Journal of Counseling, Education and Society
Journal of Counseling, Education and Society ISSN: 2716-4896 (Print) , ISSN 2716-4888 (Electronic) is a peer-reviewed journal and scientific journal managed by the ELORA Center for Research & Innovation. Journal of Counseling, Education and Society a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning and social sciences.
Indonesian Institute for Counseling, Education and Theraphy
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Integrating digital citizenship into civic education: a sequential approach to enhancing responsible online behavior in the 21st century
This study addresses the growing issue of irresponsible online behavior among students in the digital era, which reflects a gap between technological engagement and civic responsibility. The research aims to develop a sequential approach to integrating digital citizenship into civic education to enhance responsible online behavior. This study employs a qualitative library research method, utilizing primary data from relevant scholarly literature and secondary data from books, journals, and research reports related to digital citizenship, civic education, and online behavior. Data were collected through systematic literature review and analyzed using content analysis to identify key patterns and relationships. The findings indicate that a structured, sequential integration—covering awareness, skill development, and application—effectively improves students’ ethical understanding and online conduct. The study concludes that integrating digital citizenship into civic education is essential and provides a practical framework for fostering responsible and informed digital citizens in the 21st century.
Copyright (c) 2026 Sarbaini Sarbaini http://creativecommons.org/licenses/by-nc-sa/4.0
Gambaran emotional eating pada remaja Indonesia: studi cross-sectional berdasarkan karakteristik demografis
Penelitian ini bertujuan untuk menggambarkan kecenderungan emotional eating behavior pada remaja berdasarkan jenis kelamin, usia, dan urutan kelahiran. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei cross-sectional. Sampel penelitian terdiri dari 806 remaja berusia 12-19 tahun yang diperoleh melalui teknik voluntary response sampling. Data dikumpulkan menggunakan subskala emotional eating dari Dutch Eating Behavior Questionnaire (DEBQ). Hasil analisis deskriptif menunjukkan bahwa sebagian besar remaja berada pada kategori jarang (38%), diikuti kategori terkadang (30%) dan tidak pernah (21%). Secara deskriptif, terdapat variasi skor rata-rata emotional eating berdasarkan jenis kelamin, usia, dan urutan kelahiran. Remaja laki-laki memiliki rata-rata skor sedikit lebih tinggi dibandingkan perempuan, dan remaja usia 12-15 tahun menunjukkan rata-rata lebih tinggi dibandingkan usia 16-19 tahun. Namun demikian, perbedaan tersebut belum diuji menggunakan analisis statistik inferensial sehingga tidak dapat disimpulkan sebagai perbedaan yang signifikan. Temuan ini menunjukkan adanya variasi kecenderungan emotional eating pada remaja berdasarkan karakteristik demografis. Oleh karena itu, diperlukan penelitian lanjutan dengan desain yang lebih kuat untuk menguji hubungan antar variabel secara lebih mendalam
Copyright (c) 2026 Anggi Silvia Ningsih, Ifdil Ifdil, Annisaislami Khairati http://creativecommons.org/licenses/by-nc-sa/4.0
Academic civility of students: profil berdasarkan jenis kelamin, usia, dan urutan kelahiran
Academic civility merupakan aspek penting dalam menciptakan lingkungan belajar yang kondusif, inklusif, dan mendukung hubungan interpersonal di perguruan tinggi. Penelitian ini bertujuan mendeskripsikan tingkat academic civility mahasiswa berdasarkan usia, jenis kelamin, dan urutan kelahiran. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan sampel 278 mahasiswa aktif dari berbagai perguruan tinggi di Indonesia yang dipilih melalui teknik purposive sampling. Komposisi responden didominasi oleh perempuan (n=231; 83,1%) dibandingkan dengan laki-laki (n=47; 16,9%). Data dikumpulkan menggunakan instrumen Incivility in Higher Education-Revised (IHE-R) dengan skala Likert 4 poin yang memiliki reliabilitas Cronbach’s Alpha > 0,70. Hasil analisis deskriptif menunjukkan skor academic civility mahasiswa berada pada kategori sedang hingga tinggi dengan rata-rata total berada pada rentang 103,0–107,5 dan standar deviasi 13,63–14,67. Secara deskriptif, mahasiswa perempuan menunjukkan skor civility sedikit lebih tinggi dibandingkan dengan laki-laki, sedangkan variasi berdasarkan usia dan urutan kelahiran relatif kecil. Seluruh perbedaan antar kelompok dalam penelitian ini bersifat deskriptif dan tidak diuji menggunakan analisis inferensial. Penelitian ini memiliki keterbatasan pada ketidakseimbangan komposisi gender dan penggunaan sampel nonprobabilitas.
Copyright (c) 2026 Febriana Heriyani, Ifdil Ifdil, Annisaislami Khairati http://creativecommons.org/licenses/by-nc-sa/4.0
Kematangan emosional siswa dalam literatur ilmiah: pemetaan bibliometrik terhadap pendekatan naratif
Kematangan emosional siswa merupakan isu penting dalam literatur pendidikan dan bimbingan konseling karena berkaitan dengan regulasi emosi, kesehatan mental, dan perkembangan sosial-emosional remaja. Penelitian ini bertujuan memetakan posisi pendekatan naratif dalam literatur ilmiah mengenai kematangan emosional siswa melalui analisis bibliometrik. Data dikumpulkan dari Google Scholar menggunakan Publish or Perish versi (Windows GUI Ediiton) 8.19.5300.9483 pada 5 April 2026 dengan rentang publikasi 2016–2025. Sebanyak 500 dokumen diperoleh dan diekspor dalam format RIS, kemudian dianalisis menggunakan VOSviewer versi 1.6.20. Unit analisis meliputi keyword co-occurrence dan citation analysis dengan ambang batas minimum kemunculan kata kunci sebanyak 5 kali, sehingga diperoleh 22 kata kunci yang divisualisasikan. Hasil penelitian menunjukkan empat klaster utama, yaitu perkembangan emosional remaja dalam konteks sekolah, regulasi emosi dan intervensi psikologis, strategi regulasi emosi dan media digital, serta kesehatan mental remaja. Density visualization menunjukkan bahwa tema intervensi, kematangan emosional, dan kesehatan mental remaja memiliki kepadatan tinggi. Overlay visualization menunjukkan pendekatan naratif mulai muncul sebagai tema berkembang, tetapi belum dominan. Analisis sitasi menunjukkan bahwa publikasi berpengaruh didominasi artikel digital storytelling dalam pendidikan.
Copyright (c) 2026 Anisa Safitri, Henny indreswari, M.Ramli, Khairul Bariyyah, Abu Yazid Abu Bakar http://creativecommons.org/licenses/by-nc-sa/4.0
Kontribusi usia, jenis kelamin, dan tipe sekolah terhadap efikasi diri akademik siswa sekolah menengah pertama
Penelitian ini bertujuan untuk mendeskripsikan profil efikasi diri akademik siswa SMP serta menguji perbedaannya berdasarkan usia, jenis kelamin, dan tipe sekolah. Penelitian menggunakan pendekatan kuantitatif dengan desain survei potong lintang atau cross-sectional. Sampel terdiri atas 85 siswa SMP yang diperoleh melalui teknik convenience sampling. Data dikumpulkan secara daring menggunakan Google Form pada periode 8 Februari sampai 1 Maret 2026 dan dianalisis menggunakan statistik deskriptif, uji chi-square, independent samples t-test, dan one-way ANOVA. Hasil penelitian menunjukkan bahwa mayoritas siswa berada pada kategori efikasi diri akademik sedang, yaitu 65 siswa atau 76,47%. Hasil uji statistik menunjukkan tidak terdapat perbedaan efikasi diri akademik yang signifikan berdasarkan jenis kelamin, tipe sekolah, maupun usia. Dengan demikian, karakteristik yang diuji belum menjadi pembeda yang kuat terhadap efikasi diri akademik siswa dalam sampel penelitian ini. Temuan ini perlu ditafsirkan secara hati-hati karena penelitian menggunakan convenience sampling, ukuran sampel terbatas, distribusi kelompok tidak seimbang, dan instrumen masih memerlukan penyempurnaan.
Copyright (c) 2026 Easter Victoria Gunawan, Henny Indreswari, Fitri Wahyuni, Khairul Bariyyah, Amelia Bernike Gunasenjaya http://creativecommons.org/licenses/by-nc-sa/4.0
Menguji ulang struktur kontrol diri remaja: bukti model marginal pada instrumen berbasis teori averill
Instrumen kontrol diri remaja diperlukan dalam layanan bimbingan dan konseling untuk membantu guru BK memahami kemampuan siswa dalam mengendalikan perilaku, mengelola pikiran, dan mengambil keputusan secara adaptif. Penelitian ini bertujuan mengevaluasi kualitas psikometrik instrumen kontrol diri remaja berbasis teori Averill pada siswa sekolah menengah. Penelitian menggunakan pendekatan kuantitatif non-eksperimental menggunakan confirmatory factor analysis. Partisipan penelitian berjumlah 202 orang siswa yang diambil menggunakan teknik convenience sampling. Instrumen awal terdiri atas 30 item dengan empat pilihan respons, sehingga analisis CFA dilakukan menggunakan estimator WLSMV. Hasil penelitian menunjukkan bahwa model awal belum memiliki kecocokan yang memadai. Setelah tujuh item dengan kontribusi lemah dieliminasi, model akhir terdiri atas 23 item dengan nilai CFI = 0,880, TLI = 0,866, RMSEA = 0,046, dan SRMR = 0,072. Temuan ini menunjukkan bahwa struktur tiga faktor Averill memperoleh dukungan terbatas, tetapi belum mencapai kecocokan model yang ideal. Dengan demikian, instrumen kontrol diri remaja dalam penelitian ini belum direkomendasikan sebagai alat asesmen individual atau dasar pengambilan keputusan layanan bimbingan dan konseling. Kontribusi penelitian ini terletak pada penyediaan bukti psikometrik awal mengenai keterbatasan struktur faktor instrumen serta arah revisi item untuk pengembangan alat ukur kontrol diri remaja yang lebih kuat secara empiris.
Copyright (c) 2026 Salsabila Santi, Henny Indreswari, Arbin Janu Setiyowati, Khairul Bariyyah, Noradillah Md Nordin http://creativecommons.org/licenses/by-nc-sa/4.0
Resilience among bullying victims in coastal areas: examining gender differences
Bullying remains a significant issue among adolescents due to its negative impact on psychological well-being and social adjustment. Resilience is an important protective factor that helps students adapt to and recover from bullying experiences. However, limited research has examined gender differences in resilience among bullying victims living in coastal areas, which are often characterized by unique social and environmental challenges. This study employed a quantitative comparative design involving 237 high school students in coastal areas who had experienced bullying victimization. Participants were selected using purposive sampling. Data were collected using a resilience scale based on emotional regulation, impulse control, optimism, causal analysis, empathy, self-efficacy, and reaching out. Data were analyzed using the Rasch model and Welch test. The findings revealed significant differences in resilience based on gender, with male students demonstrating higher resilience than female students. These findings contribute to the literature by providing empirical evidence on gender-based differences in resilience among bullying victims in coastal communities. The results highlight the importance of considering both individual and contextual factors in understanding resilience and developing support strategies for students who experience bullying.
Copyright (c) 2026 Rober Sandra, Nurfarhanah Nurfarhanah http://creativecommons.org/licenses/by-nc-sa/4.0
The effectiveness of ifdil perceptual light technique (iplt) as a visual intervention in reducing online game addiction
The rapid development of digital technology has increased online gaming among adolescents, with some experiencing addiction that affects psychological, social, and academic functioning. This phenomenon was identified among adolescents in the Mulya Tarai Gading Housing Complex, Kampar Regency. This study examined the effectiveness of the Ifdil Perceptual Light Technique (IPLT) as a visual-based intervention to reduce online gaming addiction. A quantitative pre-experimental one-group pretest–posttest design was employed. From a population of 100 adolescents, six participants with moderate to high addiction levels were selected through purposive sampling. Data were collected using a Likert-based online gaming addiction scale and analyzed through descriptive statistics, normality testing, paired-sample t-tests, and Cohen’s d effect size. Results showed a reduction in the mean addiction score from 42.33 to 26.33, with a significant difference between pretest and posttest scores (p < 0.05). The findings indicate that IPLT is an effective and innovative intervention for reducing online gaming addiction and contributes to the development of adaptive visual-based counseling approaches in the digital era.
Copyright (c) 2026 Muhammad Luthfi, Silawati Silawati, Miftahhuddin Miftahhuddin, Reizki Maharani http://creativecommons.org/licenses/by-nc-sa/4.0
Psychological resilience as a mediator between transformational leadership and work engagement
This study aims to examine the role of resilience as a mediating variable in the relationship between transformational leadership and work engagement among banking employees in Indonesia. This research is motivated by high work demands, service pressures, and rapid organizational changes in the banking sector, so that organizational and psychological factors are needed to maintain employee work engagement. The study used a quantitative approach with a correlational design involving employees from one of the national private banks in North Sumatra. Data were collected using standardized psychological instruments to measure transformational leadership, resilience, and work engagement, then analyzed using Partial Least Squares Structural Equation Modeling. The results show that transformational leadership has a positive effect on work engagement and self-resilience, while self-resilience also has a positive effect on work engagement. In addition, resilience has been shown to mediate the relationship between transformational leadership and work engagement. These findings indicate that supportive and inspirational leadership plays an important role in increasing employee work engagement, both directly and through strengthening individual adaptive capacity.
Copyright (c) 2026 Siska Siska, Suryani Hardjo, Amanah Surbakti http://creativecommons.org/licenses/by-nc-sa/4.0
Fatherless in matrilineal societies: a quantitative profile from the Minangkabau context and its implications for culturally responsive counselling
This cross-sectional quantitative study examined perceived fatherless among 488 adolescents in Padang, West Sumatra, within the Minangkabau matrilineal cultural context. Participants were recruited via convenience sampling from 169 school units and responded to a validated 20-item Fatherless Scale grounded in the tripartite model of father involvement (Cronbach's alpha = 0.788; Aiken's V = 0.67–0.92). Descriptive statistics and t-SNE dimensionality reduction with K-Means cluster analysis were used to map the distribution and latent structure of perceived paternal involvement. Results showed that 53.9% of respondents fell within the very low and low categories of perceived father involvement, despite 79.9% living with both parents and 90.0% having a living biological father. These categories were operationally defined using M ± SD boundaries; the categorical framework served as a descriptive reporting tool, while t-SNE and cluster analysis independently confirmed that the underlying response structure constitutes a gradient continuum rather than discrete groups. Adolescents living with both parents reported the lowest mean involvement (M = 40.59) compared to single-parent adolescents (M = 49.80), confirming that fatherless in this sample is predominantly a psychological and relational phenomenon rather than one of physical separation. Findings carry direct implications for culturally responsive counseling within Minangkabau family systems.
Copyright (c) 2026 Triave Nuzila Zahri, Ade Herdian Putra, Lisa Putriani, Muvi Yandra, Firdha Ainil Hakim http://creativecommons.org/licenses/by-nc-sa/4.0
Self-efficacy as mediator of social support effects on student engagement: a PLS-SEM analysis
The study examined the effect of social support on student engagement with self-efficacy as a mediating variable among high school students. Student engagement plays an important role in supporting academic achievement and active participation in the learning process. Social support received from family, teachers, and peers was assumed to enhance students’ confidence in their abilities, which in turn could increase their engagement in learning activities. This study employed a quantitative approach with a correlational design. Data were collected from high school students using social support, self-efficacy, and student engagement scales. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicated that social support positively affected self-efficacy and student engagement. Self-efficacy also positively affected student engagement and mediated the relationship between social support and student engagement. These results suggested that enhancing social support may strengthen students’ self-efficacy and ultimately improve their engagement in learning. Therefore, schools, teachers, and parents should provide adequate support to foster students’ active involvement in academic activities.
Copyright (c) 2026 Dea Febrianty, Suryani Hardjo, Amanah Surbakti http://creativecommons.org/licenses/by-nc-sa/4.0
The paradoxical relationship between fear of negative evaluation and self-confidence: evidence from indonesian adolescents
Kepercayaan diri merupakan salah satu aspek psikologis yang penting dalam mendukung keberhasilan akademik dan sosial siswa. Salah satu faktor yang diduga berhubungan dengan kepercayaan diri adalah Fear of Negative Evaluation, yaitu kecenderungan individu untuk merasa khawatir terhadap penilaian negatif dari orang lain. Penelitian ini bertujuan untuk mengetahui hubungan antara Fear of Negative Evaluation dan kepercayaan diri pada siswa SMA. Penelitian menggunakan pendekatan kuantitatif dengan rancangan korelasional. Sampel penelitian berjumlah 176 siswa kelas X SMA Negeri 99 Jakarta yang dipilih menggunakan teknik simple random sampling. Data dikumpulkan menggunakan instrumen kepercayaan diri yang diadaptasi dari Rosenberg Self-Esteem Scale dan instrumen Fear of Negative Evaluation yang diadaptasi dari subskala Fear of Negative Evaluation pada Social Anxiety Scale for Adolescents. Analisis data dilakukan menggunakan korelasi Pearson Product Moment. Hasil penelitian menunjukkan adanya hubungan positif dan signifikan antara Fear of Negative Evaluation dan kepercayaan diri (r = 0,685; p < 0,001). Temuan ini menunjukkan bahwa semakin tinggi Fear of Negative Evaluation yang dimiliki siswa, maka semakin tinggi pula tingkat kepercayaan dirinya. Hasil penelitian memberikan pemahaman bahwa perhatian terhadap penilaian sosial tidak selalu berkaitan dengan rendahnya kepercayaan diri pada remaja.
Copyright (c) 2026 Nur Fadhilah Haz, Nurmawati Nurmawati http://creativecommons.org/licenses/by-nc-sa/4.0
Integration of islamic education and digital literacy in twenty-first century learning
The rapid development of digital technology has created new challenges and opportunities for Islamic education in the twenty-first century. Educational institutions are increasingly required to integrate digital literacy with Islamic values to support ethical and responsible technology use. This study aims to analyze the integration of Islamic education and digital literacy, identify implementation challenges, and explore learning development strategies relevant to contemporary educational contexts. The study employed a qualitative Narrative Literature Review (NLR) approach. Literature sources were collected from Google Scholar, Scopus, ScienceDirect, Springer, and Garuda databases using keywords related to Islamic education, digital literacy, and twenty-first century learning. Relevant journal articles, books, conference proceedings, and policy documents were selected based on their relevance, credibility, and alignment with the study objectives. The collected literature was examined through content analysis and qualitative descriptive analysis to identify recurring themes and conceptual patterns. The review revealed that the integration of Islamic education and digital literacy is consistently associated in the literature with the development of critical thinking, creativity, communication, collaboration, and ethical awareness in digital learning environments. The analysis also identified major implementation challenges, including limited teacher digital competence, unequal technological infrastructure, weak curriculum integration, ethical risks in digital media, and resistance to educational change. The findings highlight the importance of teacher development, curriculum transformation, technology-supported learning ecosystems, and multi-stakeholder collaboration in strengthening the integration of Islamic values and digital literacy within twenty-first century education.
Copyright (c) 2026 Miftahuddin Miftahuddin, Muhammad Rizki Perdana http://creativecommons.org/licenses/by-nc-sa/4.0
Gobak sodor as a culturally grounded motivational framework: effects of traditional game-based learning on engagement and achievement in junior high school physical education
Low motivation and poor learning outcomes represent persistent challenges in Physical Education, Sports, and Health (PJOK) instruction at the junior high school level, yet the motivational mechanisms underlying culturally grounded pedagogical interventions remain underexplored. Grounded in Self-Determination Theory (SDT), this quasi-experimental study examines whether the integration of the traditional Indonesian game Gobak Sodor into PJOK instruction is associated with improved student motivation and learning outcomes among seventh-grade students at SMP Negeri 2 Tulangan. A pretest-posttest control group design was employed, with 31 students in an experimental group receiving eight sessions of Gobak Sodor-based instruction and 31 students in a control group receiving conventional teaching methods. Learning motivation was assessed using a validated Likert-scale questionnaire (Cronbach’s α = 0.862), and learning outcomes were measured via achievement tests. Results indicated a substantially greater increase in mean achievement scores in the experimental group (68.35 to 88.42) compared to the control group (66.94 to 70.03), with a statistically significant between-group difference at posttest (t = 26.674; p < 0.001). Motivation scores also increased significantly in the experimental group (p < 0.001), suggesting that SDT-aligned conditions of autonomy, competence, and relatedness may explain the observed engagement gains. However, given the quasi-experimental design, non-random class assignment, and single-school sample, causal inferences are constrained; findings should be interpreted as preliminary evidence warranting replication in broader and more diverse contexts.
Copyright (c) 2026 Qisthosyi Qurnul Isyrin, Advendi Kristiyandaru, Himawan Wismanadi http://creativecommons.org/licenses/by-nc-sa/4.0
Assertive dominance and rhetorical integration in tiktok affiliate discourse: a pragmatic-rhetorical study of digital persuasion
This study examines the pragmatic strategies of digital persuasion in TikTok Affiliate content, addressing a gap in speech act research on creator-based advertising discourse. A corpus of 166 utterances from 15 videos by three Indonesian creators was analyzed using Searle's (1976) taxonomy and Aristotle's rhetorical framework. Findings reveal three key patterns: (1) assertive speech acts dominate (72.89%), particularly 'mentioning specifications' (38.55%), reflecting a 'trust-first' persuasion logic; (2) logos (60.24%), pathos (25.90%), and ethos (13.86%) operate complementarily within single utterances, not in separate segments; and (3) a consistent illocutionary-rhetorical matrix shows that 'claiming' is paradoxically grounded in ethos (50%) rather than logos, indicating that personal credibility substitutes objective data in this genre. This pragmatic-rhetorical integration, which is more concentrated than in conventional advertising, constitutes the genre's distinctive adaptive response to short-video constraints. Theoretically, the study extends speech act classification to the underexplored domain of affiliate marketing discourse. The findings offer a structured framework for analyzing persuasive language in digital media, with potential applications in educational contexts where critical digital literacy is emphasized.
Copyright (c) 2026 Dicky Pramana Putra, Muhammad Rohmadi http://creativecommons.org/licenses/by-nc-sa/4.0
Embedded formative feedback in chemistry worksheets: a self-regulation approach to conceptual learning of the periodic table of elements
This study aims to investigate the effectiveness of Student Worksheets (LKPD) oriented toward Assessment for Learning (AfL) in improving student learning outcomes on the Periodic Table of Elements (PTE) topic. The research employed a pre-experimental design with a one-group pretest-posttest model (O₁ X O₂), conducted with students in Grade X of SMA 2 Muhammadiyah Sidoarjo, Indonesia. Grounded in Black and Wiliam’s (1998) Assessment for Learning (AfL) framework and self-regulated learning theory, the worksheets embedded five core AfL mechanisms transparent learning objectives, continuous evidence elicitation, constructive feedback loops, peer assessment activities, and structured self-assessment checkpoints hypothesized to address known conceptual barriers in Periodic Table learning by enabling students to monitor, evaluate, and regulate their own comprehension in real time. Data were collected through validated pretest and posttest instruments measuring conceptual understanding of the PTE. A paired sample t-test, preceded by Shapiro-Wilk normality testing, was applied to examine score changes. Results revealed a mean improvement of 41.79 points (pretest M = 42.07; posttest M = 83.86), with a t-value of −22.476 (p < 0.05) and an N-Gain of 0.72 (High category). These findings confirm that formative feedback embedded within chemistry worksheets produces substantive gains in conceptual understanding, with theoretical implications for self-regulation-based instructional design in secondary science education.
Copyright (c) 2026 Jihan Nabilah Rahma, Muchlis Muchlis http://creativecommons.org/licenses/by-nc-sa/4.0
Electronic portfolio assessment for metacognitive development in chemistry: needs analysis and conceptual framework for AI-enhanced implementation
Grounded in self-regulated learning theory and formative assessment frameworks, this study investigates the theoretical basis for integrating electronic portfolios with artificial intelligence to support metacognitive assessment in secondary school chemistry, specifically in learning buffer solutions. A qualitative descriptive design was employed as the define stage of the 4D development model (Define, Design, Develop, Disseminate). Data were collected through semi-structured interviews with two chemistry teachers selected via purposive sampling to represent contrasting instructional contexts: a public senior high school implementing the Kurikulum Merdeka and a boarding school with restricted digital infrastructure. Interviews were supplemented by a systematic literature review. Data were analyzed using thematic analysis, involving familiarization, open coding, theme development, and synthesis. Trustworthiness was established through member checking and data triangulation between interview findings and literature. The findings reveal four interrelated barriers to effective metacognitive assessment: a persistent feedback bottleneck arising from high teacher workload; disparities in digital access across school contexts; students’ overreliance on algorithmic procedures at the expense of conceptual understanding; and a gap between authentic assessment ideals and operational classroom realities. These findings establish a theoretically grounded rationale for developing an AI-enhanced electronic portfolio that positions artificial intelligence as an automated scaffolding mechanism for formative feedback, rather than merely a technological add-on. The proposed conceptual framework offers design principles for subsequent development and empirical validation of the assessment system.
Copyright (c) 2026 Salma Mardhiyah Nuraini, Nahadi Nahadi, Soja Siti Fatimah http://creativecommons.org/licenses/by-nc-sa/4.0
The effects of social support and coping strategies on academic stress among final-year college students
Grounded in the transactional model of stress and the stress-buffering hypothesis, this study examined the predictive roles of social support and coping strategies on academic stress among final-year counseling students. This population represents prospective counseling professionals who simultaneously face academic completion demands and professional competency requirements, a group that remains underrepresented in academic stress research. Using a quantitative correlational design, data were collected from 98 eighth-semester Guidance and Counseling students at Universitas PGRI Semarang selected through proportional random sampling from a population of 130 students. Sample adequacy was supported by the Slovin formula and a priori power analysis. Instruments included the Social Support Scale (α = .981), Ways of Coping Questionnaire (α = .940), and Student-Life Stress Inventory (α = .944). Multiple regression analysis indicated that social support (t = −8.832, p < .001) and coping strategies (t = −9.129, p < .001) significantly and negatively predicted academic stress. Together, both variables explained 63.1% of the variance in academic stress (R² = .631, p < .001). Findings support the stress-buffering hypothesis and the transactional model of stress, suggesting that higher levels of social support and more adaptive coping strategies are associated with lower academic stress. However, causal conclusions are limited by the cross-sectional design.
Copyright (c) 2026 Dhiya Alya Yunizar, Desi Maulia, Eka Sari Setianingsih http://creativecommons.org/licenses/by-nc-sa/4.0
Servant-spiritual leadership and its relationship with the quality of working life index for teachers at islamic primary educational institutions
This study aims to explore teachers’ lived experiences of servant-spiritual leadership and its perceived relationship with job satisfaction, motivation, professional commitment, and Quality of Working Life (QWL) in Islamic educational institutions. The approach used was qualitative, employing a descriptive case study design, with an emphasis on gaining an in-depth understanding of teachers’ experiences within their social and professional contexts. This research was conducted at MI Nurudzolam, Pare, Kediri, East Java, Indonesia, involving 21 participants comprising the principal, vice principal, senior teachers, and junior teachers. Data collection techniques included in-depth interviews, participant observation, and documentation related to leadership practices and the work environment. Data analysis was conducted through data reduction, data presentation, and inductive conclusion drawing, with trustworthiness ensured through source triangulation, method triangulation, and member checking. The findings indicate that servant-spiritual leadership which prioritizes service, empathy, role modeling, and spiritual values is perceived by teachers as strongly associated with increased motivation and professional commitment. Furthermore, this leadership style is associated with improved job satisfaction and the psychological, social, and professional meaning aspects of teachers’ quality of work life (QWL). A supportive work environment, a collaborative culture, and recognition of individual contributions foster a sense of belonging and loyalty among teachers. This research contributes by emphasizing the importance of humanistic and spiritual leadership in enhancing human resource quality and fostering a harmonious work environment in Islamic educational institutions.
Copyright (c) 2026 Ma’shum Thoyib, Muhamad Bisri Ihwan http://creativecommons.org/licenses/by-nc-sa/4.0
Feminization of poverty and problem-solving capacity among female-headed households in indonesia: self-esteem and social support as determinants
Female-headed households represent one of the most economically and psychosocially vulnerable groups in Indonesia; however, their internal coping capacities remain insufficiently explored within the social welfare literature. This study investigates how self-esteem and social support shape the problem-solving capacity of poor female-headed households in Bandung Regency, West Java, Indonesia. A qualitative descriptive-explanatory case study design was employed, with data gathered through in-depth interviews with ten purposively selected primary informants prioritizing information-rich cases, two focus group discussion sessions, and participant observation. Data were analyzed using theory-guided thematic analysis following the interactive model of Miles, Huberman, and Saldaña, and validated through source triangulation and member-checking procedures. The findings reveal that informants experienced a severe collapse of self-esteem and social misrecognition during the initial transition following spousal loss, further exacerbated by stigma within patriarchal rural communities. Active involvement in the Pekka Union served as a radical psychosocial turning point, reconstructing self-esteem through collective recognition and skill mastery. Social support emerged as the most dominant force shaping problem-solving capacity, substantially exceeding the contribution of self-esteem. These findings challenge deficit-oriented perspectives and affirm that resilience among female-headed households is relational and collectively constructed. Social welfare interventions should therefore adopt strengths-based and feminist empowerment strategies.
Copyright (c) 2026 Bambang Rustanto, Tuti Kartika, Dwi Yuliani, Didiet Widiowati, Ayi Haryani, Aryohaji Istyawan http://creativecommons.org/licenses/by-nc-sa/4.0
Career guidance and industrial internship mechanisms and their effects on career readiness in technical and vocational education and training: a systematic literature review (2020–2026)
The purpose of this comprehensive literature review critically synthesizes evidence on how industrial internships, work-based learning, and career guidance practices are experienced by students in vocational education and how these practices, in turn, influence students' career readiness and employability outcomes. The review process followed the PRISMA 2020 reporting framework standards. An initial pool of 401 documents was gathered from the Scopus database on 6 July 2026. The search was done using a Boolean string. After filtering out, 257 items were considered for further screening. After the screening and a full-text eligibility check against a structured inclusion/exclusion matrix and a FICO (Focus, Information, Context, Outcome) quality threshold (scored 0-8, with a minimum composite of 4 required for inclusion), 50 articles were deemed suitable for thematic synthesis using Thomas and Harden's thematic approach, with 10 leading examples being illustrated in depth. Screening and eligibility decisions were done by following one set of rules instead of using two raters who would check each other's work. This is a methodological limitation that is further discussed in the full text. Thematic synthesis grouped by three research questions shows that (1) work-based learning models are extensively used for converting vocational curricula into competences relevant to work; (2) personal attributes such as career self-confidence, career resilience, and clear vocational identity, combined with external factors like good teaching, industry exposure, and social support, not only influence students' career decisions but also their ability to find employment during internship; and (3) well-designed career guidance and counselling services, which are part of institutional industry link-and-match partnerships, seem to have a positive impact on school-to-work transition outcomes, although guidance services are still very much scattered and hardly evaluated in many countries. From a practitioner's perspective, the review suggests that formalizing internship supervision, incorporating career counseling into vocational courses at the beginning, and reinforcing the industry-school partnership mechanisms are some of the ways forward.
Copyright (c) 2026 Zulia Saputra, Afdal Afdal, Miftahul Fikri, Nurfarhanah Nurfarhanah http://creativecommons.org/licenses/by-nc-sa/4.0
Hubungan regulasi emosi dengan komunikasi intrapersonal pada siswa SMA
Penelitian ini bertujuan untuk mengetahui hubungan antara Regulasi Emosi dengan Komunikasi Intrapersonal pada siswa SMA. Latar belakang penelitian didasarkan pada temuan siswa mengalami kesulitan dalam mengelola emosi, seperti cemas, marah dan kesulitan menenangkan diri, yang dapat memengaruhi komunikasi intrapersonal. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi berjumlah 423 siswa, dengan sampel 206 yang ditentukan menggunakan rumus Slovin dan teknik Simple Random Sampling. Data penelitian dikumpulkan menggunakan skala regulasi emosi dan skala komunikasi intrapersonal. Analisis data menggunakan uji korelasi Pearson Product Moment setelah memenuhi uji prasyarat normalitas dan regresi linearitas. Hasil menunjukkan adanya hubungan positif yang signifikan antara regulasi emosi dan komunikasi intrapersonal dengan nilai r = .737, p < .001, R² = .543. Semakin tinggi regulasi emosi siswa, semakin baik komunikasi intrapersonalnya, sehingga mendukung perkembangan psikologis yang lebih sehat dan adaptif.
Copyright (c) 2026 Wahyu Nur Maharani, Agus Setiawan, Eka Sari Setianingsih http://creativecommons.org/licenses/by-nc-sa/4.0
Hubungan self-regulation dengan prokrastinasi akademik pada mahasiswa bimbingan dan konseling
Prokrastinasi akademik merupakan masalah umum di kalangan mahasiswa yang dapat menghambat penyelesaian tugas-tugas akademik. Self-regulation dianggap sebagai faktor penting yang berkaitan dengan prokrastinasi akademik. Penelitian ini bertujuan untuk mengkaji hubungan antara self-regulation dan prokrastinasi akademik di kalangan mahasiswa Program Studi Bimbingan dan Konseling Universitas PGRI Semarang. Desain penelitian korelasi kuantitatif digunakan, dengan melibatkan 221 mahasiswa yang dipilih melalui metode pengambilan sampel proportionate stratified random sampling. Data dikumpulkan menggunakan skala yang dikembangkan oleh peneliti untuk self-regulation dan prokrastinasi akademik, dengan nilai Cronbach’s Alpha masing-masing sebesar 0,840 dan 0,885. Analisis data dilakukan menggunakan korelasi Pearson Product Moment dan regresi linier sederhana. Hasil penelitian menunjukkan adanya hubungan negatif yang signifikan antara self-regulation dan prokrastinasi akademik (r = -0,808, p < 0,001). Self-regulation berkontribusi sebesar 65,3% terhadap varians prokrastinasi akademik. Temuan ini menyoroti pentingnya mengembangkan self-regulation dalam layanan Bimbingan dan Konseling untuk mengurangi prokrastinasi akademik.
Copyright (c) 2026 Onisia Enggal Nur Fadillah, Agus Setiawan, Eka Sari Setianingsih http://creativecommons.org/licenses/by-nc-sa/4.0
Teacher competency, facilities, and motivation as drivers of vocational graduate work readiness: a PLS-SEM moderation analysis
Vocational education programs in Indonesia face persistent structural misalignment between graduate competencies and industry demands, reflected in the vocational high school graduate unemployment rate of 9.84% despite enrollment of 5.08 million students. This study examined the effects of Teacher Competency (X1), Learning Facilities (X2), and Student Motivation (X3) on Student Work Readiness (Y), the mediating role of Student Motivation, and the moderating and direct effects of Industry Relevance (M). A quantitative explanatory survey design was employed with total sampling involving 350 students at vocational high schools in Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. All seven hypotheses were supported: Teacher Competency (β = 0.207, p = 0.000) and Learning Facilities (β = 0.211, p = 0.000) significantly predicted Student Motivation; Teacher Competency (β = 0.223), Learning Facilities (β = 0.270), and Student Motivation (β = 0.246) exerted significant direct effects on Work Readiness; Student Motivation mediated X1→X3→Y (β = 0.051) and X2→X3→Y (β = 0.052); Industry Relevance moderated Learning Facilities and Work Readiness (β = 0.151, p = 0.001); and Industry Relevance exerted a significant negative direct effect on self-assessed Work Readiness (β = −0.167, p = 0.001), interpreted as a perception gap mechanism. R² = 0.280 for Student Work Readiness. These findings provide evidence-based guidance for policymakers and school leaders to improve vocational education quality and graduate employability in Indonesia.
Copyright (c) 2026 Andri Dermawan, Lasyatta Syaifullah, Deded Darmadi, Muhammad Anwar, Wakhinuddin Simatupang http://creativecommons.org/licenses/by-nc-sa/4.0
Environmental-based learning and joyful learning experiences in elementary education
This study examines the utilization of the surrounding environment as a contextual learning medium in fostering joyful learning experiences among elementary school students. A qualitative descriptive approach was employed at SD Negeri Inpres Pantai Enggros. Data were collected through classroom observations, semi-structured interviews, and documentation involving five teachers and fifteen students from grades IV–VI selected through purposive sampling. The data were analyzed using thematic analysis supported by coding, categorization, interpretation, and triangulation procedures to ensure trustworthiness. The findings indicate that environmental-based learning creates meaningful, interactive, and enjoyable learning experiences for students. The use of the surrounding environment as an authentic learning medium enhances students’ learning enthusiasm, curiosity, emotional engagement, collaboration, and active participation. Direct interaction with real-life environmental contexts enables students to construct knowledge through exploration, observation, and social interaction. The study also highlights the crucial role of teachers as facilitators in designing flexible, student-centered learning environments that support joyful learning. This study contributes to the literature by integrating environmental-based learning and joyful learning perspectives within elementary education. It proposes a conceptual relationship between environmental-based learning practices and the development of joyful learning experiences, offering insights for implementing contextual and engaging learning environments in elementary schools.
Copyright (c) 2026 Adolina Velomena Samosir Lefaan, Dhanu Priyo Widodo, Orlando Antonio Selly http://creativecommons.org/licenses/by-nc-sa/4.0