywords: community-based intervention, Indonesia, phenomenology, recovery agents, stress coping
Copyright (c) 2026 Santi Fatmawati, Siti Fitriana, Suhendri https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Guidance and Counseling Teacher Development Patterns on Student Learning Achievement: A Comparative Study Between Islamic and Non-Islamic Islamic Boarding Schools
This study examines the effectiveness of Guidance and Counseling Teacher development patterns on student learning achievement through a comparative analysis of Islamic and non-Islamic boarding schools. A quantitative method using a questionnaire-based survey was employed to collect data from 20 students (10 from each school type) across 13 indicators measuring coaching planning, service implementation, supervision, and evaluation. The results reveal significant contextual differences: Islamic boarding school students demonstrated higher discipline and motivation due to 24-hour supervision and internalization of religious values yet showed greater variation in perceived coaching effectiveness (total scores ranging from 17 to 70). Conversely, non-Islamic boarding school students exhibited more homogeneous perceptions (scores 33–41), indicating a more structured but less deeply integrated coaching approach. Regression analysis showed a low correlation (Multiple R = 0.396) and a non-significant influence (p > 0.05) of the coaching pattern on achievement, suggesting that external factors explain 84.31% of the variance in learning outcomes. The study concludes that GC coaching effectiveness is highly context-dependent: Islamic boarding schools’ environments foster deeper character integration, whereas non-Islamic boarding schools offer more systematic yet reactive interventions. Recommendations include developing culturally responsive, value-based counseling training for GC teachers and establishing continuous, data-driven evaluation mechanisms to enhance academic and non-academic student outcomes. Keywords: guidance and counseling, coaching patterns, learning achievement, Islamic boarding school, student development
Copyright (c) 2026 Nurfadillah Kasim, Sandi Pratama, Ratna Wulandari https://creativecommons.org/licenses/by-sa/4.0
Integration of Gamification in Career Guidance to Improve Students' Work Skills in the Digital Era: A Systematic Literature Review
The integration of gamification into career guidance services offers an innovative approach to addressing the challenge of student work-readiness in the digital era. This systematic literature review explores the potential of gamification to enhance students' employability skills through career guidance interventions. Following PRISMA 2020 guidelines, the study analyzed 12 peer-reviewed articles from Scopus and Google Scholar databases published between 2020-2025. The findings reveal that gamification elements, including simulations, serious games, and metaverse-based environments, effectively develop both hard skills (technical competencies, financial literacy) and soft skills (critical thinking, teamwork, communication) aligned with industry demands. Gamification significantly increases students' intrinsic motivation, self-efficacy, and engagement in career planning, facilitating more informed career decision-making and smoother transitions to the job market. The review identifies key implementation challenges, including high technological costs, limited digital literacy, and the need for faculty training. Despite these barriers, gamification demonstrates particular promise in diverse geographical contexts, from developed to developing countries, offering adaptable solutions for various institutional settings. This study contributes to the limited literature on gamification in career guidance by synthesizing current evidence and providing practical recommendations for higher education institutions seeking to systematically integrate gamified approaches into career curricula. Such integration, supported by cross-sector collaboration and attention to sociocultural factors, can enhance graduate employability and support lifelong learning in an increasingly competitive global workforce. Keywords: gamification, career guidance, employability, higher education, digital era, systematic literature review
Copyright (c) 2026 Nurul Fazria, Nur Hisna Daniati, Ifdil Ifdil, Daharnis Daharnis https://creativecommons.org/licenses/by-sa/4.0
How Counselling Services Foster Emotional Intelligence among University Students: Evidence from a Mixed-Methods Study in an Islamic Higher Education Context
Emotional intelligence (EI) is a key competency supporting students’ psychological well-being, academic engagement, and interpersonal functioning in higher education. However, most EI intervention studies rely on Western-based models and offer limited explanations of how cultural and spiritual values shape EI development. Addressing this gap, the present study examines the effectiveness of an Islamic EI-oriented counseling framework that integrates Islamic spiritual values into conventional EI models. This framework complements existing EI dimensions by embedding values such as sabr (patience), tawakal (trust in God), and self-reflection as mechanisms that strengthen emotional awareness, regulation, and empathy. Using a mixed-methods sequential explanatory design, quantitative data were collected from 123 students at an Islamic university in Indonesia through a one-group pretest-posttest design, followed by qualitative interviews with students and counselors. Paired-sample t-test results revealed a statistically significant increase in EI scores after the intervention (p < 0.001) with an exceptionally large effect size (Cohen’s d = 2.68), indicating a substantial and practically meaningful impact. Qualitative findings further elucidate the mechanism of change, showing that Islamic spiritual meaning-making functions as a catalyst for sustained emotional regulation, empathy, and prosocial behavior. Theoretically, these findings challenge assumptions about the universality of Western EI models and demonstrate the importance of culturally and spiritually grounded counseling frameworks for fostering deep, transformative EI development in higher education contexts. Keywords: emotional intelligence, counseling services, higher education, mixed methods, islamic education
Copyright (c) 2026 Anwar Fuadi, Walton Wider, Zulfadli Zulfadli, Anita Ariani https://creativecommons.org/licenses/by-sa/4.0
Technology and Culture-Based Career Guidance Strategies in Secondary Schools
This study examines the implementation of career guidance and counseling in high schools using a Systematic Literature Review (SLR) approach. The authors reviewed 26 papers that met the exclusion criteria related to career guidance. Among these, 10 papers were selected based on inclusion criteria relevant to career guidance and counseling in secondary schools during the period 2014-2024. This study aims to identify trends, approaches, and interventions that effectively prepare students for career challenges. The results show that integrating digital technology, culture-based approaches, and hands-on field experience is the primary strategy for improving students' career readiness. However, challenges such as limited resources, gaps in access to technology, and a lack of training for supervisors remain obstacles to implementation. Therefore, cross-sector collaboration is considered essential to create a career guidance system that is adaptive, inclusive, and responsive to global demands. Keywords: career guidance, high school, systematic literature review, digital technology, local culture
Copyright (c) 2026 Agus Setiawan, Palasara Brahmani Laras, Adi Atmoko, Arbin Janu Setyowati, Punaji Setyosari, Nur Eva https://creativecommons.org/licenses/by-sa/4.0
Psychometric Validation and Rasch Model Analysis of the Academic Resilience Scale for Indonesian University Students
This study addresses the limited availability of psychometrically validated instruments to measure academic resilience among Indonesian university students. The research aimed to develop and validate an Academic Resilience Scale using the Rasch model, which was chosen for its ability to provide linear and invariant measurement beyond Classical Test Theory. A total of 606 students from various universities participated. The 26-item scale was evaluated by experts and analyzed with Winsteps software. The findings demonstrated strong psychometric properties, with person reliability of 0.87, item reliability of 0.91, and Cronbach's alpha of 0.89, indicating high internal consistency. All items met validity criteria based on infit-outfit statistics (0.5 < MNSQ < 1.5). Unidimensionality was confirmed with 38.2% of raw variance explained by measures, exceeding the minimum threshold of 20%. Differential Item Functioning analysis revealed no gender bias across all items (p > 0.05). The Academic Resilience Scale exhibits robust psychometric characteristics and is a valid, reliable instrument for measuring academic resilience among Indonesian university students. The scale has practical implications for academic counseling, intervention design, and cross-cultural research in higher education settings. Keywords: academic resilience, psychometric validation, rasch model, higher education, indonesian university students
Copyright (c) 2026 Asradi Asradi, Freddi Sarman https://creativecommons.org/licenses/by-sa/4.0
Self-Concept in Students' Premarital Sexual Behavior Experiences
Although there are prohibitions of legal and religious norms related to premarital sexual behavior, the fact is that in Indonesia, it is currently something commonplace among teenagers and adults. However, little is known about how college students who engage in premarital sexual behavior perceive themselves. This study uses a qualitative phenomenological approach, interpretative phenomenological analysis (IPA). Research that emphasizes results in written form and in the words of the individuals being observed to understand aspects of life and to find the essence of individuals' experiences of similar phenomena. This study involved three 22-year-old female students who had engaged in premarital sexual behavior with their boyfriends, were selected by purposive sampling, and were willing to fill out informed consent. The findings showed that the participants' self-concept was positive. Comfort and permissive environment are the main factors that affect the participants' premarital sexual behavior which then shifts the participant's ideal self who initially has a self-image of obedience to the norm, which causes the emergence of a misalignment between the real self and the ideal self which causes incongruence of the participants which then gives rise to inferiority and affects self-esteem and produces a process of reconstruction of self-meaning that ultimately forms the concept of self. These findings underscore the need for preventive services for risky sexual behavior to help students and students minimize premarital sexual behavior by strengthening social norms through an empathetic approach and not judging. Keywords: self-concept, premarital sexual, students
Copyright (c) 2026 Rini Subekti, Chr. Argo Widiharto, Yunita Dwi Setyoningsih https://creativecommons.org/licenses/by-sa/4.0
Teacher Self-Efficacy as a Mediator Between Social Support and Well-Being: The Role of Demographics in Islamic Private Elementary Schools Toward SDG 3
This study examines the role of teacher self-efficacy as a mediator between social support and occupational well-being among teachers in Islamic private elementary schools, within the framework of SDG 3 (Good Health and Well-being). A quantitative, cross-sectional design was employed, involving 221 teachers from nine districts in East Java Province, Indonesia. Data were collected using validated scales for occupational well-being, social support, and teacher self-efficacy, and analyzed using structural equation modeling (SEM). The results confirm that social support significantly influences teachers' occupational well-being, but only through the full mediation of teacher self-efficacy (p < 0.05). The direct effect of social support on well-being was not significant. Furthermore, demographic factors—including age, gender, income, educational background, and certification status—did not show significant moderating effects on either self-efficacy or occupational well-being (p > 0.05). These findings underscore that self-efficacy is a critical internal mechanism translating external support into improved well-being, regardless of demographic differences. The study contributes to the JD-R Model and Self-Determination Theory by extending their application to faith-based educational settings. Practically, enhancing teacher self-efficacy through targeted training and supportive policies is essential for improving teacher welfare, which in turn supports the achievement of SDG 3 at the institutional and community levels. Keywords: social support, teacher self-efficacy, occupational well-being, islamic school
Copyright (c) 2026 Lely Ika Mariyati, Eko Hardi Ansyah, Mohd Nazri Abdul Rahman, Dwi Nastiti, Syaefnah Rachmawati https://creativecommons.org/licenses/by-sa/4.0
Career Coaching 5.0: A Strategic Career Guidance Model for Enhancing University Students’ Employability Skills in the Era of Disruption
Rapid transformations in the global labor market driven by digitalization, automation, and artificial intelligence require higher education graduates to possess adaptive employability skills that extend beyond technical competencies alone. However, conventional career guidance services in higher education have not yet been fully effective in developing these competencies holistically. This study aims to examine the implementation of Career Coaching 5.0 as an innovative career guidance model that integrates humanistic approaches with digital technology to enhance students’ employability skills. This research adopted a qualitative exploratory case study design conducted over six months at Universitas Islam Ahmad Dahlan, Indonesia. Data were collected through in-depth interviews, participatory observations, and document analysis involving undergraduate students, academic advisors, and professional career coaches. Data were analyzed using thematic analysis through open, axial, and selective coding stages. The findings reveal four main themes: increased students’ career self-awareness, strengthened core soft skills, the transformation of coaches’ roles into reflective facilitators, and the integration of digital approaches through online learning platforms, digital career assessment applications, and virtual communication media, which enhanced service flexibility and accessibility. This study contributes by proposing and empirically examining a Career Coaching 5.0 strategic model that effectively develops students’ adaptive career competencies. These findings imply the need for higher education policies that support the development of coaching-based, human-centered, and digitally integrated career services. Keywords: career coaching 5.0, career guidance, digital transformation, employability skills, higher education
Copyright (c) 2026 Rahmatullah, St. Hajrah Syam https://creativecommons.org/licenses/by-sa/4.0
The Mediated Role of Aggressive Behavior in the Relationship Between Self-Esteem and School Refusal Among Adolescents
This study began with the emergence of indicators of school refusal behavior, namely truancy among adolescents. Self-esteem and aggressive behavior are factors in the emergence of school refusal. Therefore, this study aims to show the role of aggressive behavior as a mediator between self-esteem and school refusal. This study used a quantitative approach, a cross-sectional survey conducted on 226 students from 14 Junior High Schools in Surakarta. The instruments used were the School Refusal Assessment Scale-Revised (α = 0.752-0.799), the Self-Esteem Inventory scale (α = 0.650-0.722), and the Buss and Perry Aggression Questionnaire scale (α = 0.650-0.720). All scales used have met psychometric requirements and have been validated through Confirmatory Factor Analysis (CFA). Data were analyzed using SEM-PLS software. The results of this study indicate that self-esteem has an indirect effect on school refusal through aggressive behavior, with a significance value of 4.7%. The F-square results for the relationships between self-esteem and school refusal were 0.681 (strong influence), between self-esteem and aggressive behavior 0.125 (moderate influence), and between aggressive behavior and school refusal 0.033 (low influence). The implication of this research is the need for programs by parents and teachers to increase students' self-esteem, thereby reducing aggressive behavior and school refusal. Keywords: aggressive, school refusal, self-esteem
Copyright (c) 2026 Maskuri Muhammad Cahyadi, Rita Eka Izzaty https://creativecommons.org/licenses/by-sa/4.0
Islamic Counseling Base on Prophetic Values Improve Social Skills: A Systematic Literature Review
Prophetic values can be integrated into Islamic counseling practices to improve social skills. This study aims to examine the relationship between the application of Islamic counseling grounded in prophetic values and improvements in social skills. This study was conducted because there is still limited systematic synthesis regarding the integration of prophetic values in Islamic counseling in the context of social skills development. The principles of benefit, influence, and method were obtained through qualitative research using a systematic literature review (SLR) approach based on PRISMA, with literature searches in five databases (Scopus, Google Scholar, Sinta, Dimensions, and Garuda) from 2013 to 2021. From a rigorous selection process with criteria for including relevant journal articles and excluding non-qualified ones, 15 articles were obtained that were eligible for analysis. The results of the study show a close qualitative relationship between prophetic values and social skills, in which integrating these values affects moral awareness, empathy, effective communication, and the quality of social interactions. heoretically, these findings enrich the prophetic-based Islamic counseling paradigm. In practice, they support school counseling interventions, particularly for students with diverse abilities. uture research includes large-scale RCTs, the development of predictive measurement tools, and comparative studies with conventional counseling. Keywords: human being, Islamic counseling, social skills, prophetic values, systematic literature review
Copyright (c) 2026 Ilham, Sakaruddin Mandjarreki, St. Rahmatiah, Syamraeni https://creativecommons.org/licenses/by-sa/4.0