Proceedings of Siliwangi Annual International Conference on Guidance and Counselling

AI Based Criting E-Modul as a Learning Innovation for Digital and Critical Thinking Literacy: Its Relevance to Transformative Counseling

Maya Masyita Suherman — 2025-12-07

The integration of digital and critical thinking skills is crucial in 21st-century education and counseling. Transformative counseling, which aims to facilitate profound change through critical self-reflection, requires innovative media to achieve its goals. The AI-Based CRITING E-Modul was developed to enhance these competencies, but its conceptual alignment with transformative counseling principles needed systematic validation. Objective: This study aimed to analyze and prioritize the relevance of the CRITING E-Modul's components to the core principles of transformative counseling using the Analytic Hierarchy Process (AHP). Methods: This evaluative study involved five experts in transformative counseling and educational technology. Through pairwise comparison questionnaires, experts judged the relative importance of four main criteria: Critical Reflection, Self-Direction, Disorienting Dilemma, and Contextualization. Results: The AHP analysis revealed that Critical Reflection (weight: 0.415) was the most significant principle, followed by Self-Direction (0.285), Disorienting Dilemma (0.185), and Contextualization (0.115). All consistency ratios (CR < 0.1) indicated acceptable judgment consistency. Conclusions: The AHP method provides a robust framework for validating the relevance of an educational innovation to a theoretical counseling paradigm. The CRITING E-Modul is deemed highly relevant to transformative counseling, primarily through its mechanism of stimulating critical reflection via AI-generated feedback, offering a structured medium for clients or counselor trainees to engage in critical self-examination and cognitive restructuring. This Study provides both a methodological framework and practical guidance for integrating AI tools in counseling context.

Reflective Integration of Multicultural and Transformative Approaches in Counseling Practice

Prio Utomo — 2025-12-07

This study aims to explore the integration of multicultural and transformative counseling approaches in counseling practice and their impact on counselee. Using a qualitative reflective-critical approach, the study collected data through in-depth interviews and focus group discussions with counseling practitioners and counselee who have undergone counseling based on both approaches. The results show that, despite challenges in combining techniques from both approaches, counselee reported positive changes in their self-awareness and sense of identity. Practitioners who are sensitive to cultural diversity and adapt their counseling techniques reflectively to meet the needs of counselee are more successful in creating a safe and effective counseling space. This study concludes that the integration of multicultural and transformative counseling can have a significant impact on counselee but requires flexibility and critical reflection from practitioners. The implications of this study highlight the need for ongoing training for practitioners to develop skills in effectively integrating both approaches while considering cultural factors in every counseling session.

A Systematic Literature Review on Career Guidance through Thematic Learning in Early Childhood Education

Wiliya Novianti — 2025-12-07

Thematic learning is a type of career guidance service that can be applied in early childhood education and is considered effective because its learning themes introduce various kinds of work. This study aims to analyze career guidance services for early childhood through the thematic learning process. The research employed the Systematic Literature Review (SLR) method by reviewing five research journal articles and two undergraduate theses accessible online. Data were collected using documentation techniques and analyzed using grounded theory with the Straussian approach. The findings indicate that career guidance services can be integrated into thematic learning in early childhood education through learning methods and media that are easy for teachers to understand and apply. This approach is particularly effective when implemented by educators with a bachelor’s degree in early childhood teacher education, as it helps address the limited involvement of guidance and counseling teachers in PAUD. Furthermore, integrating career guidance principles into thematic learning through systematic lesson planning allows the introduction of work-related concepts to children through themes relevant to their daily environment, fostering structured and focused career development from an early age.

Reflective Supervision Models in School Counseling: A Narrative Review of Approaches and Outcomes

Maya Masyita Suherman — 2025-12-15

Reflective supervision has emerged as a critical component in the professional development of school counselors, yet a comprehensive synthesis of existing models and their outcomes remains limited. Purpose: This narrative review aims to identify and analyze various reflective supervision models used in school counseling contexts and examine their reported impacts on counselors' professional growth. Methods: A narrative review methodology was employed, analyzing articles published between 2018 and 2024 from Google Scholar and ERIC databases. Search terms included "reflective supervision," "school counseling," "clinical supervision," and "counselor development." Results: Analysis of 22 relevant studies revealed three predominant supervision models: (1) the Developmental Model, (2) the Competency-Based Model, and (3) the Reflective Practice Model. Common elements across models included structured reflection sessions, collaborative feedback, and relationship-focused approaches. Reported outcomes encompassed enhanced self-efficacy, reduced burnout, improved counseling competencies, and increased job satisfaction among school counselors. Conclusion: Reflective supervision, when implemented through structured models, significantly contributes to the professional growth of school counselors. The findings suggest the need for context-adapted models, particularly in educational settings with limited supervisory resources. This review provides a foundation for developing culturally responsive supervision frameworks in diverse school contexts.

Soft Skills in Counseling Children with Special Needs

Tita Rosita — 2025-12-18

The purpose of this study is to examine the soft skills needed to counsel children with special needs in schools. This study uses a qualitative method with literature review. The soft skills examined in this study include the skills needed to implement counseling for various children with special needs, which must be trained by undergraduate students majoring in guidance and counseling and psychology. Based on the results of the study, in order to train soft skills for counseling children with special needs, there needs to be an integration of counseling practicum courses in collaboration with several disability communities and schools that have children with special needs, so that the counseling practicum process can be more factual with the needs in inclusive schools. The soft skills that need to be trained in counseling children with special needs are the ability to empathize, the ability to solve problems with diverse student disabilities, and effective communication.

Optimizing Junior High School Students' Career Planning Through Mind Mapping-Based Group Guidance Strategies

Desy Susanti — 2025-12-29

This study aims to test the effectiveness of group guidance services with mind mapping techniques in improving the career planning of ninth-grade students of SMP Negeri 16 Cimahi. The research method used is a mixed method with an exploratory sequential design, combining a quantitative approach through a quasi-experimental non-equivalent control group design and a qualitative approach through interviews and observations. The study population was 189 ninth-grade students, with a sample of 17 students who had a low level of career planning, consisting of 9 students in the experimental group and 8 students in the control group. The research instrument used a career planning questionnaire that had been tested for validity and reliability (Cronbach's Alpha = 0.705), with 29 valid items out of 41 items tested. The results showed a significant increase in the experimental group, with an average pretest score of 74.9 increasing to 94.8 in the posttest. The paired sample t-test produced a significance value of 0.000 (p < 0.05) and a t-value of -11.370, which indicated a significant difference between before and after treatment. The N-Gain test showed an average value of 0.7908 or 79.08%, which is included in the high and effective category. Qualitative findings through interviews and observations strengthen the quantitative results, indicating that students experienced increased self-understanding, the ability to explore career options, and skills to develop concrete steps in career planning. This study concludes that group guidance services using mind mapping techniques are effective as a strategy to optimize junior high school students' career planning, particularly in helping students organize information visually, develop creativity, and improve a holistic understanding of their future planning. The practical implications of this study contribute to guidance and counseling teachers in developing services that are innovative, attractive, and appropriate to the developmental characteristics of junior high school students.