EDUCATIONE

SELF-ESTEEM AS A PROTECTIVE FACTOR AGAINST FEAR OF MISSING OUT IN SOCIAL MEDIA ENGAGEMENT AMONG EMERGING ADULTHOOD

2025-09-03T09:19:34+07:00

This study aims to determine the effect of self-esteem on Fear of Missing Out (FoMO) on emerging adulthood of Instagram users in Karawang. FoMO is a feeling of anxiety when not connected to social activities that others do, as well as an urge to continue engaging in social experiences through social media. This study used a quantitative approach with 222 respondents in the age range of 18 to 25 years. The sampling technique used is convenience sampling. The measurement tool used in this study was adapted from Online Fear of Missing Out and adopted from the Rosenberg Self-Esteem Scale (RSES). The hypothesis test uses simple linear regression. The results showed that self-esteem had a negative effect on FoMO with a contribution of 17.3%. Individuals in emerging adulthood with high self-esteem tend to have lower levels of FOMO.

HEALING WORDS WITH MEANING: THE IMPACT OF EXISTENTIAL–HUMANISTIC GROUP COUNSELING ON VERBAL BULLYING SURVIVORS

2025-09-15T01:41:35+07:00

This study aims to examine the effectiveness of the existential–humanistic approach in supporting the psychological recovery of verbal bullying victims in Islamic boarding schools. Verbal bullying can cause detrimental psychological impacts, such as decreased self-confidence, heightened anxiety, difficulty concentrating, declining academic performance, loss of interest in previous activities, and a reduction in previously positive social relationships, all of which hinder the emotional and academic development of students. Therefore, an intervention is needed to help victims of verbal bullying. The general objective of this study is to determine the extent to which group counseling using the existential–humanistic approach can improve the psychological condition of student victims of verbal bullying. The specific objectives are to measure changes in anxiety levels, concentration difficulties, academic performance, interest in activities, social relationships, and self-esteem after participating in group counseling sessions. This study employs a One Group Pre-Test Post-Test design, in which respondents are assessed before and after the group counseling intervention. Data will be collected using questionnaires measuring anxiety, depression, and self-esteem, and will then be analyzed to determine significant differences. The expected outcome of this study is to prove the effectiveness of group counseling with the existential–humanistic technique in reducing psychological disturbances among student victims of verbal bullying. The findings are anticipated to provide practical contributions to the development of counseling programs in Islamic boarding schools to support students’ mental well-being.

CRITICAL THINKING ANALYSIS IN THE ERA OF ARTIFICIAL INTELLIGENCE: STUDY ON UNNES ACCOUNTING EDUCATION STUDENTS

2025-09-28T16:21:03+07:00

Rapid diffusion of AI into higher education is reshaping the cognitive ecology of learning and introduces risks of cognitive offloading and automation bias in accounting programs where high-order judgment and ethics remain non-automatable. This descriptive qualitative study sought to describe how UNNES Accounting Education students enact critical thinking while working with AI, examine the moderating roles of digital literacy and self-regulated learning (SRL), and identify pedagogical moves that curb automation bias. Data were gathered from purposively selected second-semester students through a three-stage process—context scans of syllabi/LMS, non-participant classroom observations, and 45–60-minute semi-structured interviews augmented by artifacts such as AI chat excerpts and annotated drafts—and were coded using Miles–Huberman iterative procedures with triangulation, member checking, and an audit trail. Results indicate that students frequently used AI as a “first resort”; high dependence aligned with strengths in remembering/applying but weaknesses in analyzing/evaluating/creating. Conversely, higher digital literacy and SRL correlated with systematic verification, stronger justification, and reduced automation bias. Active-learning routines (trigger questions, guided discussion, “AI-audit” checklists) reliably elevated higher-order performance, while ethical concerns about originality and fairness surfaced among stronger reasoners. Overall, AI operates as a double-edged tool—impeding critical thinking when used uncritically but scaffolding it when embedded in reflective, evidence-seeking routines. Findings inform curriculum redesign, lecturer development, assessment rubrics, and assurance-of-learning aligned with professional standards. Future research should test causal effects of targeted micro-interventions in mixed-methods, multi-site designs, validate critical-thinking rubrics for AI-rich tasks, and track transfer to authentic practice.

PATROL MUSIC VALUES–BASED INTERVENTION TO REDUCE SOCIAL WITHDRAWAL: AN R&D STUDY USING CBT

2025-09-28T17:39:54+07:00

Social withdrawal in adolescence is a persistent issue that undermines peer relationships, classroom participation, and overall well-being. This study aimed to design and evaluate a culturally grounded counseling module integrating Cognitive Behavioral Therapy (CBT) techniques with traditional Patrol Music to reduce social withdrawal among high school students at SMAN Arjasa. Employing a Research and Development (R&D) approach with the ADDIE model, the module was developed, validated by media and counseling experts, and tested with 60 students identified as displaying withdrawal behaviors. Data were collected through pre- and post-intervention questionnaires using the Social Withdrawal Scale (SWS), alongside fidelity and usability assessments. Results revealed a significant reduction in social withdrawal after the intervention, as indicated by Wilcoxon signed-rank test outcomes (Z = -6.074, p < 0.001), with large effect sizes. Students also reported greater comfort in group interactions and increased self-confidence during ensemble sessions. The study concludes that embedding CBT strategies within a familiar cultural medium not only enhances engagement but also accelerates cognitive and behavioral change. The findings contribute to adolescent counseling practices by demonstrating the effectiveness of culturally responsive, arts-based interventions. Practically, this module offers schools an innovative approach to character education and student well-being. Future research should replicate the intervention across diverse cultural settings, extend the intervention duration, and compare its effectiveness with digital or standard CBT-based approaches.

CULTIVATING STUDENT ENGAGEMENT IN CHRISTIAN RELIGIOUS EDUCATION: A QUALITATIVE LITERATURE REVIEW

2025-08-31T19:55:43+07:00

Christian Religious Education (CRE) is pivotal for whole-person formation, yet classroom practice often remains teacher-centered, suppressing student participation. This study aimed to identify effective instructional approaches that foster active engagement in CRE lessons. Using a qualitative library research design, we thematically reviewed books, peer-reviewed articles, and relevant reports on student participation and pedagogies applicable to CRE. Findings indicate two consistently effective approaches: cooperative learning (e.g., Think–Pair–Share, Jigsaw, Team Games Tournament, and “window shopping”) and problem-based learning. These models elevate engagement across cognitive (analysis, evaluation, problem solving), affective (interest, motivation, positive attitudes), and psychomotor (practice and performance) domains. The CRE teacher’s role as facilitator and spiritual mentor—backed by professional competence in content mastery, classroom management, creativity, and communication—proves crucial for creating interactive, joyful, and meaningful learning climates. We conclude that participatory models enable students to not only grasp doctrine cognitively but also embody Christian values in daily life. The results offer practical guidance for CRE teachers, curriculum developers, and teacher-training programs to design student-centered learning. Future studies should test these approaches using quasi-experimental, mixed-methods, and longitudinal designs to assess impacts on character formation, faith development, and transferability across grades and school contexts.

GROUP GUIDANCE PLUS ASSERTIVENESS TRAINING TO IMPROVE STUDENTS’ INTERPERSONAL COMMUNICATION: ONE-GROUP PRETEST–POSTTEST STUDY

2025-10-07T10:38:20+07:00

Many vocational high school students experience barriers to interpersonal communication, such as low self-confidence and reluctance to express their opinions, while group guidance using assertiveness training has been recognized as an effective approach to address these challenges. This study aimed to examine the effectiveness of group guidance with assertiveness training in improving students’ interpersonal communication skills. The research employed a pre-experimental one-group pretest–posttest design involving eight purposively selected 11th-grade students from a total of 32 at SMK Abdul Aziz. A validated interpersonal communication questionnaire was used to collect data, which were analyzed using the Wilcoxon Signed Rank Test. The findings revealed that all participants showed improvement (positive ranks = 8; negative = 0; ties = 0); the mean score increased from M = 97.6 (SD = 7.5) to M = 136.0 (SD = 7.2), indicating a gain of 38.4 points. The Wilcoxon test produced Z = −2.527, p = .012 (< .05), confirming a statistically significant difference between pretest and posttest results. These outcomes demonstrate that group guidance incorporating assertiveness training effectively enhances vocational students’ interpersonal communication. The study provides empirical support for counselors and educators to integrate assertiveness training into preventive and developmental counseling services, contributing to a more positive communication climate in schools. Future research should involve larger samples and control groups, extend intervention periods to assess long-term effects, and explore related psychosocial variables such as self-confidence, social anxiety, and problem-solving skills.

SOCIAL PRESENCE THROUGH CULTURE: EMBEDDING MARUNG VALUES IN GROUP GUIDANCE AT A VOCATIONAL SCHOOL

2025-10-07T11:51:25+07:00

Active peer interaction is essential for cognitive engagement, affective participation, and achievement in vocational education, yet field observations at SMK PGRI 5 Jember showed many students remained passive during group work, signaling weak social presence—the felt sense of being connected and “real” to others—which undermines collaboration, confidence, and learning quality. Leveraging the local Marung culture of togetherness, reciprocity, openness, equality, and empathy, this study designed, validated, and evaluated a culturally grounded group-guidance module to enhance students’ social presence. Using an R&D approach with the ADDIE model, the module underwent content and media expert validation and was tested via a one-group pretest–posttest quasi-experimental design. A 25-item Social Presence Questionnaire measured affective, interactive, and cohesive dimensions before and after the intervention; quantitative analysis employed the Wilcoxon Signed Rank Test and Cronbach’s alpha, and qualitative observations/reflections supplied contextual support. Results showed significant gains in social presence from a pre-test mean of 49.9% (low–moderate) to a post-test mean of 77% (high), p < .001; feasibility ratings were high (83–83.5%), and reliability was strong (α = .888), with observations confirming more balanced participation, respectful dialogue, empathy, and collaborative problem-solving. These findings indicate that integrating Marung values into structured guidance effectively fosters social presence, equitable participation, and empathic communication among vocational students. Theoretically, the work extends Social Presence Theory by demonstrating that culturally situated norms can strengthen interpersonal connectedness in face-to-face classrooms; practically, teachers and counselors can embed equitable turn-taking, respectful disagreement, and peer support into routine group learning, and policymakers can incorporate social-presence indicators into school climate assessments while allocating time for culturally informed guidance. Future research should replicate across multiple vocational schools with control/comparison groups, examine long-term effects on collaborative problem-solving, attendance, and well-being, and use mixed-method or experimental designs to clarify mechanisms linking Marung-based interaction norms to sustained engagement and academic outcomes.

EDUPRENEURSHIP-BASED CAREER GUIDANCE MODULE TO FOSTER JUNIOR HIGH STUDENTS’ ENTREPRENEURIAL INTENTION

2025-10-17T22:05:55+07:00

Indonesia faces a persistent school-to-work mismatch, with youth unemployment remaining high and many junior-secondary students lacking career self-awareness and an entrepreneurial mindset. This study therefore aimed to develop and validate an edupreneur-based career guidance module that strengthens early entrepreneurial interest and career readiness among adolescents. Using a Research & Development design adapted from Borg and Gall, the study progressed through needs analysis, planning, prototype development, expert validation, limited field testing (n = 13), revision, and main field testing (n = 40) at SMP Modern Salsabila Al-Tapaq, Kutai Barat. Data were collected via observations, interviews, expert validation sheets (material and media), and student response questionnaires; quantitative results were analyzed with percentage validity, while qualitative data followed Miles–Huberman procedures. The module achieved strong feasibility: material validity = 80% (valid, minor revision) and media validity = 92% (very valid). In the preliminary trial, the share of students with high entrepreneurial interest increased from 30% to 60% (net +30 percentage points), supported by qualitative evidence of improved self-efficacy and opportunity recognition through reflective and experiential tasks (e.g., local case studies, mini-prototype planning). These findings indicate that contextual, values-integrated edupreneurship embedded in career guidance can foster employability-relevant attitudes and decision-making in early adolescence. Practically, the module offers a low-cost, locally adaptable approach aligned with national priorities on life and work skills, and it can be scaled through brief teacher enablement, community MSME partnerships, and micro-grants for classroom trials. Future research should employ quasi-experimental designs with comparison groups, validated multi-item intention/efficacy scales, and longitudinal follow-ups to test durability and behavioral outcomes (e.g., repeated venture trials, basic revenues, documented customer feedback).

FAMILY AND PEERS MATTER: WHAT DRIVES UNDERGRADUATES’ INTENT TO BECOME TEACHERS

2025-10-18T18:43:47+07:00

Education systems rely on teachers as key agents of learning, yet many undergraduates—even in teacher-education pathways—report waning interest in teaching. Grounded in social-context perspectives, this study examines whether family environment and peer relationships shape students’ interest in becoming teachers at Universitas PGRI Argopuro Jember. The objectives were to (1) estimate the partial effects of family environment and peer relationships and (2) assess their simultaneous influence on teaching interest. A quantitative survey was administered to a purposive sample of 96 students from the 2021 cohort (population = 2,480). Data were gathered via Likert-scale questionnaires and analyzed in SPSS through data screening, classical assumption tests, and multiple linear regression. Instruments demonstrated high internal consistency (α = .918, .930, .909). Assumptions were met (e.g., Kolmogorov–Smirnov p = .200; VIF = 1.214; Glejser p > .05). The regression model showed that both family environment () and peer relationships () positively and significantly predict interest in becoming a teacher, with family exerting the stronger effect; the model explained 31.5% of variance (). These findings indicate that strengthening family support and cultivating constructive peer climates can bolster students’ teaching interest. Practically, programs should integrate parent-partnership orientations and peer mentoring/communities of practice alongside early mastery experiences (e.g., micro-teaching, supervised practicums). Future studies should employ longitudinal or SEM/PLS-SEM designs to test mediated–moderated pathways (e.g., self-efficacy, task values) and conduct multi-group analyses by gender, SES, or practicum exposure, complemented by qualitative inquiry into family and peer meaning-making about the profession.

THE ROLE OF SCHOOL PRINCIPALS IN IMPROVING THE QUALITY OF EDUCATION: A TRANSFORMATIONAL LEADERSHIP PERSPECTIVE

2025-09-12T12:44:35+07:00

This study explores school principals’ roles in improving education quality through transformational leadership. The main problems identified are principals’ low understanding of the principles of transformational leadership and limitations in training and resources to support its implementation. This study used a systematic literature review approach to collect data from reliable sources relevant to the topic. The results indicate that dimensions of transformational leadership, such as individualized influence, inspirational motivation, intellectual stimulation, individualized consideration, and contingent reward, significantly impact improving the quality of education in Indonesian schools. Furthermore, challenges such as inadequate training and limited resources were also identified. However, solutions such as more structured training, government support, and empowerment of school communities can help address these challenges. This research makes an essential contribution to developing educational policy and implementing transformational leadership in schools. It offers practical recommendations for principals to improve the quality of education continuously.

BHINNECARD: A CARD-BASED EDUCATIONAL GAME TO FOSTER TOLERANCE IN INDONESIAN JUNIOR HIGH SCHOOLS

2025-09-28T16:14:25+07:00

Intolerance among Indonesian adolescents—manifested in prejudice, identity-based bullying, and fragile classroom harmony—signals gaps in the internalization of pluralism at school. This study addressed that challenge by developing and testing BHINNECARD, a card-based guidance medium grounded in the spirit of Bhinneka Tunggal Ika to foster tolerance through experiential dialogue, perspective-taking, and action planning. The objectives were to (1) design a culturally contextualized educational card game for junior high schools, (2) establish its feasibility through expert and practitioner validation, and (3) evaluate its effectiveness for improving students’ tolerance attitudes. Using an R&D design with the 4D model (Define–Design–Develop–Disseminate), we conducted expert reviews (media and content), teacher usability assessments, and a one-group pretest–posttest trial with 66 students at SMP BOPKRI 1 Yogyakarta. Instruments included structured validation sheets and a 40-item tolerance scale with strong internal consistency (overall α ≥ .90; item–total r = .304–.674). Media experts rated the prototype highly feasible (108/108), content experts rated it feasible (92/116) with minor editorial refinements, and counselors judged classroom practicality as high. Effectiveness testing showed a significant gain from pretest (M = 103.14, SD = 8.22) to posttest (M = 127.58, SD = 11.87), t-test p < .001, indicating meaningful attitudinal improvement. We conclude that BHINNECARD is an instructionally efficacious, low-cost medium that can be implemented within standard group-guidance sessions to cultivate tolerance. Practically, schools can integrate it into character-education strands to scaffold respectful dialogue and inclusive norms with minimal preparation. Future research should employ multi-site randomized or quasi-experimental designs, streamline overlapping items in the tolerance scale, and include behavioral follow-ups (e.g., teacher logs or peer nominations) to corroborate self-report outcomes.

MAPALUS-DRIVEN HUMAN RESOURCE DEVELOPMENT TO STRENGTHEN TEAM COHESION AND ACCOUNTABILITY

2025-09-18T20:45:08+07:00

Indonesia’s public sector modernization hinges on human capital that can deliver transparent, ethical, and reliable services—capabilities that are often strengthened when formal HR systems align with indigenous cooperative norms. In North Sulawesi, the Mapalus tradition of reciprocal mutual aid and collective responsibility offers a culturally resonant basis for improving coordination, integrity, and trust within Electoral Management Bodies (EMBs). This study examines whether embedding Mapalus into a strategic human resource development (HRD) architecture enhances organizational outcomes beyond generic “best practice” HRM. The study aims to (i) operationalize Mapalus values into measurable HRD practices, (ii) test their associations with team coordination, psychological safety, and integrity culture, and (iii) estimate their effects on organizational performance indicators in EMBs. Using an explanatory, cross-sectional survey complemented by brief interviews and non-participant observations, we analyzed data from EMB officials across five jurisdictions (Manado, Minahasa, South Minahasa, North Minahasa, Southeast Minahasa). Reflective constructs were modeled and tested via CFA and SEM (LISREL 8.80). Results show that HRM and Mapalus jointly explain 59.0% of variance in organizational outcomes. Mapalus exerts a strong direct effect (36.7%) and an additional indirect effect (6.5%), for a total of 43.3%, while HRM shows a smaller direct effect (9.2%) plus the same indirect effect (6.5%), totaling 15.7%. Cross-mediations indicate HRM strengthens Mapalus norms, and Mapalus amplifies HRM uptake and impact. We conclude that culture is the proximal driver of frontline reliability, with HRM as an essential enabler. Practically, institutionalizing Mapalus (help queues, cross-unit shadowing, collaborative recognition) alongside competency-based HRM can stabilize peak-load operations and bolster public trust. Implications include aligning ethics and teamwork routines with local norms, integrating cooperation metrics into audits, and using lightweight digital transparency to trigger timely mutual aid. Future research should adopt longitudinal, multi-source designs, incorporate leadership and digital infrastructure as moderators, and test boundary conditions across provinces and electoral cycles.

DIGITAL ENTREPRENEURSHIP EDUCATION: THE DEVELOPMENT OF AN INSTAGRAM-BASED TRAINING MODULE FOR YOUTH

2025-10-19T19:11:59+07:00

Youth unemployment and underemployment remain persistent in developing contexts, calling for scalable, engaging entrepreneurship education that aligns with Gen-Z’s digital habits. This study aimed to develop and validate an Instagram-based training module to strengthen entrepreneurial attitudes and behaviors among young MSME actors in Tondano, Indonesia. Using a Research & Development approach with the 4-D model (Define–Design–Develop; Disseminate planned), we conducted needs analysis, iterative prototyping, expert validation (content and media), and pilot testing with purposively sampled participants (n = 30; ages 18–30). Data were gathered via Likert-type questionnaires and Focus Group Discussions and analyzed descriptively with percentage criteria for feasibility. Results show high feasibility and acceptance: material validation = 90.34% (very good), media validation = 82% (good), platform/Instagram usability = 92.5% (very good); user responses indicated 92.5% strongly agree and 7.5% agree that the module improved understanding of entrepreneurial attitudes/behaviors. We conclude that an Instagram-based, micro-modular design is practicable, context-fit, and engaging for youth entrepreneurship learning. Practically, the module offers a low-cost, mobile, and scalable alternative for educators, community organizations, and local governments to complement formal programs and expand outreach. Future research should (a) conduct larger multi-site trials, (b) embed formal assessment (e.g., quizzes, performance tasks) and gamified elements, (c) evaluate longitudinal outcomes (self-efficacy, venture activity), and (d) compare cross-platform delivery (e.g., TikTok/YouTube/LMS) to mitigate algorithmic visibility bias.

CLASSICAL GUIDANCE MEETS SELF-LOVE: AN INNOVATIVE INTERVENTION TO BOOST SELF-CONFIDENCE AND SELF-IMAGE

2025-10-23T07:05:58+07:00

Self-confidence and self-image are pivotal for students’ academic engagement, persistence, and psychosocial adjustment, yet scalable classroom formats that directly strengthen these self-evaluative processes remain limited in vocational high schools. This study aimed to test the effectiveness of a brief, counselor-led, self-love–based classroom guidance module in improving self-confidence and self-image among Grade-10 students. Using a quantitative pretest–posttest control group design, two intact classes (N = 34) from an Indonesian vocational school were allocated as experimental (four sessions of self-love guidance integrating acceptance, compassionate self-talk, and mastery planning) or control (guidance-as-usual). Instruments demonstrated adequate psychometrics (item–total r = .492–.636; α = .88). The experimental group showed a large gain from pretest to posttest (M = 75.12 to 86.59; SD = 7.77 to 2.67; t(16) = –6.263, p < .001), while the control group improved modestly (M = 71.88 to 73.94; t(16) = –2.764, p = .014). Between-group effects on gains were very large (Cohen’s d = 1.61; Hedges’ g = 1.57). We conclude that a concise, classroom-deliverable self-love module can substantively elevate students’ self-confidence and self-image and reduce within-class variability, indicating convergence on adaptive coping scripts. Practically, schools can embed 10–15 minute micro-practices (reflective journaling, compassionate self-talk, if–then plans) within guidance periods without disrupting timetables. Future studies should employ larger, multi-site samples, follow-up assessments for maintenance, and mediational analyses (e.g., script internalization, self-criticism reduction) to clarify mechanisms and boundary conditions.

EDUCATIONAL IMPLICATIONS OF THE RELATIONSHIP BETWEEN PSYCHOLOGICAL WELL-BEING AND FEAR OF MISSING OUT AMONG UNIVERSITY STUDENTS USING SOCIAL MEDIA

2025-10-29T12:48:47+07:00

Networked technologies have become integral to university life, simultaneously enabling collaboration and learning support while heightening social comparison and notification-driven checking. Within this ecology, Fear of Missing Out (FoMO) has been linked internationally to lower psychological well-being (PWB), yet evidence is scarce for Indonesian teacher-education students whose developmental tasks and relational demands may render specific facets of PWB especially sensitive. This study aimed to (a) describe FoMO and PWB levels among undergraduates in a teacher-education faculty and (b) test their association, providing context-specific, facet-aware evidence to inform student supports. Using a cross-sectional, quantitative correlational design, 168 FKIP Universitas Sanata Dharma students completed validated measures: ON-FoMO (post try-out 19 items) and Ryff’s PWB (post try-out 46 items). Analyses in SPSS included descriptive statistics, Kolmogorov–Smirnov normality checks, linearity tests, and two-tailed Pearson correlations (α = .05). Results showed FoMO was predominantly Low/Very Low (59.4%) with 29.0% Medium and 11.9% High/Very High, while PWB was mainly High/Very High (58.3%) with 38.7% Medium. FoMO correlated moderately and negatively with PWB, r = −0.420, p < .001 (95% CI [−0.537, −0.287]), implying r² ≈ 17.6% variance explained. We conclude that greater FoMO is meaningfully associated with lower eudaimonic functioning in this cohort. Implications include tiered, low-cost supports: universal digital self-regulation workshops (notification control, time-boxing), micro-interventions that reinforce purpose and self-acceptance (values–goals alignment, reflective journaling), and short “dose” trials of reduced daily social-media use paired with mood/sleep tracking. Future research should employ longitudinal or experimental designs to establish directionality, integrate behavioral usage logs (screen-time, notifications), examine platform-specific behaviors (passive vs. active use, time-of-day), and model additional covariates (e.g., socioeconomic status, practicum load) to clarify mechanisms and boundary conditions.

INTEGRATION OF ISLAMIC PSYCHOTHERAPY AND MENTAL HEALTH: THE TAZKIYATUN NAFS MODEL IN THE CONTEXT OF THE GONTOR ISLAMIC BOARDING SCHOOL COMMUNITY

2025-10-25T16:47:28+07:00

This study focuses on the high prevalence of mental health problems among students at the Gontor Islamic Boarding School who face limitations in conventional psychotherapy approaches that are not in line with their cultural and spiritual values. The gap is the lack of research integrating Islamic-based psychotherapy, especially the concept of Tazkiyatun Nafs, in Islamic boarding school education. The purpose of this study is to examine and develop a model for applying Tazkiyatun Nafs as a psychotherapeutic approach in the Gontor santri community. A qualitative approach with an intrinsic case study design was used in this study, which involved in-depth interviews, participatory observation, and document analysis. The results of the study show that the application of Tazkiyatun Nafs through the practices of muhasabah, mujāhadah, and riyādhah has been proven effective in improving the mental well-being of santri and can be implemented in the pesantren curriculum. Further discussion reveals that Islamic principles such as tawakkul and muhasabah function as effective coping mechanisms in overcoming anxiety and stress. This study makes a significant contribution to the development of an Islamic-based psychotherapy model that is relevant to the cultural and spiritual needs of Muslim communities.

ASSERTIVE TRAINING TO IMPROVE PUBLIC SPEAKING SKILLS OF STUDENTS WITH INTELLECTUAL DISABILITIES: A QUALITATIVE CASE STUDY IN A SPECIAL SCHOOL

2025-11-21T07:14:32+07:00

Students with intellectual disabilities often experience severe difficulties in public speaking, including low verbal output, limited language organization, and low self-confidence when speaking in front of others. This study aimed to describe students’ initial public speaking abilities, to portray the implementation of assertive training, and to analyze its influence on improving public speaking skills among students with mild intellectual disabilities at SLB Lentera Hati Pesanggaran. A qualitative descriptive case-study design was employed. Participants were selected purposively, and data were collected through participatory observation, in-depth interviews with students, teachers, and parents, as well as documentation. Data were analyzed using Miles and Huberman’s interactive model (data reduction, data display, and conclusion drawing) with source and method triangulation to ensure trustworthiness. Results indicated that, prior to the intervention, students spoke in very low volume, produced fragmented sentences, avoided eye contact, and were reluctant to answer questions. After 6–8 sessions of structured assertive training—covering relaxation, modeling, role play, guided practice, and in vivo exercises—students showed noticeable improvements in voice audibility, clarity and length of utterances, eye contact, and willingness to respond in class. The study concludes that assertive training is a promising strategy to foster public speaking skills and self-confidence among students with intellectual disabilities. The findings imply that assertive training can be integrated into counseling services and classroom routines in special schools. Future research is recommended to involve larger samples, longer follow-up periods, and mixed-method or quasi-experimental designs to strengthen causal inferences and explore broader socio-emotional outcomes.

THE DEVELOPMENT OF EMPATHY SKILLS FOR GUIDANCE AND COUNSELING TEACHER CANDIDATES

2025-08-06T09:22:12+07:00

This study was motivated by the low personal quality of the counselor teachers resulting in the unwillingness of the counselee to consult. The purpose of the study was to show a description of the development of empathy skills possessed by prospective guidance and counseling teachers candidates. The participants in this study were 156 students of the Department of Educational Psychology and Guidance at the Faculty of Education, Universitas Pendidikan Indonesia. The data were collected through a self-report questionnaire to measure empathy. The results showed that the development of empathy was mostly in the medium category with a proportion of 35.25%, meaning that Guidance and Counseling Teacher candidates tend to be confused and hesitant to understand the views of others in a condition, sometimes unable to position themselves imaginatively towards fictional feelings and actions, lack feelings of warmth, affection, and care for the suffering of others, and sometimes unable to feel discomfort like others because of being influenced by several factors such as closeness and experience. The analysis of perspective-taking indicator was a low category; also, the development of female empathy was higher than that of men, so the empathy skills possessed by the Guidance and Counseling candidates had not to reach a holistic counselor personally.

INTEGRATING ISLAMIC COUNSELING INTO PAI INSTRUCTION TO ENHANCE CHARACTER AND LEARNING QUALITY: A CASE STUDY

2025-09-02T21:01:42+07:00

The persistent challenge in Islamic Religious Education (PAI) in many Indonesian schools is that learning often remains cognitively oriented, while the internalization of Islamic values into students’ daily self-regulation and behavior is uneven; this issue is particularly salient in vocational schools where integrity, discipline, and workplace ethics are essential. This study aimed to analyze how Islamic Guidance and Counseling (BK Islam) is implemented to improve the quality of PAI learning at SMK Negeri 2 Setu, with specific attention to BK–PAI collaboration and student outcomes across Bloom’s cognitive, affective, and psychomotor domains. Using a qualitative case study design, data were collected through observations of religious routines and counseling practices, semi-structured interviews with BK and PAI teachers, documentation review, and student perspectives (n = 30) via questionnaire and confirmatory interviews; the data were analyzed thematically and mapped onto Bloom’s domains. The findings indicate that Islamic elements are present in BK services (e.g., occasional use of Qur’anic verses/hadith and akhlaq–ibadah guidance), yet integration remains incidental and not institutionalized through standardized modules, indicators, or systematic documentation. BK–PAI collaboration is visible through joint programs (e.g., pesantren kilat, keputrian, daily kultum, congregational prayers, and Jumat Berkah), but it is not consistently managed as an integrated planning–implementation–evaluation cycle. Student-perceived benefits are strongest in affective and behavioral routines (worship awareness, self-control, respectful conduct), while higher-order cognitive gains (analyzing–evaluating–creating) appear limited; major barriers include time constraints, limited resources, and weak reporting practices, alongside students’ strong demand for contextual and digital support channels. The study concludes that BK Islam at SMKN 2 Setu constitutes a promising practice rather than a validated model, and it should be strengthened through institutional SOPs, shared BK–PAI indicators, periodic evaluation routines, and ethically protected digital counseling options. Future research should employ multi-site and mixed-method designs, incorporate longitudinal tracking, and test digital-enhanced BK–PAI integration models with clearer outcome measures and implementation fidelity indicators.

PROJECT-BASED LEARNING FOR SUSTAINABLE TOURISM: PROTOTYPING A SOLAR-ELECTRIC BOAT IN A POLYTECHNIC SETTING

2025-09-28T20:31:33+07:00

Mangrove tourism areas are vital ecosystems that function not only as natural attractions but also as coastal buffers supporting biodiversity and environmental balance. However, tourism activities predominantly rely on fossil-fuel boats that cause air and water pollution, noise, and ecosystem disruption. This research aims to design a concept of an electric boat integrated with a photovoltaic (PV) system as an environmentally friendly transportation solution for mangrove tourism. The study applied a Research and Development (R&D) approach, including literature review, user needs assessment, energy requirement analysis, and detailed engineering design. The results show that the designed boat measures 5 meters in length, 1.8 meters in width, with a draft of 0.6 meters and total height of 1.25 meters. The electrical demand was calculated at 826 W with an operational capacity of 3142 Wh. To meet this demand, four 250 Wp solar panels, a solar charge controller rated at 26.04 A, and a single LiFePO4 battery of 48 V/100 Ah were required. The integration of PV systems demonstrated sufficient energy supply for operation under coastal solar exposure. The design significantly reduces fossil fuel dependence, lowers carbon emissions, minimizes noise, and enhances tourist experiences. This concept contributes to the development of sustainable ecotourism practices in coastal mangrove ecosystems. Future research is recommended to test prototype performance in real operational settings and optimize system efficiency across varying weather conditions.

DESIGN AND PERFORMANCE EVALUATION OF A 50 WP OFF-GRID SOLAR PV TRAINER KIT AS AN INSTRUCTIONAL MEDIUM IN VOCATIONAL EDUCATION

2025-09-30T13:35:06+07:00

Renewable energy has become a global priority to reduce dependence on fossil fuels, with solar power offering significant potential, particularly in equatorial countries like Indonesia. Despite abundant solar energy resources, its utilization remains limited, underscoring the need for educational interventions that build technical competencies in renewable energy. This study aims to design, construct, and evaluate the performance of a 50 Wp off-grid Solar Photovoltaic (PV) Trainer Kit as an instructional medium for vocational and higher education laboratories. The research employed a design-based approach consisting of planning, product design, fabrication, and testing. The trainer kit integrates essential components including a polycrystalline solar module, inverter, charge controller, VRLA battery, and monitoring devices. Performance testing was conducted using true outdoor experimental methods, focusing on solar radiation intensity, charging efficiency, and discharging duration. Results indicate that under clear weather conditions, the trainer achieved full battery charging in 3.5 hours, while battery discharge under a 100 W AC load lasted approximately one hour. These findings confirm the trainer’s functional reliability and its potential as an effective learning medium. The study concludes that the developed trainer kit not only enhances practical learning of photovoltaic systems but also supports national efforts in renewable energy education. The research recommends further development with larger solar module capacity and alternative battery types to expand instructional applications.

LEGAL PROTECTION FOR TOURISTS IN AIR-TRAVEL TOUR PACKAGES IN INDONESIA: MAPPING AIRLINE RIGHTS–OBLIGATIONS AND THE NEED FOR JOINT LIABILITY STANDARDS

2025-12-12T21:55:22+07:00

Air transportation is the backbone of tourist mobility in Indonesia, particularly within tour packages that bundle flights, accommodation, and destination activities. When disruptions occur—such as delays, cancellations, schedule changes, or overbooking—tourists often suffer “chain losses,” including forfeited hotel bookings and prepaid activities. Although Indonesia has sectoral legal instruments (aviation, tourism, and consumer protection), responsibility allocation in multi-party tour packages remains fragmented, creating uncertainty regarding who must compensate tourists beyond the airline ticket. This study aims to analyze the scope and limits of airline rights and obligations in flight-based tour packages, and to evaluate the adequacy of legal protection for tourists within tripartite relations involving airlines, travel agents, and destination service providers. Using a normative juridical method—combining statute and conceptual approaches with legal principle analysis—this research maps relevant norms and tests their coherence against principles of fairness, legal certainty, and consumer protection. The findings indicate that normative protection formally exists, yet implementation is ineffective because integrated contract standards are absent and joint liability among tourism businesses is not explicitly regulated. The study concludes that regulatory harmonization is required, alongside standardized tour-package contracts that clearly stipulate rights, obligations, risk allocation, compensation mechanisms for chain losses, and accessible dispute resolution. Future research should incorporate empirical case analysis of dispute outcomes, comparative models of joint liability in other jurisdictions, and regulatory impact assessments to test feasibility and enforcement pathways.

REBUILDING SELF-ESTEEM DURING COMMUNITY-BASED DRUG REHABILITATION IN INDONESIA: A PHENOMENOLOGICAL STUDY OF POWER, VIRTUE, COMPETENCE, AND SIGNIFICANCE IN IBM CLIENTS

2025-12-28T22:48:45+07:00

Community-based drug rehabilitation programs expose clients to everyday social realities, including stigma, peer pressure, and family dynamics, which may shape how self-esteem is rebuilt during recovery. Yet, research on self-esteem in community-based intervention contexts remains limited compared with studies in formal rehabilitation institutions. This study aimed to explore the meaning of self-esteem among clients undergoing rehabilitation in a Community-Based Intervention (IBM) program in an Indonesian village, using Coopersmith’s framework (power, virtue, competence, and significance). A qualitative phenomenological design was employed. Two IBM clients who had participated in rehabilitation for more than three months were selected, and data were collected through in-depth interviews, supplemented by triangulation with family members and recovery agents. Data were analyzed using Miles and Huberman’s procedures (data reduction, display, and conclusion drawing). The findings revealed four interrelated themes: power (variations in self-control and relapse-prevention strategies), virtue (uneven moral–religious change facilitated by mentoring), competence (growth in technical and/or social skills linked to confidence and reintegration), and significance (self-worth shaped by family support, community acceptance, and shifts in stigma). The study concludes that self-esteem in IBM clients is not merely an internal trait but is co-constructed through psychological regulation, skill development, and social recognition within the community ecology. Practically, IBM services should integrate structured self-esteem strengthening through relapse-management coaching, competency training, and stigma-reduction initiatives involving families and local communities. Future research should involve larger samples, longitudinal designs, and comparative analyses across community versus institutional rehabilitation settings.

EVALUATING TOLL-ROAD REVENUE PERFORMANCE AND RISK FACTORS THROUGH MONTE CARLO SIMULATION: CASE-BASED LEARNING IN ENGINEERING ECONOMICS

2025-12-01T22:52:45+07:00

Although the Manado–Bitung Toll Road is a National Strategic Project intended to improve connectivity and logistics efficiency in North Sulawesi, realized revenues have not yet covered operating and maintenance expenditures, raising uncertainty about investment recovery within the 50-year concession period. This study evaluates the project’s financial feasibility based on realized revenue performance and examines how key risk factors influence break-even and payback prospects. Using realized financial data from October 2020 to June 2025, the analysis applies cash-flow assessment, Break-Even Point (BEP), and Payback Period indicators, complemented by Quantitative Risk Analysis (QRA) with Monte Carlo simulation to model uncertainty in revenue growth, policy conditions, user behavior, and maintenance costs. The findings show cumulative revenue of IDR 232.75 billion against operating costs of IDR 253.56 billion, resulting in a persistent cash-flow deficit and a negative interim BEP. Monte Carlo outputs suggest that break-even is most likely to occur near the end of the concession (around year 48), with an estimated profitability probability of only 28% under the current trajectory, and the most influential risks are annual revenue growth and government policy/regulation, followed by user behavior and maintenance-cost escalation. The study concludes that while the project has high strategic value, it is not financially feasible in the medium term without intervention; therefore, policy support is needed to strengthen Bitung SEZ-driven logistics demand, improve traffic capture, and implement structured risk mitigation and efficiency measures. Future research should incorporate discounted cash-flow metrics (NPV/IRR), test alternative policy scenarios (tariff adjustments and incentives), and integrate broader socio-economic benefits into investment appraisal.

FAZLUR RAHMAN’S THOUGHTS ON EDUCATION AND THEIR RELEVANCE TO THE CONTEMPORARY ISLAMIC EDUCATION WORLD

2025-11-30T10:00:20+07:00

The contemporary Islamic education system is facing significant challenges due to the rapid pace of globalization, technological advancements, and ideological changes. These challenges call for an adaptive educational model that balances traditional Islamic values with modern educational needs. Fazlur Rahman (1919–1988), a prominent Muslim philosopher, provided essential insights into this issue. Rahman critiqued the intellectual stagnation within the Muslim world and the division between religious and secular knowledge. His educational philosophy promotes a holistic integration of science, ethics, and methodology, advocating for a system that nurtures not just intellectual capabilities, but also moral and spiritual development. This study aims to analyze Rahman’s thoughts on Islamic education and explore their relevance in addressing the current issues within contemporary Islamic education. Using a qualitative approach and library research, this paper examines Rahman’s works, particularly his hermeneutical method of double movement, and their implications for modern Islamic curricula. The study finds that Rahman’s approach can provide a progressive framework for Islamic education, emphasizing critical thinking, moral integrity, and the integration of religious and general knowledge. Rahman’s educational philosophy is crucial in reshaping Islamic education to meet contemporary demands without losing its Islamic identity.

DEVELOPING CRITICAL THINKING SKILLS IN ACCOUNTING EDUCATION STUDENTS THROUGH THE CASE METHOD LEARNING APPROACH

2025-10-07T13:44:02+07:00

In the digital era and the rapid diffusion of artificial intelligence, universities are expected to produce graduates who can analyze information rigorously and make defensible judgments; however, critical thinking is often underdeveloped in accounting learning that remains content- and procedure-centered. This study aimed to evaluate the effectiveness of the Case Method Learning approach in strengthening the critical thinking skills of Accounting Education students in a Financial Accounting course. Using a quasi-experimental nonequivalent control group design, one experimental class received three cycles of case-based instruction, while a control class received conventional lecture-based instruction. Students’ critical thinking was measured with an accounting-specific instrument aligned with higher-order cognitive skills, administered through equivalent pretest–posttest tasks. Data were analyzed using paired-sample t-tests (within-group improvement) and independent-sample t-tests (between-group differences) in SPSS. Results showed a substantial gain in the experimental class, where the mean score increased from 5.97 (pretest) to 16.87 (posttest) with p = 0.000 (< 0.05), and post-intervention performance differed significantly from the control class (p = 0.000 (< 0.05)). These findings indicate that the case method can meaningfully enhance students’ analytical reasoning and problem-solving in accounting contexts. The study concludes that integrating structured cases into Financial Accounting instruction is an effective strategy for developing critical thinking among Accounting Education students. Practically, the results support curriculum-level adoption of case-based learning and lecturer capacity-building for designing authentic cases and facilitative discussions. Future research should test long-term retention, replicate across institutions and accounting topics, and combine quantitative outcomes with qualitative evidence on reasoning processes and classroom interaction.

ADOLESCENT SELF-CONTROL AND ITS EFFECT ON DEVIANT BEHAVIOR: A QUANTITATIVE STUDY

2026-01-06T15:43:43+07:00

Adolescent delinquency remains a salient educational and psychosocial challenge, particularly in contexts where biological, psychological, and social pressures increase young people’s vulnerability to deviant behaviors. This study investigated whether self-control predicts juvenile delinquency among students in Karawang Regency. Using a quantitative causal design, data were collected from 348 students aged 13–19 years (167 males; 181 females) recruited through convenience sampling. Self-control was measured using the Brief Self-Control Scale (BSCS), and juvenile delinquency was assessed using a researcher-constructed delinquency scale. Data were analyzed using simple linear regression (SPSS v25). The results show that self-control has a statistically significant effect on juvenile delinquency (sig. = 0.000; p < 0.05), indicating that self-control is a meaningful predictor of delinquent tendencies. However, the effect size is relatively small, with self-control explaining 3.7% of the variance in delinquency (R Square = 0.037), suggesting that other factors outside the present model contribute substantially to adolescent delinquency. The principal conclusion is that strengthening students’ self-control is relevant but insufficient as a standalone approach; educational interventions should be complemented by consistent parental and school support to foster positive adolescent development. Future studies are recommended to incorporate broader ecological determinants (e.g., family characteristics, socioeconomic conditions, and residential environment) and to test more comprehensive explanatory models.

PARENTAL INVOLVEMENT AND ADOLESCENT AGGRESSION: EXPLORING THE LINK BETWEEN FAMILY ATTENTION AND BULLYING IN SCHOOLS

2026-01-06T20:23:51+07:00

Bullying remains a recurring issue in school settings and may be influenced by the quality of parental attention. This study aimed to (1) describe parental attention among seventh-grade students, (2) describe students’ bullying behavior, and (3) examine the relationship between parental attention and bullying behavior at SMP Negeri 2 Lubuk Sikaping. A quantitative correlational design was employed. The population and sample comprised 52 seventh-grade students selected through total sampling. Data were collected using self-report questionnaires measuring parental attention (36 items) and bullying behavior (35 items). Descriptive statistics (percentages) and Pearson product–moment correlation were used for data analysis. Findings indicated that parental attention was predominantly high (100%), while bullying behavior was generally low (65% low; 31% very low; 4% moderate). Correlation analysis revealed a significant negative association between parental attention and bullying behavior (r = −0.307, p = 0.027), indicating that higher parental attention was linked to lower bullying tendencies, although the magnitude of the relationship was small. The study concludes that parental attention functions as a protective factor against bullying among students in this context. Practically, the findings support strengthening parent–school collaboration, including parenting guidance, routine supervision, and school-based reporting and counseling mechanisms to prevent bullying. Future research should use larger and more diverse samples, apply longitudinal approaches, and examine potential mediators (e.g., peer norms, school climate, and family communication patterns).

PARENTAL SUPPORT AND STUDENT DISCIPLINE IN LEARNING: INSIGHTS FROM A QUANTITATIVE CORRELATIONAL STUDY

2026-01-06T20:55:04+07:00

This study examines the problem of suboptimal learning discipline among students—manifested in behaviors such as tardiness, incomplete assignments, and inconsistent study routines—and investigates whether parental social support is associated with stronger learning discipline. The study aimed to (1) describe parental social support, (2) describe students’ learning discipline, and (3) test the relationship between the two variables among Grade XI students at MAN 1 Pasaman Barat. A quantitative correlational design was used with a sample of 65 students drawn from a population of 230. Data were collected using Likert-type questionnaires (31 items measuring parental social support and 35 items measuring learning discipline) and analyzed using Pearson’s product–moment correlation. The results indicated that parental social support was generally high (58.85% in the high category), while learning discipline was moderately high (63.08% in the moderately high category). Correlation analysis revealed a significant positive relationship between parental social support and learning discipline (r = 0.499; p < .001). In conclusion, stronger parental support is associated with better student learning discipline. The findings imply that schools should strengthen parent–school collaboration and guidance and counseling initiatives to foster disciplined study habits. Future studies should employ broader and more diverse samples, longitudinal designs, and multivariate models to test potential mechanisms (e.g., motivation and self-regulation) and improve causal interpretation.

STRUCTURED HABIT TRAINING AND GUIDANCE COUNSELING SUPPORT FOR EARLY CHILDHOOD CHARACTER DEVELOPMENT

2025-12-17T17:52:17+07:00

Character education in early childhood settings is increasingly expected to be systematic and sustainable; however, schools often vary in how consistently they implement habit training and in how actively guidance and counseling services support character formation. This study aimed to compare the implementation of habit training in a general school and a character-based school, and to analyze the role of guidance and counseling (BK) in strengthening children’s character development. Using a qualitative comparative design, data were collected through classroom and school observations, in-depth interviews with principals, teachers, counselors, and parents, and document analysis of habituation programs in two institutions (TK-TPQ Nurkatika as a general school; KB-TK Pilar Aksara as a character-based school). The findings indicate substantial differences between the two settings: the character-based school implemented integrated and consistent habituation routines supported by regular parent communication, modeling, periodic evaluation, and parenting activities, whereas the general school tended to apply habituation in a more generic manner without a structured program and with less optimal BK involvement. Consequently, children in the character-based school demonstrated more stable positive behavior that also carried over into the home environment. The study concludes that structured habit training aligned with targeted BK services meaningfully enhances the effectiveness of character building. Practically, schools may benefit from formalizing habituation programs, strengthening counselor participation, and institutionalizing school–home collaboration. Future research should involve broader samples, incorporate longitudinal or mixed-method designs, and examine implementation constraints that may affect comparability across schools.

RELIGIOSITY AND DATING DECISION-MAKING AMONG INDONESIAN PSYCHOLOGY UNDERGRADUATES: A CORRELATIONAL STUDY

2025-11-29T13:57:48+07:00

Dating has become a salient developmental and social phenomenon among university students, yet its expression may be shaped by internalized religious values that guide moral reasoning and self-control. This study examined the relationship between religiosity and dating decisions among Psychology students at the University of Medan Area. Using a quantitative correlational design, data were collected from a purposive sample of active students (N = 177) via two instruments: a Religiosity Scale and a Dating Decision Scale. Both instruments demonstrated excellent internal consistency (Cronbach’s alpha = 0.983 and 0.987, respectively). Assumption testing indicated normal distributions for both variables and evidence of linearity between them. Pearson product–moment analysis revealed a strong, significant negative association between religiosity and dating decisions (r = −0.855, p < 0.001), with a coefficient of determination (R²) of 0.731, indicating that religiosity accounted for 73.1% of the variance in dating decisions. Mean comparisons further suggested that students’ religiosity was relatively low, whereas their tendency toward dating decisions was relatively high. The principal conclusion is that higher religiosity is associated with lower dating decision tendencies among students. These findings imply that strengthening the internalization of religious and ethical values—integrated with counseling and student development programming—may support more reflective personal decision-making in campus life. Future research should examine mediating and moderating factors (e.g., peer influence, self-control, gender, and social media exposure) and employ longitudinal or mixed-method approaches.

CHARACTER-BASED CLASSROOM MANAGEMENT: IMPLICATIONS FOR POSITIVE STUDENT BEHAVIOR

2026-01-07T07:34:33+07:00

Classroom discipline problems in lower secondary education often persist when classroom management relies primarily on rules and sanctions rather than value internalization. This study aimed to describe and analyze how character-based classroom management is implemented and how it contributes to improving positive student behavior among Grade VII students at St. Antonius Nabire Middle School (Papua, Indonesia). Using a qualitative descriptive design, data were collected from teachers and Grade VII students through classroom observations, in-depth interviews, and document analysis. Data were analyzed using an interactive qualitative model (data reduction, data display, and conclusion drawing). The findings show that character values—especially discipline, responsibility, and mutual respect—were embedded in classroom rules, learning routines, and daily teacher–student interactions. Consistent teacher role modeling, structured habituation, and positive reinforcement strengthened classroom climate and supported students’ internalization of expected behaviors. Observable changes included improved punctuality and learning discipline, higher responsibility in completing tasks, more respectful peer and teacher interactions, and fewer disruptive behaviors during lessons. Key challenges involved variation in students’ character backgrounds and external environmental influences beyond school. The study concludes that character-based classroom management is a relevant and effective approach for fostering positive behavior in junior high school settings, particularly in under-researched contexts such as Papua. Practically, the findings inform teacher strategies and school policies to standardize value-based class agreements and strengthen school–family collaboration. Future research should employ longitudinal and mixed-methods designs across multiple schools and include family/community perspectives to clarify sustainability and mechanisms of change.

DEVELOPING A SELF-CONFIDENCE SNAKES-AND-LADDERS BOARD GAME FOR JUNIOR HIGH SCHOOL COUNSELING SERVICES

2025-12-08T15:23:33+07:00

Low self-confidence among junior high school students is frequently associated with passive classroom participation, hesitation to express opinions, and difficulty coping with academic and social challenges, indicating a need for engaging guidance and counseling media. This study aimed to develop an educational board game, “Self-Confidence Snakes and Ladders,” as a counseling medium to strengthen students’ self-confidence. The study employed a Research and Development (R&D) approach adapted from a modified Borg & Gall model through four stages: needs analysis, product design, expert validation, and limited field testing. Participants consisted of a content expert, a media expert, a prospective user (guidance and counseling teacher), and a small group of junior high school students. Data were collected using feasibility assessment sheets based on a 4-point Likert scale covering accuracy, usefulness, feasibility, attractiveness, suitability, and ease of use, and were analyzed descriptively. The results showed high feasibility across reviewers: the content expert rated the product 3.33, the media expert 3.40, the prospective user 3.37, and the small-group trial 3.50, all within the “very good” category, with minor suggestions related to refining question wording, improving font clarity, and adjusting session duration. In conclusion, the developed game is highly feasible and well-received as a practical counseling medium that can promote interactive and enjoyable student engagement. Future studies should evaluate effectiveness using experimental designs, larger samples, and validated self-confidence outcome measures.

COGNITIVE-BEHAVIORAL COUNSELING TO IMPROVE ACADEMIC ACHIEVEMENT IN AN ISLAMIC BOARDING SCHOOL: A QUASI-EXPERIMENTAL STUDY

2026-01-08T16:37:12+07:00

Academic underachievement among mahasantri in Islamic boarding schools is frequently associated with maladaptive cognitions, low learning motivation, weak study discipline, and ineffective time management, which collectively contribute to declining academic performance. This study aimed to examine the effectiveness of cognitive-behavioral counseling (CBC) in improving mahasantri’s academic achievement in a pesantren-based educational setting. A quasi-experimental nonequivalent control group design was applied, involving an experimental group receiving CBC and a comparison group without intervention, with pretest and posttest measurements administered using a questionnaire capturing indicators of academic problems (academic “decadence”) and achievement-related behaviors. Pre–post changes in the experimental group were analyzed using the Wilcoxon signed-rank test. The results showed that most participants in the experimental group demonstrated improved academic outcomes after counseling; Wilcoxon ranks indicated 28 positive ranks, 7 negative ranks, and 0 ties, with statistical significance (p < .05). The findings support the conclusion that CBC is a promising guidance-and-counseling strategy to strengthen academic achievement in pesantren contexts by helping students identify and restructure irrational thoughts and adopt more adaptive learning behaviors. Practically, counselors and pesantren administrators may integrate CBC sessions to enhance motivation, discipline, and academic self-beliefs. Future research should employ randomized or well-matched group designs, include longitudinal follow-up, and use mixed-method approaches to clarify mechanisms of change.

EXPRESSIVE PATTERN DRAWING IN GROUP COUNSELING FOR VOCATIONAL STUDENTS’ EMOTIONAL REGULATION IMPROVEMENT

2026-01-08T17:02:00+07:00

Emotional regulation is an essential aspect of students’ development, particularly for vocational high school students who are in a critical period of emotional and social adjustment. However, many students still experience difficulties in managing their emotions adaptively, which may negatively affect their learning process and social interactions. Therefore, appropriate and developmentally relevant interventions are needed. This study aimed to examine the effect of group counseling based on expressive pattern drawing on students’ emotional regulation abilities. This study employed a quantitative approach using a pre-experimental One Group Pretest–Posttest Design. The respondents consisted of eleventh-grade students at SMK Sejahtera Surabaya who demonstrated low emotional regulation abilities and were selected through purposive sampling. Data were collected using an emotional regulation questionnaire with a four-point Likert scale, which had been tested for validity and reliability, yielding a Cronbach’s Alpha coefficient of 0.832. The intervention was conducted through group counseling sessions utilizing expressive pattern drawing techniques over five sessions. Data analysis was performed using the Wilcoxon Signed Rank Test with the assistance of SPSS version 25. The results indicated an improvement in emotional regulation abilities among all participants after the intervention. The Wilcoxon test revealed an Asymp. Sig. (2-tailed) value of 0.027 (< 0.05), indicating that group counseling based on expressive pattern drawing had a significant effect on improving emotional regulation abilities among vocational high school students.