2026-09-09T09:52:50Z https://ojs.aeducia.org/index.php/ijgcs/oai

oai:ojs2.ojs.aeducia.org:article/224 2026-09-01T20:19:00Z ijgcs:ART

Efektivitas Teknik Modeling Simbolik terhadap Self-esteem Siswa SMP dalam bingkai Bimbingan Kelompok Pahlevi, Reza Oktavia, Anisa Self-Esteem Group Guidance Symbolic Modeling Students Background: Self-esteem plays a crucial role in students’ academic and social development. Many junior high school students experience challenges related to self-confidence and self-worth, which can affect their overall well-being and performance in school. Counseling strategies that incorporate visual and behavioral modeling may help improve these aspects. Objective: This study aimed to determine the effectiveness of group counseling services using symbolic modeling techniques in improving the self-esteem of eighth-grade students at SMPN 5 Cimahi. Method: The research employed a quantitative approach with a quasi-experimental design, specifically the non-equivalent control group design. The study involved 20 eighth-grade students who were divided into an experimental group and a control group. Data were collected using a self-esteem questionnaire based on Christopher J. Mruk's theory. The data analysis was conducted using SPSS version 25, applying gain score calculations to measure changes in self-esteem. Result: The findings revealed that the experimental group showed an average n-gain score of 74.9%, which falls into the moderately effective category. In contrast, the control group had an average n-gain score of only 0.6%, categorized as ineffective. These results indicate a notable improvement in the self-esteem of students who participated in the symbolic modeling-based group counseling sessions. Conclusion: Group counseling services using symbolic modeling techniques are quite effective in enhancing the self-esteem of eighth-grade students at SMPN 5 Cimahi. The intervention helped students build a stronger sense of self through observational learning and social reinforcement. Contribution: This study contributes to the field of educational counseling by offering empirical evidence supporting symbolic modeling as an effective technique for improving adolescent self-esteem. It also provides a practical framework for school counselors seeking innovative methods to address students’ emotional and psychological development. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-11-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/224 10.64420/ijgcs.v1i2.224 Indonesian Journal of Guidance and Counseling Studies; Vol. 1 No. 2 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(2): 2024; 74-81 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/224/212 Copyright (c) 2024 Reza Pahlevi, Anisa Oktavia https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/225 2026-09-03T02:40:12Z ijgcs:ART

Pengaruh Pola Asuh Orang Tua terhadap Kepribadian Anak pada Siswa SMA: Bimbingan dan Konseling Keluarga Hendrawan , Budi Utomo, Prio Zubaidah, Zubaidah Family guidance and counseling Parenting styles Child personality Junior high school students Background: Parenting styles play a pivotal role in adolescent personality development, shaping core psychological dimensions such as self-esteem, autonomy, and social competence. Objective: This study aims to analyze the influence of parental parenting styles (authoritative, authoritarian, permissive, and neglectful) on adolescent personality development among secondary school students. Method: Employing an explanatory mixed-methods correlational design, data were collected via structured questionnaires administered to both parents and students, supplemented by qualitative in-depth interviews to capture nuanced parenting dynamics. Multiple linear regression analysis was performed to examine the predictive power of each parenting style on personality dimensions. Result: Parenting styles significantly predict adolescent personality development. Authoritative parenting demonstrated a strong, positive association with higher self-esteem, autonomy, and social skills, whereas authoritarian and permissive styles were inversely linked to adaptive personality outcomes, often hindering emotional resilience and prosocial behavior. Conclusion: Authoritative parenting serves as a protective and promoting factor for healthy adolescent personality trajectories. Cultivating authoritative child-rearing practices is imperative for nurturing confident, independent, and socially adept adolescents. Originality/Value: This study extends empirical insights in the field of developmental psychology and family counseling by uncovering the differential effects of parenting typologies, particularly the superiority of authoritative over authoritarian and permissive styles across self esteem, autonomy, and social competencies, regarding adolescent personality development in the context of parent adolescent dyadic dynamics among secondary school students, an area that has remained underexamined through combined quantitative qualitative lenses. These findings enrich empirical evidence and serve as a strategic benchmark for developing family based psychoeducational interventions, evidence-based school counseling programs, and community parenting workshops. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-12-07 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/225 10.64420/ijgcs.v2i2.225 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025; 118-126 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/225/292 Copyright (c) 2025 Budi Hendrawan , Prio Utomo https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/226 2026-09-02T12:13:13Z ijgcs:ART

The Role of Guidance and Counseling Teachers in Implementing Responsive Services in Junior High Schools Syah, Erik Farhan Ali, Sri Liana All Habsy, Bakhrudin Guidance and counseling teachers Responsive services Junior high schools Background: Guidance and counseling services are essential tools for students in overcoming various problems that may hinder their developmental tasks. These services play a significant role in helping students navigate personal, social, academic, and career challenges. Objective: This study aims to examine the concept, forms, and implementation of responsive services within the educational context. Method: The research method used is a systematic literature review, which analyzes various relevant journals and literature to gain a comprehensive understanding of responsive services in education. Result: The study findings indicate that responsive services can be implemented through individual counseling, consultations, case conferences, collaboration with relevant parties, and referrals to more competent experts as per the students' needs. Conclusion: This study concludes that responsive services play a crucial role in helping students overcome personal, social, academic, and career-related issues, thereby supporting their optimal development. Contribution: The contribution of this article is to provide a theoretical mapping of the forms of responsive services and their implications for the practice of guidance and counseling in schools. Originality/Value: This review article provides a novel theoretical contribution to the field of school guidance and counseling by synthesizing the evolving literature on the implementation of responsive services by guidance and counseling teachers in junior high schools, an area that has remained underexplored in an integrated manner. This review maps existing theoretical and methodological gaps, serving as a strategic benchmark and contributing to the development of an integrated conceptual framework and setting the direction for future empirical research agendas on school-based crisis intervention. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-09-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/226 10.64420/ijgcs.v2i2.226 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 2 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(2): 2025; 77-86 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/226/291 Copyright (c) 2025 Erik Farhan Syah, Sri Liana Ali, Bakhrudin All Habsy https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/227 2026-09-01T20:18:38Z ijgcs:ART

The Effectiveness of Group Counseling Using Self-Talk Techniques to Reduce Procrastination in Students Experiencing Post-Earthquake Trauma Annisa, Dona Fitri Erwinda, Lira Syahputra, Yuda Group counseling Self-talk techniques Procrastination Post-Earthquake Traumatic Background: Post-disaster trauma, such as that experienced after the earthquake in Cianjur, can lead to psychological issues among students, including academic procrastination. Interventions are needed to help students regain focus and motivation in their learning. Objective: This study aimed to determine the effectiveness of group counseling using self-talk therapy techniques in reducing academic procrastination among students during the post-earthquake traumatic period at SMPN 03 Cianjur, West Java. Method: The research was conducted in 2022 using a pre-experimental design with a one-group pretest-posttest approach. Data were collected using a procrastination scale administered before and after the intervention. The Wilcoxon Signed Ranks Test was used to analyze the data. Result: The analysis showed a significant reduction in students' procrastination scores after the implementation of group counseling with self-talk therapy techniques, indicating a positive effect of the intervention. Conclusion: Group counseling using self-talk therapy techniques is effective in reducing academic procrastination among students affected by earthquake trauma. Contribution: This study contributes to the development of trauma-informed counseling practices by providing evidence of the effectiveness of self-talk techniques in group settings, offering a valuable approach for school counselors in post-disaster recovery programs. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-11-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/227 10.64420/ijgcs.v1i2.227 Indonesian Journal of Guidance and Counseling Studies; Vol. 1 No. 2 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(2): 2024; 65-74 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/227/211 Copyright (c) 2024 Dona Fitri Annisa, Lira Erwinda, Yuda Syahputra https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/228 2026-09-01T20:18:17Z ijgcs:ART

The Effectiveness of Group Guidance Services Based on Banjar Oral Culture in Improving Students' Politeness Behavior Nissa, Nur Kholifatun Ridhani, Akhmad Rizkhi Prasetia, Muhammad Eka Group guidance services Banjar oral cultural values students' politeness behavior Background: Politeness behaviour among students is an essential aspect of character education that supports academic and social development. Local cultural values, such as those found in Banjar oral traditions, can serve as a foundation for instilling positive behaviours in students. Objective: This study aimed to determine the effectiveness of group guidance services based on Banjar oral culture in improving the politeness behaviour of students at SMAN 1 Alalak. Method: The research was conducted at SMAN 1 Alalak in 2023 using a pre-experimental method with a one-group pretest-post-test design. Data on students' politeness behaviour were collected using a standardized behaviour scale and analysed using the Paired Sample T-test. Result: The analysis showed a significant increase in politeness behaviour scores after the implementation of the group guidance services. The Sig. (2-tailed) value was 0.000, which is less than the significance level of 0.05, indicating that the intervention had a statistically significant effect. Conclusion: Group guidance services grounded in Banjar oral culture are effective in enhancing students' politeness behaviour. The integration of cultural values into guidance practices strengthens character education efforts in schools. Contribution: This study contributes to the development of culturally-based guidance models and emphasizes the importance of local wisdom in shaping student character, offering a practical approach for educators to promote positive student behaviour. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-11-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/228 10.64420/ijgcs.v1i2.228 Indonesian Journal of Guidance and Counseling Studies; Vol. 1 No. 2 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(2): 2024; 52-64 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/228/210 Copyright (c) 2024 Nur Kholifatun Nissa, Akhmad Rizkhi Ridhani, Muhammad Eka Prasetia https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/229 2026-09-01T20:19:41Z ijgcs:ART

The Role of Parental Guidance on Student Achievement: A Family Guidance and Counseling Perspective Jannati, Zhila Hamandia, Muhammad Randicha Parental Guidance Student Achievement Family Guidance and Counseling Background: School education is a continuation of education in the family. Junior High School students as one of the elements of potential human resources are needed to realize a generation of young achievers. Objective: The purpose of this study was to determine the role of parental guidance and its effect on student achievement. Method: The research method uses quantitative with correlational research type. Result: The results of product-moment analysis for hypothesis testing in this study can be seen in the appendix. It was found that rcount = 0.752 then consulted with rtable = 0.575 at the 99% significance level with α = 0.01, it can be seen that rcount is greater than rtable. Thus, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. This means that there is a significant influence between parental guidance and student learning achievement. Conclusion: The research conclusion reveals that the role of parental guidance has a positive and significant relationship with student learning achievement. Contribution: This research contributes as scientific information for teachers and further researchers regarding the role of parental guidance and its influence on student learning achievement. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-11-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/229 10.64420/ijgcs.v1i2.229 Indonesian Journal of Guidance and Counseling Studies; Vol. 1 No. 2 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(2): 2024; 83-93 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/229/216 Copyright (c) 2024 Zhila Jannati, Muhammad Randicha Hamandia https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/230 2026-09-01T20:20:05Z ijgcs:ART

Kemanjuran Teknik Homeroom dalam Bingkai Bimbingan Kelompok untuk Meningkatkan Konsep Diri Siswa Sekolah Menengah Kejuruan Hidayati, Bella Aulia Homeroom Technique Group Guidance Self-Concept Students Background: Self-concept is a crucial aspect of student development, particularly in vocational education settings where identity and confidence impact learning outcomes. Enhancing self-concept through guidance and counseling services is essential for student growth. Objective: This study aims to determine the self-concept of class X Hospitality 2 students after being given group guidance services using the homeroom technique. Method: This is a follow-through research in guidance and counseling involving 36 students from class X Hospitality 2 at SMK Negeri 3 Cimahi. Data were collected using a self-concept measurement tool based on the Tennessee Self Concept Scale (TSCS) developed by William H. Fitss (1971) and modified by Julia Raymond Lorenz (2002), consisting of 70 items. Group guidance was implemented in two cycles: three meetings in cycle I and two meetings in cycle II, with six students participating in the intervention. The Wilcoxon test was used for data analysis. Result: The Wilcoxon test showed a Z value of 0.028, with a significance level of 5%, indicating Z count > Z table (0.028 < 0.0028). In addition, the mean post-test score (211) was higher than the pre-test score (167), suggesting an improvement in students' self-concept after the homeroom technique group guidance. Conclusion: The homeroom technique in group guidance services effectively improves the self-concept of class X Hospitality 2 students. Contribution: This study contributes to the field of guidance and counseling by providing evidence of the effectiveness of the homeroom technique in enhancing self-concept among vocational high school students and can be used as a reference for future interventions and research. Academia Edu Cendekia Indonesia (AEDUCIA) 2024-11-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/230 10.64420/ijgcs.v1i2.230 Indonesian Journal of Guidance and Counseling Studies; Vol. 1 No. 2 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(2): 2024; 94-100 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/230/215 Copyright (c) 2024 Bella Aulia Hidayati https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/231 2026-09-01T23:41:03Z ijgcs:ART

The Use of Fanpage Counseling through Information Service Model at Junior High School Kuriawan, Agung Buana, Epin Candra Information services Fanpage counseling Student Background: Information technology has profoundly transformed education, reshaping how school guidance and counseling services are delivered. Social media platforms offer interactive communication channels between counselors and students; however, their empirical efficacy in optimizing information dissemination remains insufficiently documented. Objective: This study aims to examine the information service delivery model and determine the influence of utilizing a Facebook Fanpage on counseling information services at SMP Negeri 1 Gurah. Method: A quantitative correlational design was employed, involving 18 junior high school students selected from SMP Negeri 1 Gurah in 2022. Data were gathered through structured questionnaires, observation, and documentation techniques, followed by correlational statistical analysis to assess relationships. Result: The findings demonstrated that the implementation of Fanpage Counseling on Facebook exerted a statistically significant positive influence on the effectiveness and reach of school guidance and counseling information services. Students actively accessed counseling materials and engaged in communication via the platform. Conclusion: Utilizing Facebook Fanpages significantly enhances the delivery of guidance and counseling information, fostering greater student accessibility, communication responsiveness, and overall service engagement in secondary school environments. Originality/Value: This study provides novel empirical contributions to the field of technology-based guidance and counseling (cyber counseling) by uncovering the significant influence of utilizing Facebook Fanpages as an information service model regarding student engagement and service accessibility within the junior high school context, which has been underexplored in secondary education. These findings enrich empirical evidence and serve as a strategic reference for designing and implementing interactive digital counseling media and innovative school guidance programs. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/231 10.64420/ijgcs.v2i1.231 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 1 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(1): 2025; 22-31 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/231/219 Copyright (c) 2025 Agung Kuriawan, Epin Candra Buana https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/233 2026-09-01T23:44:19Z ijgcs:ART

The Effectiveness of Group Guidance using Prezi Media to Increase Learning Motivation of High School Students Safitri, Indah Ridhani, Akhmad R. Prasetia, Muhammad E. Group guidance Learning motivation Prezi media Students Background: Student motivation plays a crucial role in learning outcomes, and educators are increasingly exploring innovative approaches to enhance it. The integration of digital media, such as Prezi, into guidance services offers new potential in improving student engagement and learning motivation. Objective: This study aims to determine the effectiveness of group guidance using Prezi media to increase student motivation at SMAN 1 Alalak. Method: This research used an experimental design with a one-group pre-test and post-test approach. The study was conducted at SMAN 1 Alalak in 2023 with a sample of 7 students selected through purposive sampling. Data were collected using a learning motivation scale. Result: The results showed that student motivation before the intervention was in the low category with a mean score of 35.14. After receiving group guidance using Prezi media, the motivation score increased significantly to 82.86, falling into the high category. Conclusion: The findings indicate that group guidance using Prezi media is effective in increasing students' learning motivation. Originality/Value: This study provides novel empirical contributions to the field of technology-integrated guidance and counseling by uncovering the significant effectiveness of Prezi-assisted group guidance regarding the enhancement of student learning motivation within the high school context, which remains underexplored in secondary school counseling practices. These findings enrich the empirical evidence and serve as a strategic reference for designing interactive digital media and optimizing group guidance programs to boost academic engagement. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/233 10.64420/ijgcs.v2i1.233 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 1 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(1): 2025; 32-45 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/233/220 Copyright (c) 2025 Indah Safitri, Akhmad R. Ridhani, Muhammad E. Prasetia https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/234 2026-09-01T23:38:25Z ijgcs:ART

Opportunities, Challenges, and the Urgent Role of Guidance and Counseling in the ASEAN Economic Community (AEC) Era Umar, Fini Alfionita Salahudin, Annas Asean economic community Guidance and counseling Opportunities Challenges Background: The ASEAN Economic Community (AEC) establishes an integrated regional market characterized by the unrestricted mobility of skilled labor, goods, and services. This globalization dynamic intensifies workforce competition, demanding that students and prospective graduates possess robust adaptability, superior competencies, and optimal psychological readiness. Consequently, guidance and counseling services become vital to navigate these multidimensional career challenges. Objective: This study aims to examine the opportunities, challenges, and strategic urgency of guidance and counseling services in preparing a globally competitive workforce in the AEC era. Method: A qualitative literature review was conducted by examining peer-reviewed scientific articles published between 2013 and 2022 sourced from Google Scholar and ResearchGate. A total of 10 relevant empirical and theoretical articles were synthesized using descriptive thematic analysis. Results: The synthesis revealed four strategic counseling imperatives for the AEC era: (1) adopting cyber counseling to broaden service accessibility and efficiency; (2) enhancing students' self-efficacy to foster academic perseverance and global competitiveness; (3) implementing solution-focused brief counseling (SFBC) for goal-oriented problem resolution; and (4) delivering comprehensive career guidance to enhance workforce readiness. Conclusion: Guidance and counseling are indispensable in transforming AEC challenges into developmental opportunities, equipping individuals with technical readiness, high self-efficacy, and adaptive decision-making skills. Originality/Value: This review article provides novel conceptual contributions to the field of global and multicultural guidance and counseling by synthesizing literature on the strategic urgency, opportunities, and intervention modalities of counseling services in addressing AEC labor market integration. This study maps theoretical and methodological gaps while serving as a strategic reference for developing technology-driven counseling frameworks (cyber counseling) and guiding future research agendas on regional counselor competencies and workforce readiness Academia Edu Cendekia Indonesia (AEDUCIA) 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/234 10.64420/ijgcs.v2i1.234 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 1 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(1): 2025; 9-21 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/234/218 Copyright (c) 2025 Fini Alfionita Umar, Annas Salahudin https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/235 2026-09-01T23:35:39Z ijgcs:ART

Analysis of Career Planning Level of High School Students: The Impact of Career Counseling in Schools Sapitri, Sumiati Syafiq, Mohamad Career planning High school students Student Background: Career planning is a fundamental developmental task during adolescence, serving as a critical pathway toward achieving future economic independence and navigating post-secondary transitions. High school students often experience indecision regarding higher education and occupational pathways due to limited exposure to structured career information. Therefore, assessing student career readiness is crucial for establishing effective, responsive school counseling interventions. Objective: This study aims to analyze the profile and distribution of career planning levels across different grade cohorts at SMA Negeri 11 Bandung. Method: A quantitative descriptive design was utilized, involving 90 high school students selected through probability sampling techniques. Data collection was executed using structured questionnaires assessing multidimensional career planning indicators, corroborated by non-participant observation and administrative documentation. The collected data were analyzed using prerequisite normality tests and descriptive statistics. Result: The findings indicated a female-dominated sample (67%). Developmentally, twelfth-grade students demonstrated the highest career planning maturity, with 70% categorized as high, surpassing tenth-grade (40%) and eleventh-grade (50%) peers. Overall, the predominant proportion of students across all cohorts remained situated within the moderate career planning category. Conclusion: The majority of students exhibit moderate career planning readiness, emphasizing the imperative need for systematic, stage-specific career counseling programs to foster well-informed academic and vocational decisions. Originality/Value: This study contributes novel insights to the field of developmental guidance and counseling by uncovering differentiated profiles and progressive stages of student career planning across secondary grade cohorts regarding future career choices and higher education pathways within the high school context, which remains under-explored in integrated school settings. These findings enrich empirical evidence and serve as a strategic reference for designing targeted group guidance programs and developmental school-based career counseling interventions Academia Edu Cendekia Indonesia (AEDUCIA) 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/235 10.64420/ijgcs.v2i1.235 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 1 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(1): 2025; 1-8 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/235/217 Copyright (c) 2025 Sumiati Sapitri, Mohamad Syafiq https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/276 2026-09-02T12:10:15Z ijgcs:ART

Effects of Sudden and Violent Spousal Loss on Grief and Trauma Responses among Bereaved Partners Iloakasia, Adaobi Jennifer Agustine, Tiara Violent Spousal Loss Grief Trauma Responses Bereaved Partners Background: Losing a spouse is one of life’s most devastating experiences, particularly when the loss occurs suddenly or through violence. The mode of death can significantly shape the bereavement process and emotional recovery. Objective: This study aimed to examine differences in grief and trauma responses among bereaved partners who experienced either sudden or violent spousal loss. Method: The research employed a descriptive survey design and was conducted in Anambra State, Nigeria, with 67 purposively selected participants aged 18 and above. Data were collected via a structured online questionnaire that included demographic items and standardized grief and trauma measures. The analysis utilized SPSS v25, including descriptive statistics, independent t-tests, and MANOVA, with a 0.05 significance level. Results: Individuals who experienced violent spousal loss reported significantly higher levels of grief, including emotional numbness (M = 3.40), a sense of life being meaningless (M = 3.70), and social isolation (M = 3.30) compared to those who experienced sudden loss, t(65) = -2.15, p = .036. However, trauma levels did not differ significantly between the groups (p = .577). Distinct patterns emerged: violent loss was associated with emotional detachment and concentration difficulties, while sudden loss was linked to more frequent unwanted memories. Conclusion: The study concludes that the nature of spousal loss has a greater impact on grief than trauma. These findings suggest that grief responses vary significantly depending on whether the loss was sudden or violent. Originality/Value: This study provides empirical novelty in the field of clinical psychology and bereavement counseling by uncovering that violent spousal loss induces significantly more severe grief reactions, specifically emotional numbness, a sense of meaninglessness, and social isolation, compared to sudden nonviolent loss, despite comparable overall trauma levels regarding grief and trauma response dynamics among bereaved partners within the context of sudden versus violent spousal loss in Anambra State, Nigeria, which has remained underexplored. These findings enrich empirical evidence and serve as a strategic benchmark in developing tailored psychosocial interventions, crisis counseling protocols, and specialized mental health support programs for surviving spouses. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-07-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/276 10.64420/ijgcs.v2i2.276 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 2 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(2): 2025; 55-65 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/276/260 Copyright (c) 2025 Adaobi Jennifer Iloakasia, Tiara Agustine https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/277 2026-09-01T23:50:28Z ijgcs:ART

Peran Layanan Bimbingan Karir bagi Siswa dengan Keterbelakangan Mental: Studi Fenomenologi Pertiwi, Yuliani Karni, Asniti Pasmawati, Hermi Career Guidance Services Students with Mental Retardation Phenomenological Study Background: Every parent expects the presence of a child, ideally one who is perfect and without shortcomings. However, the reality is that some children are born with disabilities, which requires special attention in their development, especially in preparing them for future careers. Objective: This study aims to determine the role of SMALB (Sekolah Menengah Atas Luar Biasa) in Bengkulu City in providing career guidance services to students with disabilities. Method: The research utilized a qualitative method with a phenomenological approach to deeply understand the lived experiences of students. The study was conducted at Sekolah Luar Biasa Negeri (SLBN) 01 Bengkulu City in 2022. Fourteen students participated as research subjects. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. Result: The findings revealed that career guidance at the SMALB level in SLBN 01 Bengkulu City was conducted using an individualized approach tailored to each student's needs. The demonstration method was predominantly applied, and the overall guidance process was instructive in nature, emphasizing practical skills and one-on-one instruction to facilitate learning and development. Conclusion: Career guidance at SLBN 01 Bengkulu City emphasizes inclusive, personalized support to empower students with disabilities in pursuing careers that match their abilities and interests. Originality/Value: This study provides novel empirical and phenomenological insights to the field of special and inclusive guidance and counseling by uncovering the execution of individualized, instructive, and demonstration-based guidance approaches regarding career guidance service delivery for students with intellectual disabilities within the special senior high school (SMALB) context, which remains scarce in Indonesian empirical literature. These findings enrich the body of knowledge and serve as a strategic reference for designing personalized vocational transition programs and establishing inclusive educational policies that foster meaningful workforce participation for individuals with disabilities. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/277 10.64420/ijgcs.v2i1.277 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 1 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(1): 2025; 46-55 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/277/259 Copyright (c) 2025 Yuliani Pertiwi, Asniti Karni, Hermi Pasmawati https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/320 2026-09-02T08:35:18Z ijgcs:ART

The Effect of Group Guidance Method using Sociodrama Technique to Improve Students' Self-Confidence Pahlevi, Reza Hartono, Hartono Arum, Lenia Nawang Group Guidance Method Sociodrama Technique Students' Self-Confidence Background: Self-confidence is an essential factor that significantly impacts students' personal development and academic performance. Many students struggle with low self-confidence, which can hinder their growth and social interactions. Objective: The aim of this study was to determine whether there was an increase in students' self-confidence through the use of sociodrama in group guidance services. Method: This research was conducted at SMA Plus Merdeka Soreang in 2024, with 30 third-grade students as the subjects. A questionnaire was used to gather data on the students' self-confidence levels both before and after the intervention. The data were then analyzed statistically using the t-test formula to assess the significance of the changes in self-confidence. Results: The results from the data analysis indicated a significant increase in students' self-confidence following the group guidance sessions using sociodrama. Students demonstrated higher levels of engagement and improved self-perception, as reflected in the pre- and post-intervention questionnaire scores. Conclusion: The study concludes that group guidance services using the sociodrama method effectively increased students' self-confidence. This intervention proves to be a valuable tool for promoting personal growth and enhancing self-esteem in students. Originality/Value: This study provides empirical contribution to the field of educational guidance and counseling by demonstrating the significant effectiveness of group guidance using sociodrama techniques in enhancing self confidence, active engagement, and positive self perception among learners regarding adolescent psychosocial development within the specific context of twelfth grade students at SMA Plus Merdeka Soreang, which has remained underexplored. These findings enrich empirical evidence and serve as a strategic benchmark in designing school group guidance curricula, implementing action-oriented counseling interventions, and providing actionable protocols for school counselors to support students’ personal growth and self esteem in educational settings. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-09-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/320 10.64420/ijgcs.v2i2.320 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 2 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(2): 2025; 66-76 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/320/283 Copyright (c) 2025 Reza Pahlevi, Hartono Hartono, Lenia Nawang Arum https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/351 2026-09-03T02:34:40Z ijgcs:ART

Support Services Needed by Persons with Disabilities during and after Disaster: Lessons for Disaster Management and Reduction Planners Bah, Yahya Muhammed Support services needed Persons with disabilities Disaster Disaster management Reduction planners Background: Despite robust international and national rights frameworks, disaster risk reduction and management still center on the non-disabled. As climate-related hazards intensify, people with disabilities face a 2–4x higher risk of injury or death, exposing persistent gaps in inclusive planning and service delivery. Objective: To identify and synthesize support services required by PWDs during and after disasters, and to translate these needs into actionable implications for disaster management and risk reduction planners. Method: A systematic review of peer-reviewed literature published from 2000 onward, along with select reports from long-standing international organizations, was conducted using multi-source searches. Eligible studies addressed supports for PWDs across the response and recovery phases. Data were extracted and thematically synthesized. Result: Required supports coalesced into eight domains: health & rehabilitation; accessibility & mobility; communication; participation & governance; social–family support; psychosocial & protection; livelihood & financial assistance; and data & coordination. Conclusion: Disability-inclusive disaster management requires embedding universal design, co-production with PWDs, and guaranteed accessibility across all phases, from warnings and evacuation to long-term recovery. Systems must ensure continuity of care, accessible infrastructure, and accountable governance to reduce disproportionate risk. Originality/Value: This review article consolidates fragmented scientific evidence in the field of disability-inclusive disaster risk reduction and management by synthesizing literature on the spectrum of essential support services needed by persons with disabilities during and after disasters, an area that has remained underexamined. This study maps existing theoretical and methodological gaps while serving as a strategic benchmark, contributing to the development of a planner-ready conceptual framework and guiding future research agendas, particularly concerning intersectional risks, continuity of assistive technology during protracted recovery, and interventions in low-resource settings. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/351 10.64420/ijgcs.v2i3.351 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025; 105-117 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/351/295 Copyright (c) 2025 Yahya Muhammed Bah https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/353 2026-09-02T12:15:12Z ijgcs:ART

Application of Behavior Contract Group Counseling to Improve Discipline among High School Students Sa’adah, Lailatus Nurudducha, Nurudducha Behavior contract Group counseling Discipline High school students Background: Student tardiness remains a persistent disciplinary problem that disrupts classroom routines and hampers academic engagement in secondary schools, requiring structured behavioral interventions to promote measurable and sustainable behavioral change. Objective: This study evaluated the effectiveness of group counseling using behavior contract techniques in reducing chronic tardiness among high school students. Method: A classroom action research design spanning two cycles was implemented with four habitual latecoming students at SMA Negeri 18 Surabaya. Each cycle comprised planning, action, observation, and reflective evaluation. Data collection combined direct behavioral observations, semi structured interviews, and school attendance records, analyzed through qualitative descriptive synthesis. Results: Following Cycle I, tardiness decreased from seven to thirteen monthly episodes down to two to three occurrences per week. By the end of Cycle II, tardiness was eliminated completely to zero incidents as participants consolidated individual commitment to agreed behavioral targets alongside consistent positive reinforcement, clear accountability sanctions, and stringent attendance monitoring. Conclusion: Group counseling applying behavior contract strategies effectively eradicates recurrent lateness, providing an accountable model for institutional discipline management. Originality/Value: This study provides empirical and practical novelty in the field of behavioral school guidance and counseling by demonstrating the effectiveness of behavior contract group counseling in completely eliminating student tardiness from baseline frequencies of seven to thirteen times per month to zero incidents in the second cycle through positive reinforcement schemes, structured consequences, and rigorous monitoring regarding the reduction of student indiscipline within the context of at risk habitually late students at SMA Negeri 18 Surabaya, which has remained underexplored with measurable action frameworks. These findings enrich empirical evidence and serve as a strategic benchmark in developing school discipline management standard operating procedures, designing actionable behavioral contract templates for guidance counselors, and integrating action-based group counseling interventions to foster sustainable student punctuality and academic accountability. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/353 10.64420/ijgcs.v2i2.353 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 2 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(2): 2025; 95-104 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/353/302 Copyright (c) 2025 Lailatus Sa’adah, Nurudducha Nurudducha https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/354 2026-09-02T08:44:20Z ijgcs:ART

Penerapan Layanan Bimbingan Klasikal berbasis Technology Enhanced Learning (TEL) untuk meningkatkan Motivasi Belajar Siswa SMA Hanysha, Nita Muslikah, Muslikah Gunawan, Herie Classical Guidance Services Technology Enhanced Learning (TEL) Learning Motivation High School Students Background: Traditional guidance services in high schools are often uninteresting and impersonal, while the learning ecosystem for students is now digital. Technology-Enhanced Learning (TEL) has the potential to enhance attention, relevance, and self-regulation. Objective: To assess the effectiveness of implementing TEL-based traditional guidance services in increasing student learning motivation. Method: Classroom Action Research (CAR) with a pretest–posttest control group design on 10th-grade students at SMA Negeri 12 Semarang. The TEL intervention combined visual presentations, short videos, interactive quizzes/polling, microlearning, and rapid feedback reinforcement. Measurements included motivation questionnaires administered before and after the intervention. Results: The average learning motivation increased from 110.4 (Cycle I) to 116.8 (Cycle II), equivalent to a 6.4-point increase or a 5.8% increase, indicating the positive impact of TEL on learning motivation. Conclusion: TEL-based classical guidance services are worth adopting to strengthen high school students' learning motivation, mainly due to their interactive nature and rapid feedback, which facilitate engagement and self-confidence.  Originality/Value: This study provides practical and empirical novelty in the field of guidance and counseling and educational technology by uncovering that the structured integration of Technology Enhanced Learning TEL combining visual presentations, short videos, interactive quizzes, microlearning, and rapid feedback reinforcement substantially increases student learning motivation by 5.8 percent across intervention cycles regarding the pedagogical transformation of classical guidance services from conventional delivery into interactive digital formats within the context of tenth grade students at SMA Negeri 12 Semarang, which has remained underexplored. These findings enrich empirical evidence and serve as a strategic benchmark in developing standard operating procedures for digital classical guidance, formulating technology integrated school counseling curricula, and designing adaptive guidance interventions aligned with students contemporary digital learning ecosystems. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/354 10.64420/ijgcs.v2i2.354 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 2 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(2): 2025; 87-94 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/354/301 Copyright (c) 2025 Nita Hanysha, Muslikah Muslikah, Herie Gunawan https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/382 2026-08-14T23:40:04Z ijgcs:ART

Psychodrama as a Group Counseling Method for Adolescents in a Social Welfare Institution: A Qualitative Descriptive Study Liani, Lusi Psychodrama Group counseling Adolescents Social care institution Qualitative study Adolescents to express personal experiences, emotions, and psychological conflicts through role playing in a group setting. This study aimed to describe the implementation of psychodrama as a group counseling method for adolescents in a social care institution and identify the internal and external barriers encountered during its implementation. Using a descriptive qualitative approach, data were collected through observations, interviews, and documentation involving psychodrama facilitators and adolescent participants. The findings show that psychodrama was implemented flexibly according to adolescents’ psychological conditions and readiness, involving facilitators, protagonists, auxiliaries, and group members in developing dramatic situations. The evaluation indicated improvements in adolescents’ openness, self acceptance, emotional expression, confidence, and problem solving. Adolescents who showed limited progress received individual guidance and counseling as follow up services. However, implementation was hindered by limited openness, interest, motivation, confidence, and seriousness among adolescents, as well as limited funding, external support, socialization, and counseling personnel. Overall, psychodrama has potential as a group counseling method for adolescents in social care settings when supported by competent facilitators, adequate institutional resources, and appropriate follow up services. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/382 Indonesian Journal of Guidance and Counseling Studies; Vol. 1 No. 1 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(1): 2024; 45-51 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/382/453 Copyright (c) 2024 Lusi Liani https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/383 2026-09-03T04:06:04Z ijgcs:ART

The Influence of Learning Styles on Senior High School Students’ Learning Outcomes and Its Supporting Factors Kirana, Adilla Lilik Dewi Mudhar, Mudhar Learning Styles Senior High School Students Learning Outcomes Supporting Factors Background: Student learning outcomes serve as a primary indicator of instructional effectiveness. However, variations in academic achievement are often influenced by individual characteristics, particularly learning styles. Understanding how visual, auditory, and kinesthetic learning preferences relate to academic performance is essential for developing more responsive instructional approaches. Objective: This study aimed to examine the relationship between visual, auditory, and kinesthetic learning styles and senior high school students’ learning outcomes. Method: A quantitative correlational design was employed involving 40 students. Data were collected through a Likert-scale learning style questionnaire and students’ report card scores. The data were analysed using Pearson product-moment correlation to determine the strength and significance of the relationships between variables. Result: The findings revealed significant positive correlations between learning styles and learning outcomes. The visual learning style showed a correlation coefficient of r = 0.421 (p = 0.008), the auditory learning style r = 0.356 (p = 0.024), and the kinesthetic learning style r = 0.389 (p = 0.014). These results indicate that students who effectively utilise their dominant learning styles tend to achieve higher academic performance. Conclusion: Learning styles are an essential internal factor influencing students’ academic achievement, though their impact interacts with other factors, such as physiological and psychological conditions, family support, school and community environments, and time management. Originality/Value: This study strengthens empirical evidence in the field of educational psychology and school counseling by uncovering significant positive correlations across visual, auditory, and kinesthetic learning preferences toward student academic achievement gains, regarding sensory learning modality profiles in the context of direct academic performance evaluations and their interplay with broader psychosocial supporting factors among senior high school students, an area that has remained underexamined through multi modality comparisons. These findings enrich empirical evidence and serve as a strategic benchmark for designing multimodal differentiated instructional practices in classrooms, implementing diagnostic learning style assessments by school counselors, and formulating individualized academic intervention frameworks in secondary schools. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-02-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/383 10.64420/ijgcs.v3i1.383 Indonesian Journal of Guidance and Counseling Studies; Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026; 19-26 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/383/374 Copyright (c) 2026 Adilla Lilik Dewi Kirana, Mudhar Mudhar https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/384 2026-09-03T02:43:44Z ijgcs:ART

The Self-Leadership Profile of High School Students and Its Implications for Personal-Social Guidance and Counseling Zulhakim, Aji Rochani, Rochani Khairun, Deasy Yunika Self-leadership Personal and Social Guidance and Counseling Program High School Students Background: This study was motivated by the importance of developing self-leadership in students, which in turn influences their motivation, self-management, and responsibility in daily life. Self-leadership plays a crucial role in shaping students' character and influencing their academic and social success. Objective: This study aims to provide an overview of students' self-leadership and to design a personalized social guidance and counseling program to enhance students' self-leadership. Method: This study employed a quantitative descriptive research design with a random sampling technique, involving 106 second-year students at SMAN 1 Jawilan. This study used indicators of behavioral focus, natural reward strategies, and constructive thinking to measure students' self-leadership. Results: The results showed that 65% of students fell into the moderate self-leadership category, 19% into the high category, and 16% into the low category. Conclusion: Based on these results, it is essential to design a guidance program that enhances students' ability to lead themselves, manage their goals, and foster a greater sense of responsibility. Originality/Value: This study provides novel empirical insights in the field of developmental guidance and counseling, specifically within personal social counseling, by uncovering the distribution of high school students' self leadership profiles, revealing that the majority (65 percent) fall into the moderate category, along with specific developmental needs across behavior focused strategies, natural reward strategies, and constructive thought patterns, regarding adolescent self leadership competencies in the context of baseline school level need assessments for tailored counseling interventions, an area that has remained underexamined. These findings enrich empirical evidence and serve as a strategic benchmark for the development and implementation of structured personal social guidance programs and modular counseling interventions aimed at fostering students' self management, autonomy, and accountability in educational settings. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/384 10.64420/ijgcs.v2i3.384 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025; 127-134 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/384/330 Copyright (c) 2025 Aji Zulhakim, Rochani Rochani, Deasy Yunika Khairun https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/385 2026-09-03T04:11:05Z ijgcs:ART

The Effect of Classical Guidance Using the Jigsaw Method on Elementary School Students’ Self Control over Mobile Phone Use Himawan, Alvin Fitriana, Siti Lestari, Farikha Wahyu Classical Guidance Jigsaw Method Self Control Elementary School Students Background: Uncontrolled mobile phone use among adolescents can lead to behavioral problems and reduced learning quality by disrupting concentration, academic engagement, and social interaction. Therefore, structured guidance interventions are needed to strengthen students’ self-control in managing digital technology use at school. Objective: This study aimed to examine the effect of classical guidance using the jigsaw method on students’ self-control in mobile phone use. Method: A quantitative approach was employed, using a quasi-experimental nonequivalent control group design. The participants were ninth-grade students of SMP Negeri 7 Pemalang. Data were collected using a self-control scale regarding mobile phone use. Statistical analysis was conducted using an independent samples t-test to determine differences between the experimental and control groups. Result: The findings revealed a significant difference in self-control between students who received classical guidance using the jigsaw method and those who did not. The experimental group showed greater improvement in self-control after the intervention than the control group. Conclusion: Classical guidance implemented through the jigsaw method is practical in enhancing students’ self-control in mobile phone use. Originality/Value: This study expands pedagogical intervention modalities in the field of school guidance counseling and digital literacy education by uncovering the superior efficacy of classical guidance integrated with the jigsaw cooperative learning technique in significantly elevating student self regulation relative to conventional approaches, regarding adolescent smartphone usage behavior management in the context of junior high school group based classroom interventions, an area that has remained underexamined through quasi experimental cooperative paradigms. These findings enrich empirical evidence and serve as a strategic benchmark for designing peer collaborative classical guidance modules, standardizing preventive counseling protocols for digital device dependency, and formulating school wide digital technology governance policies within formal educational institutions. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-02-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/385 10.64420/ijgcs.v3i1.385 Indonesian Journal of Guidance and Counseling Studies; Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026; 27-34 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/385/376 Copyright (c) 2026 Alvin Himawan, Siti Fitriana, Farikha Wahyu Lestari https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/399 2026-09-03T02:46:22Z ijgcs:ART

Challenges and Approaches in the Development of Counseling Skills in University Students Pahlevi, Reza Riksa, Yusi Challenges Approaches Counseling Skills Development University Students Background: Counseling skills are essential for students in psychology, guidance counseling, and social work, as they are crucial for addressing psychological, emotional, and social issues effectively. Objective: This study aims to identify and analyze the factors influencing the development of counseling skills among university students, with particular emphasis on self-efficacy, cultural context, and the challenges encountered during training. Method: A systematic literature review was employed to gather, evaluate, and synthesize findings from empirical studies on counseling skills training for university students. This method enabled a structured and transparent collection of data from sources indexed in reputable academic databases. Results: The findings reveal that experiential learning methods, such as role-playing, internships, and case simulations, significantly improve students' empathy and interviewing skills. The use of technology, such as virtual reality (VR) simulations, also enhances non-verbal communication skills. Group supervision and feedback from peers and instructors accelerate the mastery of practical counseling skills. However, cultural differences and emotional stress during practice remain significant challenges. Conclusion: The study concludes that effective development of counseling skills requires a multimodal approach that integrates theory, practice, reflection, and feedback. It also emphasizes the need for adaptive curricula that take into account local and cultural contexts. Originality/Value: This review article comprehensively integrates contemporary evidence in the field of counselor education and applied psychology by synthesizing the literature on the dynamics of developing university students' counseling skills, encompassing the efficacy of experiential learning, virtual simulation technologies, group supervision, and persistent challenges related to emotional distress and cultural diversity, an area that has remained underexamined in an integrated manner. This review maps existing theoretical and methodological gaps while serving as a strategic benchmark, contributing to the development of a conceptual framework for multimodal counseling training curricula and guiding Academia Edu Cendekia Indonesia (AEDUCIA) 2025-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/399 10.64420/ijgcs.v2i3.399 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025; 135-144 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/399/334 Copyright (c) 2025 Reza Pahlevi, Yusi Riksa https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/410 2026-09-03T04:03:05Z ijgcs:ART

Strengthening Motivation Through Group Guidance to Increase Students’ Interest in Continuing Their Studies at Madrasah Mu’allimin Muhammadiyah Mutakin, Deden Group Guidance Motivation for further studies Classroom action research Background: ontinuing studies at the same level of education is an important indicator of the success of student development at Madrasah Mu'allimin Muhammadiyah Yogyakarta. Initial findings indicate that some students in class 3J (Tsanawiyah) are hesitant to continue their studies to the MA level, suggesting a motivation issue that needs to be addressed immediately. Objective: This investigation aimed to foster student academic motivation and reinforce their commitment to continuing their studies through structured group guidance interventions. Method: Employing a Classroom Action Research framework informed by the Kurt Lewin operational model, the study engaged 30 students across two sequential cycles. Each cycle encompassed integrated planning, action, observation, and reflective evaluation phases. Empirical data were gathered utilizing validated questionnaires, systematic behavioral observation protocols, and counselor anecdotal logs, subsequently examined using comparative descriptive techniques across intervention phases. Results: The intervention yielded substantial, sustained reductions in student academic hesitation. Indecision rates dropped sharply from an initial 50 percent at the pre cycle baseline to 30 percent in Cycle I, ultimately plummeting to 3.3 percent following Cycle II completion. Conclusion: Motivational enhancement delivered via collaborative; structured group guidance serves as a highly efficacious modality for solidifying student commitment to institutional educational continuity. Originality/Value: This study addresses an essential operational gap in the field of career guidance counseling and Islamic education by uncovering a marked decrease in student hesitation from 50 percent to 3.3 percent through systematic motivational enhancement, regarding educational continuity interest in the context of group guidance interventions among boarding madrasah students, an area that has remained underexamined through cyclical classroom action research designs. These findings enrich empirical evidence and serve as a strategic benchmark for designing specialized career group guidance interventions, reinforcing internal educational transition retention within madrasah systems, and formulating collaborative multi stakeholder academic mentoring policies in Islamic secondary institutions. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-03-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/410 10.64420/ijgcs.v3i1.410 Indonesian Journal of Guidance and Counseling Studies; Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026; 10-18 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/410/377 Copyright (c) 2026 Deden Mutakin https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/411 2026-09-03T02:49:25Z ijgcs:ART

Finding Meaning Behind Accidents through Self-Guidance: A Phenomenological Study on Trauma Experience and Recovery Umi Umayah Astriyani, Dina Rasikah Anis Mardatilah Yulandari, Riska Haryati, Asti Nabilla, Cindy Ainun Jayadi, Yopi Azhari Trauma Traffic accidents Phenomenology Meaning Psychological recovery Post-traumatic growth   Background: Trauma resulting from traffic accidents often leads to significant psychological impacts, such as excessive fear, insecurity, nightmares, and avoidance behaviors towards situations that remind the victim of the incident. Purpose: This study aims to explore the profound experiences of victims of single-vehicle accidents in understanding the trauma they have experienced and the psychological recovery process they undergo. Method: This research employs a qualitative phenomenological approach, collecting data through in-depth interviews, observations, and documentation, which are then analyzed using phenomenological stages. Results: Participants went through complex emotional phases, starting with shock and extreme fear, which then developed into anxiety and avoidance of situations related to the accident. Their psychological recovery process was gradual, involving family support, self-reflection, acceptance, and the search for deeper meaning in life. Conclusion: The search for meaning and social support plays a crucial role in the psychological recovery of accident victims, showing that post-traumatic growth can occur. Originality/Value: This study deepens phenomenological understanding in the field of trauma counseling and clinical psychology by uncovering the lived processes of meaning making, the psychological trajectory from acute shock and avoidance to acceptance, and the role of self guidance alongside social support regarding trauma experiences and post traumatic growth in the context of single vehicle traffic accident survivors, an area that has remained underexamined from the subjective lens of the victims. These findings enrich empirical evidence and serve as a strategic benchmark for developing empathetic trauma counseling protocols, meaning reconstruction interventions, and family centered psychosocial support initiatives for accident survivors. Academia Edu Cendekia Indonesia (AEDUCIA) 2025-12-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/411 10.64420/ijgcs.v2i3.411 Indonesian Journal of Guidance and Counseling Studies; Vol. 2 No. 3 (2025): Indonesian Journal of Guidance and Counseling Studies, 2(3), 2025; 145-152 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/411/348 Copyright (c) 2025 Umi Umayah, Dina Astriyani, Rasikah Anis Mardatilah, Riska Yulandari, Asti Haryati, Cindy Ainun Nabilla, Yopi Azhari Jayadi https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/484 2026-09-03T04:10:45Z ijgcs:ART

The Implementation of Classical Guidance through Canva-Based Project-Based Learning to Improve Senior High School Students’ Learning Pratama, Tio Yoga Muslikah, Muslikah Gunawan , Herie Classical guidance Project-Based Learning Canva Learning discipline Senior High School Students Background: Low learning discipline among secondary students is frequently evident in persistent tardiness, poor classroom conduct, and recurring delays in assignment submission. These disciplinary issues underscore the critical necessity for adaptive, technology infused guidance interventions to foster responsible and structured academic behaviors. Objective: This study aimed to improve the learning discipline of tenth grade students at SMA Negeri 12 Semarang through classical guidance integrated with a Canva mediated Project Based Learning model. Method: Utilizing a Classroom Action Research framework spanning a preliminary cycle, Cycle I, and Cycle II, the investigation engaged 33 students. Each iterative cycle comprised planning, action, observation, and reflection phases. Data were gathered through validated behavioral observation sheets and comprehensive learning discipline questionnaires. Results: The intervention yielded consistent, progressive improvements in student discipline across all stages. This advancement was evidenced by significant shifts into disciplined and highly disciplined tiers, alongside marked gains in task accountability, punctuality, and collaborative engagement. Conclusion: Classical guidance operationalized through digital design-based projects serves as an effective mechanism for elevating student academic discipline. Originality/Value: This study extends pedagogical innovation in the field of school guidance counseling and educational technology by uncovering the efficacy of integrating creative digital media into classical guidance through a project based learning model that tangibly enhances academic discipline, punctuality, and task accountability, regarding student learning discipline development in the context of Canva mediated classical guidance among senior high school students, an area that has remained underexamined through classroom action research. These findings enrich empirical evidence and serve as a strategic benchmark for the design of interactive classical guidance modules, the integration of digital media tools by school counselors, and the formulation of adaptive character-building guidance policies in secondary schools. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-03-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/484 10.64420/ijgcs.v3i1.484 Indonesian Journal of Guidance and Counseling Studies; Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026; 1-9 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/484/375 Copyright (c) 2026 Tio Yoga Pratama, Muslikah Muslikah, Herie Gunawan https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/485 2026-09-03T04:14:09Z ijgcs:ART

The Role of Counselor Ethics and Competence in Multicultural Counseling: Principles and Challenges Setiawan, Muhammad Andi Lestari, Indah Mababa, Maria Grace B. Counsellor ethics Counsellor competence Multicultural counseling Background: Multicultural counseling plays a vital role in guidance and counseling, particularly in Indonesia, which is characterized by extensive cultural, ethnic, religious, and linguistic diversity. Objective: This study aims to examine the roles of counsellor ethics and multicultural competence in the implementation of multicultural counseling and to identify the challenges encountered in practice. Method: The study employs a qualitative literature review design, analyzing relevant academic journals, books, and scientific publications on counsellor ethics, counsellor competence, and multicultural counseling. Result: The findings indicate that professional ethics serve as a fundamental guideline for counsellors in respecting clients’ rights, dignity, and cultural values, while multicultural competence enables counsellors to understand cultural differences, manage personal biases, and apply appropriate counseling strategies. The integration of ethical principles and multicultural competence contributes significantly to the delivery of inclusive, effective, and equitable counseling services. Conclusion: The study emphasizes that strengthening ethical awareness and multicultural competence is essential for enhancing the quality and professionalism of counseling services in multicultural contexts. Originality/Value: This review article comprehensively consolidates professional ethics and counselor competency paradigms in the field of counselor education and multicultural counseling by synthesizing literature on the dynamic interdependence between professional ethical standards and multicultural competence in managing personal biases and navigating diverse sociocultural client identities, an area that has remained underexamined through an integrated lens. This review maps existing theoretical and methodological gaps while serving as a strategic benchmark, contributing to the development of a robust conceptual framework for culturally responsive counseling practices, the enhancement of professional counselor training curricula grounded in pluralistic ethics, and the orientation of future empirical research agendas regarding cross cultural counseling efficacy in pluralistic societies. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-03-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/485 10.64420/ijgcs.v3i1.485 Indonesian Journal of Guidance and Counseling Studies; Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026; 35-44 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/485/385 Copyright (c) 2026 Muhammad Andi Setiawan, Indah Lestari, Maria Grace B. Mababa https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/551 2026-08-14T23:40:04Z ijgcs:ART

Forms and Tendencies of Aggressive Behavior among Adolescents with Broken Home Backgrounds in the School Environment Aulia, Nisa Aggression Broken Home; Adolescents School Environment Penelitian ini bertujuan untuk mendeskripsikan kecenderungan dan bentuk perilaku agresif pada remaja dengan latar belakang keluarga broken home di SMA Negeri 1 Juli. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Subjek penelitian berjumlah 16 orang yang terdiri atas 5 siswa sebagai subjek utama, 5 teman sebaya, 5 wali kelas, dan 1 guru bimbingan dan konseling. Data dikumpulkan melalui observasi, wawancara semiterstruktur, dan dokumentasi, kemudian dianalisis secara induktif menggunakan model Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perilaku agresif remaja meliputi agresi fisik, agresi verbal, kemarahan, dan permusuhan, dengan agresi verbal sebagai bentuk yang paling dominan. Agresi fisik cenderung bersifat reaktif dan muncul sebagai respons terhadap provokasi atau tekanan emosional. Temuan juga menunjukkan bahwa kondisi keluarga broken home berkontribusi terhadap ketidakstabilan emosi dan rendahnya kontrol diri, sehingga memicu munculnya perilaku agresif. Selain itu, lingkungan sosial sekolah turut memperkuat pola perilaku tersebut. Penelitian ini menegaskan bahwa agresivitas remaja merupakan respons adaptif terhadap tekanan psikososial yang memerlukan penanganan melalui dukungan keluarga dan layanan bimbingan konseling di sekolah. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/551 Indonesian Journal of Guidance and Counseling Studies; Vol. 1 No. 1 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(1): 2024; 1-11 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/551/436 Copyright (c) 2024 Nisa Aulia https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/552 2026-08-14T23:40:04Z ijgcs:ART

The Role of Social Media in Body Image Distortion among Female Students: A Literature Review Fitri, Indah Social media Body image Body image distortion Female students Social comparison Guidance and counseling Social media has become an integral part of adolescent life, providing diverse content that shapes how teenagers perceive their bodies and appearance. Exposure to ideal body standards, social comparison, photo filtering and editing, and body shaming can increase the risk of body dissatisfaction and distortion among adolescent girls. This study aims to analyze the influence of social media on body image distortion in female adolescents and identify the mechanisms and underlying factors influencing this relationship as a foundation for developing guidance and counseling services. Employing a literature review design, this study analyzes and synthesizes relevant prior research on social media, adolescent body image, social comparison, beauty standards, self-esteem, self-acceptance, and mental health. Data were analyzed using a descriptive-synthetic approach by identifying patterns, themes, similarities, differences, and implications of previous empirical findings. The results indicate that social media contributes to body image distortion primarily through appearance-based content exposure, social comparison, internalization of ideal body standards, and unrealistic body representation resulting from photo filters and editing tools. Body image distortion is linked to low self-esteem, anxiety, depression, and maladaptive health behaviors. However, the impact of social media is multifaceted, as it is moderated by content characteristics, usage patterns, self-esteem, self-acceptance, social support, and media literacy. Preventing body image distortion among female adolescents requires a comprehensive approach by fostering media literacy, self-acceptance, self-esteem, social comparison management skills, and healthy social media usage. In educational settings, guidance and counseling services play a strategic role in developing preventive measures and interventions to help adolescents cultivate a positive body image and adaptively navigate appearance pressures in digital environments. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/552 Indonesian Journal of Guidance and Counseling Studies; Vol. 1 No. 1 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(1): 2024; 33-44 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/552/452 Copyright (c) 2024 Indah Fitri https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/553 2026-08-14T23:40:04Z ijgcs:ART

Peran Prokrastinasi Akademik terhadap Hasil Belajar Siswa Sekolah Menengah Pertama Amalda, Aida Yasa Academic procrastination Learning outcomes Students This study aims to determine the effect of academic procrastination on the learning outcomes of grade VII students at SMP Negeri 1 Padaherang. The study employed a quantitative approach with a correlational design involving a sample of 163 grade VII students. Data were collected using an academic procrastination scale questionnaire based on Ghufron's theory and student learning outcome score logs, which were analyzed using simple linear regression. The results showed that the majority of students namely 74% were in the low category of academic procrastination, while the learning outcomes of most students namely 64% were in the moderate category. Simple linear regression testing revealed a significant negative effect of academic procrastination on learning outcomes with a significance level of 0.000 less than 0.05, a correlation value R of 0.366, and an influence contribution of 13.4%. It can be concluded that although its contribution is relatively small, academic procrastination still significantly affects student learning achievement. This study contributes to mapping the extent of task postponement influence for guidance and counseling teachers in designing procrastination prevention services in schools. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/553 Indonesian Journal of Guidance and Counseling Studies; Vol. 1 No. 1 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(1): 2024; 22-32 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/553/451 Copyright (c) 2024 Aida Yasa Amalda https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/557 2026-09-03T09:58:55Z ijgcs:ART

Behavioral Change through Cognitive Behavioral Therapy-based Individual Counseling among Adolescents with Alcohol Consumption Behavior: A Qualitative Case Study Resiyanti, Revi Maula, Ahmad Daniyal Fadhli Istnen, Najwah Nurul Novianti, Indah Cognitive Behavioral Therapy (CBT) Individual counseling Adolescent alcohol consumption Behavioral change Self-control Background: Alcohol consumption among adolescents has become a significant psychosocial concern because it is associated with poor self-control, maladaptive emotional regulation, and susceptibility to negative peer influence. Objective: This study aimed to describe the implementation and outcomes of Cognitive Behavioral Therapy (CBT)-based individual counseling in reducing alcohol consumption behavior among adolescents. Methods: A qualitative case study design was employed involving one adolescent participant selected through purposive sampling. Data were collected through in-depth interviews, non-participant observation, counseling documentation, and CBT worksheets, and analyzed using thematic analysis with triangulation and member checking to ensure credibility. Results: The findings revealed that the CBT intervention successfully facilitated cognitive restructuring, strengthened self-control, improved emotional regulation, enhanced the ability to resist negative peer pressure, and reduced alcohol consumption behavior. The participant demonstrated more adaptive coping strategies and healthier decision-making following the intervention. Conclusion: CBT-based individual counseling represents an effective intervention for promoting sustainable behavioral change among adolescents with alcohol consumption behavior. Originality/Value: This case report offers novel empirical insights into the field of guidance, counseling, and adolescent clinical psychology by documenting the individual mechanisms of cognitive restructuring, emotional regulation, and resistance to peer pressure in mitigating adolescent alcohol consumption, an area still underexplored in qualitative literature. This study provides deep contextual perspectives and serves as a strategic reference for designing evidence-based counseling interventions and managing similar behavioral issues among at-risk adolescents. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/557 10.64420/ijgcs.v3i2.557 Indonesian Journal of Guidance and Counseling Studies; Vol. 3 No. 2 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(2), 2026; 45-53 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/557/437 Copyright (c) 2026 Revi Resiyanti, Ahmad Daniyal Fadhli Maula, Najwah Nurul Istnen, Indah Novianti https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/558 2026-09-03T10:04:07Z ijgcs:ART

Enhancing Self Control among Elementary School Students with Excessive Gadget Use through Classical Guidance and Group counseling Afridah, Mumtaz Aziizah, Qoonitah Safira, Najwa Classical guidance Group counseling Self-control Gadget Background: Excessive gadget use among elementary school students negatively impacts self control, resulting in study time management difficulties, impulsive behavior, and emotional instability. Children at this developmental stage have not yet established optimal self regulatory skills, necessitating targeted support through school guidance and counseling services. Objective: This study aims to describe the implementation of classical guidance and Group counseling in developing self control among elementary students who display excessive gadget engagement. Methods: Employing a qualitative descriptive design, the study involved 20 elementary school students selected based on specific criteria of heavy screen time and impulsive behavioral tendencies. Data collection was conducted through in depth interviews, direct observations, and student self reflections, enriched by collateral information from teachers and parents. The structured intervention combined classical guidance and Group counseling sessions over several stages. Results: Findings indicate that both guidance formats positively improved student self control. This transformation was evidenced by heightened digital awareness, stronger impulse suppression, more stable emotional regulation, and improved study habits. Originality/Value: This study offers significant empirical and practical contributions to the field of elementary school guidance and child developmental counseling by revealing the efficacy of combining classical guidance and group counseling in fostering digital awareness, suppressing behavioral impulses, and stabilizing emotional regulation as well as study habits regarding student self-control enhancement in the context of managing excessive gadget use among primary school children, an area that has remained underexplored. These findings enrich empirical evidence and serve as a strategic reference for implementing multi-tier school-based counseling interventions and developing integrated digital literacy and behavioral regulation programs involving collaborative teacher-parent partnerships. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/558 10.64420/ijgcs.v3i2.558 Indonesian Journal of Guidance and Counseling Studies; Vol. 3 No. 2 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(2), 2026; 65-74 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/558/439 Copyright (c) 2026 Mumtaz Afridah, Qoonitah Aziizah, Najwa Safira https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/559 2026-09-03T10:02:20Z ijgcs:ART

Students' Perception and Understanding of the Urgency of Guidance and Counseling Services at School: A Study on Students of Islamic Junior High School Sastina, Linda Atup, Atup Riskiyah, Riskiyah Guidance and counseling services Perceptions Students Background: Students’ perceptions of school guidance and counseling services significantly influence their willingness to seek professional support. However, many students continue to perceive school counselors primarily as disciplinary authorities, which limits the effectiveness of counseling services. Objective; This study aimed to explore students’ perceptions, understanding, and expectations regarding the urgency of guidance and counseling services at MTsN Terate Pandian Sumenep. Methods: A qualitative descriptive approach was employed using observations, semi-structured interviews, and document analysis. Participants were purposively selected from Grade VIII students, and the data were analyzed through thematic analysis following the interactive model of Miles and Huberman. Results: Three major themes emerged. First, most students understood guidance and counseling as professional support for personal, social, academic, and behavioral development, although some still associated it with disciplinary functions. Second, perceptions of school counselors were shaped by previous experiences, resulting in both positive views and the persistent “school police” stereotype. Third, students expected counseling services to become more accessible, preventive, developmental, and student-centered through stronger counselor–student relationships. Conclusion: Students’ understanding of and direct experiences with school counselors substantially influence their trust in and utilization of counseling services. Originality/Value: This study offers novel qualitative empirical insights into the field of school guidance and counseling within Islamic secondary education by documenting students' nuanced perceptions, conceptual understanding, and the lingering 'school police' stereotype regarding the urgency and utilization of counseling services, which remain underexplored in contextual literature. This inquiry provides profound contextual perspectives and serves as a strategic reference that contributes to informed educational decision-making, the restructuring of preventive counseling programs, and the cultivation of responsive, student-centered counseling relationships in schools. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/559 10.64420/ijgcs.v3i2.559 Indonesian Journal of Guidance and Counseling Studies; Vol. 3 No. 2 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(2), 2026; 54-65 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/559/440 Copyright (c) 2026 Linda Sastina, Atup Atup, Riskiyah Riskiyah https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/561 2026-09-03T10:06:59Z ijgcs:ART

The Effect of Parental Guidance on Student Personality at the High School Level Novianti, Wiliya Alawiyah, Tuti Ningrum, Devy Sekar Ayu Parental guidance Student personality High school level Background: The family serves as the primary social institution responsible for shaping character and behavioral traits, yet the extent to which parental guidance influences overall personality development remains inconsistent in existing literature. Objective: This study aims to analyze the effect of parental guidance on student personality at the high school level and determine the strength of the relationship and contribution between the two variables. Methods: Employing a quantitative approach with an ex post facto design, the study involved 27 high school students selected through a saturated sampling technique. Data were gathered via questionnaires and analyzed using normality tests, Pearson correlation, simple linear regression, and t tests. Results: Findings reveal that parental guidance exerts a positive and significant effect on student personality. However, the correlation between the variables is low, with parental guidance contributing 10% to student personality while the remaining 90% is driven by external factors such as social environment and personal experiences. Conclusion: Although parental guidance is an essential factor in fostering student personality, it is not the sole dominant determinant and must be complemented by supportive environmental influences. Originality/Value: This study offers novel empirical contributions to the fields of educational psychology and family counseling by revealing the significant yet low-correlation effect of parental guidance (accounting for a 10% contribution) and the predominant role of external factors regarding student personality development within the context of senior secondary education, an area where specific quantified dynamics remain underexplored. These findings enrich empirical evidence and serve as a strategic reference for developing comprehensive parent-school collaboration programs and formulating student character development policies that holistically integrate broader psychosocial environmental influences. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-07-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/561 10.64420/ijgcs.v3i2.561 Indonesian Journal of Guidance and Counseling Studies; Vol. 3 No. 2 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(2), 2026; 75-83 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/561/438 Copyright (c) 2026 Wiliya Novianti, Tuti Alawiyah, Devy Sekar Ayu Ningrum https://creativecommons.org/licenses/by-sa/4.0

oai:ojs2.ojs.aeducia.org:article/582 2026-08-14T23:40:04Z ijgcs:ART

The Role of Individual Counseling Services in Developing Student Learning Independence: A Literature Review Hamidah, Shalma Saadatun Al Hakim, Ibrahim Learning independence Individual counseling Self-management Self-regulated learning Guidance and counseling Background: Learning independence is an essential 21st century capability required for students to navigate modern education, yet high academic dependency remains widespread. Objective: This study aims to analyze and synthesize the role of individual counseling services in fostering student learning independence based on previous empirical findings. Method: A literature review with a descriptive qualitative approach was conducted, analyzing 15 relevant scientific articles published between 2015 and 2025 using content analysis. Result: The review reveals that individual counseling significantly enhances self regulation capabilities, academic responsibility, study discipline, decision making, and learning time management. Furthermore, behavior modification tools, particularly self management and positive reinforcement techniques, prove to be highly effective operational strategies within counseling sessions. Conclusion: Individual counseling serves as a vital therapeutic intervention that successfully transforms student learning behaviors from external reliance toward sustainable autonomy. Contribution: This research strengthens the theoretical integration of self regulated learning with counseling practices, providing an empirical foundation for school counselors to implement evidence-based guidance strategies. Academia Edu Cendekia Indonesia (AEDUCIA) 2026-06-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf https://ojs.aeducia.org/index.php/ijgcs/article/view/582 Indonesian Journal of Guidance and Counseling Studies; Vol. 1 No. 1 (2024): Indonesian Journal of Guidance and Counseling Studies, 1(1): 2024; 12-21 3063-038X 3063-0363 eng https://ojs.aeducia.org/index.php/ijgcs/article/view/582/450 Copyright (c) 2026 Shalma Saadatun Hamidah, Ibrahim Al Hakim https://creativecommons.org/licenses/by-sa/4.0