microsoft word document2 couns-edu ¨the international journal of counseling and education p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu 1 retraction notice to a review on mindfulness and nursing stress among nurses. couns-edu: the international journal of counseling and education, 3(1), 1-13 retraction to: said, z., & kheng, g. l. (2018). a review on mindfulness and nursing stress among nurses. couns-edu: the international journal of counseling and education, 3(1), 1-13. (doi: https://doi.org/10.23916/0020170211740 this article has been retracted by publisher based on the following reason: the editor of couns-edu: the international journal of counseling and education found the double publication in the article publishing due to article's content similarity published in http://ojs.uma.ac.id/index.php/analitika/article/view/1589. said, z., & kheng, g. l. (2018). a review on mindfulness and nursing stress among nurses. analitika, 10 (1), 31-45, one of the conditions of submission of paper for publication in this journal is that authors declare explicitly that their work is original and has not appeared in a publication elsewhere. re-use of any data should be appropriately cited. as such this article represents a severe abuse of the scientific publishing system. the scientific community takes a very strong view on this matter and apologies are offered to readers of the journal that this was not detected during the submission process. this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2018 by author. couns-edu the international journal of counseling and education vol.3, no.2, 2018, pp. 69-72 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180311620 received on 08/26/2017; revised on 09/16/2017; accepted on 05/23/2018; published on: 05/26/2018 69 impact of adversity intelligence and work commitment on cyberloafing behavior tri rahayuningsih *)1 , ardian adi putra 2 12 universitas abdurrab pekanbaru * ) corresponding author, e-mail: tri.rahayuningsih@univrab.ac.id abstract this study aimed to determine the effect of intelligence adversity and work commitment to cyberloafing behavior of lecturer at the asean economic community (mea)’s era. so, this research beneficial to the development of theoretical science of industrial and organizational psychology about work behavior, as well as suggestions to keep the factors that make lecturer can avoid unproductive work habits that was cyberloafing, given the importance of the role of the faculty. this study used a quantitative method by spreading questionnaires to lecturers consisting of adversity intelligence scale, work commitment scale, and cyberloafing behavior scale that researchers collated by self, and analyzed statistically to discussed the cyberloafing behavior of lecturers. according to lim (2002) cyberloafing an employee volunteer activities in the office, in using the internet access that has no correlation in the work. the result of this research showed that there is correlation between adversity intelligence and work commitment with cyberloafing behavior based on p value = 0,042 hence acceptable hypothesis, and contribution of adversity intelligence and work commitment equal to 19% to cyberloafing behavior. it is expected to be a suggestion for higher education to improve the quality of lecturer in facing mea. keywords: cyberloafing behavior, adversity intelligence, work commitment how to cite: rahayuningsih, t., putra, a. a. (2017). impact of adversity intelligence and work commitment on cyberloafing behavior. couns-edu: international journal of counseling and education, 3(2): pp. 69-72. doi: https://doi.org/10.23916/0020180311620 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction the internet is an abbreviation of the interconnection-networking, could be interpreted as an interconnected network. internet services can also be used in various fields, such as education, social, banking, health, and work or business, so, many companies have also utilized internet facilities (lim, 2002). employee performance can be improved through various facilities provided by the internet in facilitating employee performance. while internet access has become commonplace, employee inclination to use the internet as an entertainment and non-work-related destination will also increase (blanchard & henle, 2008). internet access provided by the company during working hours take place, to explore sites that are not related to the job for personal gain, and to check (including receiving and sending) electronic message personally conducted voluntarily by employees called cyberloafing (lim , 2002). readiness for asean economic community (mea) should be undertaken by universities. therefore, higher education is responsible for producing competent scholars and can compete globally. it needs special attention from each lecturer as an educator to give a qualified graduate http://dx.doi.org/10.23916/0020180311620 couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu tri rahayuningsih, ardian adi putra impact of adversity intelligence and work commitment on cyberloafing behavior| 70 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180311620 candidate (sulistyoningrum, 2015). many problems faced as a lecturer while job and holding concurrent positions, as well as the lack of motivation for continuous self-improvement, and lack of discipline in teaching. in fact, lecturers are required to continue the study, research, and follow training to increase their knowledge and technology (angelina, 2015).therefore, in facing the era of asean economic community, lecturers need the ability to face all challenges of work and also have a high work commitment to produce work behavior being productivity. work commitment is employee loyalty to organization through the acceptance of goals, organizational values, willingness to try to be a part of organization, and desire to survive in the organization (finegan, 2000). according to stoltz (2000), a person with high adversity intelligence tends to assume the difficulties come from outside him and place his own role in a reasonable place. the individual will judge his role and learn from his behavior, so that he can be smarter, faster, better or more effective when faced with similar problems. difficulties precisely make it an unyielding person, where they are optimistic people who view difficulty is temporary and can be overcome. lecturers need this ability, especially faced of asean economic community’s era as state all work full of dynamics and their challenges to be faced lecturers working to meet the obligations of tri dharma’s college. various efforts have been made in facilitating lecturers to be ready to face the era of asean economic community. research grants and community service programs, instructional grants, incentives for journal writing from government (kemenristek dikti), and support from universities to help lecturers improve the quality of scientific writing as lecture materials and various trainings or seminars that foster an academic atmosphere. the problem is, the work that becomes lecturer’s routinity was often considered boring, so lecturers often neglected their obligations during working hours. from the researcher's observation, it was seen that some lecturers still do not utilize the information technology facilities for their competence development. especially with the sophistication of technology in this globalization, there are still many who use internet facilities for personal pleasure at working hours, such as messaging, using social media, or for entertainment. therefore, it takes a high work commitment so that lecturers do not wasted their time, especially in working hours to do something that is not related to his work as a lecturer. in line with this, cyberloafing behavior on lecturer could be an important topic to investigated. cyberloafing behavior is behavior of someone who deliberately uses information technology and internet access that is personal in working hours that no have related with the work, even it should be completed in a timely manner and can harm the organization because it was impact on worker productivity (lim, 2002; blanchard & henle, 2008). given the readiness of lecturer to faced the era of asean economic community, lecturers need adversity intelligence and work commitment. this research hypothesized that there is the influence of adversity intelligence and work commitment towards cyberloafing behavior on lecturer at the asean economic community. it was assumed that the higher adversity intelligence and the higher work commitment, so cyberloafing behavior have been lower. likewise, the lower adversity intelligence and the lower work commitment impact to the higher cyberloafing behavior on lecturers. method these research is a correlation study with cyberloafing behavior as y variables, adversity intelligence as x1 and work commitments as x2 , so we could seen the relationship between adversity intelligence and work commitment with cyberloafing behavior and amount of influence adversity intelligence and work commitment towards cyberloafing behavior. this study took place in several universities in pekanbaru. subjects in this study is active lecturer at universities in pekanbaru. according to arikunto (2006), the number of 100 subjects is considered to have met the ideal sampling. the sampling method that will be used was incidental sampling that was sampling technique based on coincidence, the researcher met with subject that can be used as sample (sugiyono, 2013). this study used quantitative methods of data collection through a questionnaire that consisted of adversity intelligence scale, work commitment scale, and cyberloafing behavior scale that researchers collated based behavioral indicators of aspects of each variable into multiple point-item statement as follows: behavior cyberloafing browsing activity and e-mail (lim, 2002) adversity intelligence control, origin and ownership, reach, and endurance (stoltz, 2000) work commitment affective commitment, continoues, and normative (meyer et al, 2002) couns-edu  the international journal of counseling and education vol.3, no.2, 2018 impact of adversity intelligence and work commitment on cyberloafing behavior| 71 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180311620 results and discussions this research performed two statistical analyzes namely normality test and hypothesis test. based on normality result indicated that data of cyberloafing variable, work commitment and adversity intelligence have kolmogorov-smirnov z value greater than 0,05 (p> 0,05). thus it could be said that the results obtained from the distribution in the study showed a normal distribution. table 1. normality test cyberloafing organization commitment adversity intelligence kolmogorov-smirnov z ,482 ,976 ,596 asymp. sig. (2-tailed) ,974 ,297 ,870 to test the hypothesis, researchers used multiple regression analysis with spss 20.0 for windows. the result showed that p = 0.042 it means p <0.042 thus, there was a significant relationship together between adversity intelligence and work commitment with cyberloafing behavior. table 2. anovab model sum of squares df mean square f sig. 1 regression 808,790 2 404,395 3,524 ,042a residual 3442,725 30 114,758 total 4251,515 32 a. predictors: (constant), adversity, commitment b. dependent variable: cyberloafing from the regression test results obtained rsquare coefficient of 0.19 which means that the adversity intelligence and work commitment together contributed to influenced cyberloafing behavior by 19%. table 3. model summary model r r square adjusted r square std. error of the estimate 1 ,436a ,190 ,136 10,712 cyberloafing is behavior of someone who knowingly used information technology and internet access that was private during working hours. it means has nothing to do with the work that should be resolved in a timely and potentially harmful to organizations or agencies, so it was impact on productivity of the worker. changed in the current world of academic environment, among others, globalization and information technology is a reality that must be faced by lecturers in the era of mea. a dedicated lecturer that has a high work commitment will prioritize the time for his duties and responsibilities. however, it also found a lecturer who has a negative attitude towards his profession. the duty of tri darma of higher education can be considered a burden if the lecturer does not have ability to face the challenges of work which is often referred to as adversity intelligence. according to ozler (2012), there are three factors that cause the emergence of cyberloafing behavior. the three factors are as follows: 1) human behavior are several things from happening to the urges that come from the individual itself, as well as cyberloafing. there are several things from within the individual that belong to the individual factor (perceptions and attitudes: employees who have a positive attitude toward computers have a tendency to use computers at work for personal gain. it also has a positive relationship with cyberloafing, personal trait: selfcontrol is a personal trait that influences a person's cyberloafing activity, in which individuals with low self-control do more cyberloafing than individuals with high self-control, internet habits and addictions: habit is an activity that is done repeatedly so it becomes automatic. a person who has uncontrollable habits can become addicted); 2) demographic factors, gender and age are demographic factors that contribute to cyberloafing. but to date, findings from different studies show contradictory results, so it cannot be specified what gender and age will have an effect on cyberloafing (weatherbee, 2010); 3) organizational factors: based on the researches that have been done by various researchers, got the factors related to the organization couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu tri rahayuningsih, ardian adi putra impact of adversity intelligence and work commitment on cyberloafing behavior| 72 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180311620 that certainly has an effect on cyberloafing on the employees. high job commitment, heavy sanctions, ambiguous managerial support, and high-demand job characteristics are factors considered to reduce the individual's inclination in cyberloafing; 4) situational factors: weatherbee (2010) explains that employees who have access to internet use in the workplace are more likely to be employees who do cyberloafing. resulted of previous studies (aghaz & sheikh, 2016) stated that the behavior and activities of cyberloafing can be generated from job burnout, namely physically and mentally lackness. we need to design electronic control laws such as the internet and smartphones policy in the office, which is in line with the efforts to enhance the perception of organizational justice between employees, thereby increasing the level of employee discipline, one of which is shown by the attendance (henle, kohut, & booth, 2009). other factors that could cause cyberloafing such as job characteristics, work attitudes, and management support in the used of internet (liberman, seidman, mckenna, & buffardi, 2011), as well as demographic factors ie age, gender, and tenure (baturay & toker, 2015 ). conclusion there was effect of adversity intelligence and work commitment towards cyberloafing behavior of lecturers in the asean economic community by 19%, thus the hypothesized was accepted. practical advice could be used for universities to reduced cyberloafing behavior of lecturer by improved adversity intelligence and work commitment of lecturers in faced aec through regulating the use of internet and organizational design with good government. references angelina, d. (2015). dosen dituntut tingkatkan kualitas. diakses dari http://nasional.sindonews.com/read/970738/162/dosen-dituntut-tingkatkan-kualitas-1425267604 arikunto, s. (2006). prosedur penelitian: suatu pendekatan praktek. jakarta: rineka cipta. aghaz, a., & sheikh, a. (2016). cyberloafing and job burnout: an investigation in the knowledgeintensive sector. computers in human behavior, 62, 51–60. https://doi.org/10.1016/j.chb.2016.03.069 baturay, m. h., & toker, s. (2015). an investigation of the impact of demographics on cyberloafing from an educational setting angle. computers in human behavior, 50, 358–366. https://doi.org/10.1016/j.chb.2015.03.081 blanchard, a., & henle, c. (2008). correlates of different forms of cyberloafing: the role or norms and external locus of control. computers in human behavior, 24, 1067-1084. finegan, j.e. (2000). the impact of person and organizational values on organizational commitment. journal of occupational and organizational psychology, 73, 149169. henle, c. a., kohut, g., & booth, r. (2009). designing electronic use policies to enhance employee perceptions of fairness and to reduce cyberloafing: an empirical test of justice theory. computers in human behavior, 25(4), 902–910. https://doi.org/10.1016/j.chb.2009.03.005 liberman, b., seidman, g., mckenna, k. y. a., & buffardi, l. e. (2011). employee job attitudes and organizational characteristics as predictors of cyberloafing. computers in human behavior, 27(6), 2192– 2199. https://doi.org/10.1016/j.chb.2011.06.015 lim, v . k. g. (2002). the it way of loafing on the job: cyberloafing, neutralizing, and organizational justice. journal of organizational behavior, 23, 675-694. meyer, j.p., stanley, d.j., herscovitch, l & topolnytsky, l (2002). affective, continuance, and normative commitment to the organization: a meta-analysis of antecedents, correlates, and consequences. journal of vocational behavior, 61, 20–52. ozler, d. e., & polat, g. (2012). cyberloafing phenomenon in organizations:determinants and impact. internasional journal of e-bussiness and e-government studies, 4(2), 1-15 stoltz, p. g. (2000). adversity quotient, mengubah hambatan menjadi peluang. penerjemah: t. hermaya. jakarta: grasindo. sulistyoningrum, y. (2015). dosen juga dituntut siap hadapi mea. diakses dari http://kabar24.bisnis.com/read/20150629/255/448339/dosen-juga-dituntut-siap-hadapi-mea weatherbee, t. g. (2010). counterproductive use of technology at work:information and communications technologies and cyberdeviancy. human resource management review, 12, 3-21. couns-edu the international journal of counseling and education vol.5, no.1, 2020, pp. 1-5 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020190417540 received on 08/15/2018; revised on 10/15/2019; accepted on 02/21/2020; published on: 03/30/2020 1 analysis of sexual harassment instruments by rasch modeling to identify sexual harassers lira erwinda 1*) , herman nirwana 2 , afdal afdal 2 1indonesian institute for counseling, education and therapy, indonesia 2universitas indraprasta, indonesia *)corresponding author, e-mail: liraerwinda@konselor.org abstract sexual harassment is an issue that has attracted much attention in both children and adults. however, the victims often prefer to be silent on the matter for several reasons, even though it may have long term effects on them. thevictims of sexual harassment need to be educated to increase awareness of the associated risks. to realize this goal, the perpetrators of this vile needs to be identified first, though this requires valid and reliable instruments. thereis a sexual harassment instrument that facilitates the identification of the perpetrators. this instrument includes eight indicators with 32 items. thehe results of testing the validity and reliability of the instrument with rasch modeling shows that it meets the requirements and therefore it can be used to identify perpetrators of sexual harassment in vocational high school. keywords: sexual harassment instrument, sexual harassment, rasch analysis how to cite: erwinda, l., nirwana, h., & afdal, a. (2020). analysis of sexual harassment instruments by rasch modeling to identify sexual harassers. couns-edu: the international journal of counseling and education, 5(1), 1-5. doi: http:// doi.org/10.23916/0020190417540 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction in indonesia, the subject of sex is consideredtaboo andcannot discuss (creagh, 2004). there is a need for schools to provide sex education to adolescents (creagh, 2004). perceiving sex as a taboo encourages abuse and harassment since individuals learn by themselves.this is in line withelsera (2017), which showed thatsexual matters are self-taught through communication with peers or social media. based on research on inmates of sexual harassment cases in tanjungpinang regional police in 2016, three people stated that a lack of maximum family support facilitated sexual harassment. in other words, the family cannot offer sexual education, which in malay culture in tanjungpinang was still considered taboo. prapto's findings showed that abuse in the teenage environment stemmed from the lack of information from family, school, and the community about sexual life. the study showed that 21%, 15%, 28%, and 40% of teenagers receiveinformation about sex from home, school, media such as the internet, magazines and films, and peers, respectively (yelza, 2016). if the family does not provide sex education to children,counselorsare given that responsibility (saputra & sofiana, 2016). information services aim at equipping individuals with various kinds of knowledge needed to solve problems faced regarding the surrounding environment, education, occupation, and social-culture (azhar & daharnis, 2013; luddin, 2010). the information service is useful for students since theyneed relevant detailsas input for thinking more and adjusting to the environment (dewi, d. m., 2015). sex education should be the role of bk teachers, especially in services and related to social and self-development (creagh, 2004). according to http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 analysis of sexual harassment instruments by rasch modeling to identify sexual harassers | 2 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190417540 yugo dewi safaat, implementing social information services do not have a significant influence on sexual harassment behavior (safaat, yugo dewi, 2013). guntoro utamadi & paramitha utamadhi (in satria, e. d., & elsera, m, 2017) statedthat harassment is a sexual act not invited and unwanted by the victim, whichcreates a feeling of dislike. it can be in the form of whistling for women on the streets, telling dirty jokes to someone degrading to a level of indecency and acts of rape. the behavior identified as sexual harassment includesunacceptable seduction, requests for sexual gifts, and other verbal or physical behaviors (berdahl & raver, 2011; fitzgerald, drasgow, & magley, 1999; fitzgerald, magley, drasgow, & waldo, 1999; jespersen, lalumière, & seto, 2009). this means that sexual harassment can be interpreted as all forms of sexual and indecent connotations of behavior carried out and by the target person. in general, it causes an adverse reaction,shame, anger, and offense to the victim. studies show that the main perpetrators of sexual harassment are males (plummer & cossins, 2016). according to mcdaniels-wilson & belknap, the most common perpetrators of sexual harassment are foreign men, male lovers or boyfriends, husbands, uncles,brothers, and stepfathers(gannon & alleyne, 2013; garcia-moreno, 1999; gettman & gelfand, 2007; gilmore et al., 2014; mcdaniels-wilson & belknap, 2008). additionally, one studyshowed that perpetrators of sexual harassment are adults and peers (finkelhor, shattuck, turner, & hamby, 2014).however, the literature on sexual violations has only focused on malesand neglected female offenders (finkelhor & browne, 1985; finkelhor, shattuck, turner, & hamby, 2014; gannon & alleyne, 2013). identifying perpetrators of widespread sexual harassment require much effort since no one would want to be identified as a perpetrator. in indonesia, the identification of the perpetrators is based on the information from the victims. at school, counselors go through a long process to identify the perpetrators. in most cases, they use interviews, observation, documentation studies, and counseling. this takes a long time, and the validity is doubtful. so the counselor needs a valid and reliable instrument to identify a broader range of this vile. the sexual harassment instrument adapted from annajmi alfath was reanalyzed to determine its reliability and validity with rasch modeling. method the participants included168 students from two vocational schools, each sitting in the tenth grade and next door. the first trial was conducted on 90 students from one of the vocational high schools in the city of padang. there were 51 and 39 female, and male respondents were male, respectively.the second trial was conducted on 78 students, 43 female 35 males. the studyuses sexual harassment instrument to identify the perpetrators of this vile act. the scale comprised of 37 items using the guttman scale to obtain a firm answer to the issues under investigation. the answer "yes"and"no"aregiven scores of 1 and0, respectively. the inverse rating pattern is found in items number 2, 3, 4, 5, 7, 8, 9, 10, 13, 14, 15, 17, 18 , 19, 21, 22, 25, 16, 27, 30, 31, 32, 33, 36, 37. on these 25 items, the answer "yes" was given a score of 0 while the "no" was assignedscore 1. administration of sexual harassment instruments conducted for vocational high school students in the city of padang. the approval information was given before respondents took part in the study, and everyone agreed to participate. data analysis of sexual harassment instruments were based on the rasch model and focused on the measure, fit, anddetection of bias items, as well as person measure and fit. in particular, the winsteps 4.01 software (linacre, 2006) is used to generate and examine these instruments. results and discussions quality test instruments for sexual harassment there are four aspects of testing conducted to determinesexual harassment instruments, including (1) reliability and separation indexes, (2) dimension tests, (3) fit and misfit items, and (4) test information functions (smith, 1995). http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu lira erwinda & yuda saputra analysis of sexual harassment instruments by rasch modeling to identify sexual harassers| 3 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190417540 table 1. summary of quality test items estimation values item reliabilities .97 separation index of item 5.93 mean outfit mnsq 1.00 raw variance explained by measures 34.8 % raw variance unexplained by measures 65.2 % observed average (label 1) -1.23 observed average (label 4) +1.08 the reliability of sexual harassment instruments is reviewed. the estimation results in table 1 show that item reliability is (.97), meaning that the consistency of sexual harassment instruments is at the bestlevel. this is also supported by the index separation value, which set items into five parts, from low to high. the teenagers are not disturbed in finding out the correct answer choices (label 1) and wrong (label 4), as shown by the average valuesobserved from logit -1.23 (low) to +1.08 logit (highest). also, the unidimensional estimation through the main component analysis (pca) identified the value of the raw variance explained to be 34.8%. this shows that it has achieved the unidimensional condition of the sexual harassment instrument (> 15%) [13]. therefore,the items involved in measuring sexual harassment instruments are good.moreover, the categorization of fit and misfit items on sexual harassment instruments can be determinedby comparing the outfit mnsq value of each instrument item with itsaverage value of logit +1.00. this shows that the outfit value of the mean square is right in the middle square of 1.0 or with an ideal range ( 0.5>mnsq<1.5). the facts from 26 items tested on adolescents included three items in the sexual harassment instrument that were misfitted, includingno. 21 (+1.71 logit), no. 6 (+1.62 logit), no. 12 (+1.52 logit), and for other items stated accordingly (outfit mnsq item <+1.44 logit). the extent to which sexual harassment instruments can measure information is identified,as shown in figures 1 and 2. figure 1. test information function (tif) from figure 1, the output of information collected by sexual harassment instruments is at the maximum level for adolescents with high to low abilities, which is less efficient. realization of youth performance on sexual harassment instruments based on rasch fit statistics http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 analysis of sexual harassment instruments by rasch modeling to identify sexual harassers | 4 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190417540 the ability of adolescents to work on sexual harassment instruments can be evaluated through individual size and compatibility. both are used as a basis for determining teenagers who have a high, medium, and low internet addiction. table 2. summary of quality person estimation values person reliabilities .85 separation index of person 2.37 mean person .06 mean outfit mnsq 1.00 cronbach alpha (kr-20) person raw score reliability 87.0 % in general, the ability of adolescents to work on sexual harassment instruments is above average (+.07 logit> 0.00 logit). their interaction between individuals and items (α= 0.87) is excellent (sumintono & widhiarso, 2015). conclusions in principle, sexual harassment instruments, including reliability, separation index, and unidimensional instruments, are adequate and effective. however, some aspects of theinstruments need to be focused on several things, including (1) inappropriate items or outliers, and (2) measurement information functions that only show optimal valuesfor adolescents withhigh, medium, and low abilities. outlier items need to be considered or deleted. in terms of measuring the ability of adolescents in sexual harassment instruments, there were outlier respondents. this is because respondents may easily categorize themselves as never or never, and thereforethe right alternative answers are "yes and no." references azhar, s. k., & daharnis, i. s. (2013). persepsi siswa tentang layanan informasi kesehatan reproduksi remaja yang di berikan guru bk sman 1 kubung. jurnal ilmiah konseling. volume2(1). berdahl, j. l., & raver, j. l. (2011). sexual harassment. handbook of industrial and organizational psychology, 3, 641-669. dewi, d. m. (2015). “meningkatkan pengetahuan pendidikan seks melalui layanan informasi pada siswa kelas vi madrasah ibtidaiyah negeri sumurrejo kota semarang tahun ajaran 2015/2016”. dissertation, diterbitkan. semarang: universitas negeri semarang. finkelhor, d., & browne, a. (1985). the traumatic impact of child sexual abuse: a conceptualization. american journal of orthopsychiatry, 55(4), 530-541. finkelhor, d., & browne, a. (1985). the traumatic impact of child sexual abuse: a conceptualization. american journal of orthopsychiatry, 55(4), 530. finkelhor, d., shattuck, a., turner, h. a., & hamby, s. l. (2014). the lifetime prevalence of child sexual abuse and sexual assault assessed in late adolescence. journal of adolescent health, 55(3), 329-333. finkelhor, d., shattuck, a., turner, h. a., & hamby, s. l. (2014). the lifetime prevalence of child sexual abuse and sexual assault assessed in late adolescence. journal of adolescent health, 55(3), 329-333. fitzgerald, l. f., drasgow, f., & magley, v. j. (1999). sexual harassment in the armed forces: a test of an integrated model. military psychology, 11(3), 329-343. fitzgerald, l. f., drasgow, f., & magley, v. j. (1999). sexual harassment in the armed forces: a test of an integrated model. military psychology, 11(3), 329-343. fitzgerald, l. f., magley, v. j., drasgow, f., & waldo, c. r. (1999). measuring sexual harassment in the military: the sexual experiences questionnaire (seq—dod). military psychology, 11(3), 243-263. fitzgerald, l. f., magley, v. j., drasgow, f., & waldo, c. r. (1999). measuring sexual harassment in the military: the sexual experiences questionnaire (seq—dod). military psychology, 11(3), 243263. gannon, t. a., & alleyne, e. k. (2013). female sexual abusers’ cognition: a systematic review. trauma, violence, & abuse, 14(1), 67-79. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu lira erwinda & yuda saputra analysis of sexual harassment instruments by rasch modeling to identify sexual harassers| 5 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190417540 gannon, t. a., & alleyne, e. k. a. (2013). female sexual abusers’ cognition. trauma, violence, & abuse, 14(1), 67–79. (online). https://doi.org/10.1177/1524838012462245. garcia-moreno, c. (1999). violence against women, gender and health equity: harvard center for population and deveoopment studies. garcia-moreno, c. (1999). violence against women, gender and health equity: harvard center for population and deveoopment studies. gettman, h. j., & gelfand, m. j. (2007). when the customer shouldn't be king: antecedents and consequences of sexual harassment by clients and customers. journal of applied psychology, 92(3), 757. gettman, h. j., & gelfand, m. j. (2007). when the customer shouldn't be king: antecedents and consequences of sexual harassment by clients and customers. journal of applied psychology, 92(3), 757. gilmore, a. k., schacht, r. l., george, w. h., davis, k. c., norris, j., & heiman, j. r. (2014). sexually transmitted infections risks among victims of sexual abuse and violence. journal of aggression, maltreatment and trauma, 23(7), 725-739. jespersen, a. f., lalumière, m. l., & seto, m. c. (2009). sexual abuse history among adult sex offenders and non-sex offenders: a meta-analysis. child abuse & neglect, 33(3), 179-192. linacre, j. m. (2006). winsteps rasch measurement computer program. chicago: winsteps. com. luddin, a. b. m. (2010). dasar dasar konseling: perdana publishing. safaat, y. d. p. (2013). hubungan antara pelaksanaan layanan informasi bidang sisoal dengan kecenderungan penyimpangan perilaku remaja pada siswa kelas viii smp negeri 1 kaliori tahun ajaran 2012/2013. indonesian journal of guidance and counseling: theory and application, 2(1). saputra, w., & sofiana, a. (2016). konseling inovatif berbantuan seni kreatif. satria, e. d., & elsera, m. (2017). tinjauan sosiologis penyebab terjadinya pelecehan seksual terhadap anak dibawah umur oleh remaja. skripsi. tidak diterbitkan. smith, r. m. (1995). using item mean squares to evaluate fit to the rasch model. sumintono, b., & widhiarso, w. (2015). aplikasi pemodelan rasch pada assessment pendidikan: trim komunikata. yelza, n. (2016). hubungan pengetahuan tentang seksualitas dengan sikap remaja putri dalam pelecehan seksual di sma negeri 1 batang anai tahun 2016. universitas andalas. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 https://doi.org/10.1177/1524838012462245 couns-edu the international journal of counseling and education vol.6, no.3, 2021, pp. 93-97 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210620230 93 annual program development guidance and counseling in vocational high school iman rohiman *)1 , muh. farozin 1 1universitas negeri yogyakarta, indonesia *)corresponding author, e-mail: iman.rohiman92@gmail.com abstract this study aims to generate annual program in vocational guidance and counseling to be used by teachers in vocational guidance and counseling. this study is a development using the 4d model (define, design, depelovment, dissemination). the instrument used in this study is a non-test instrument that is inventory development tasks. data were analyzed and produce an annual program bimbinan and vocational counseling. this product is validated by expert guidance and counseling as well as in the validation by the practitioner / teacher guidance and counseling in schools. data were analyzed quantitatively and qualitatively. the annual program of vocational guidance and counseling in the overall in both categories with some revisions based on advice and input from experts. keywords: guidance and counseling program, vocational, development program how to cite: rohiman, i., & farozin, m. (2021). annual program development guidance and counseling in vocational high school. couns-edu: the international journal of counseling and education, 6(3). doi:http://dx.doi.org/10.23916/0020210620230 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction school is a place where an individual development talents, interests and develop skills in order to prepare for later life. the scope of the school, the main subject is the education of students, as well as subject and object of education. learners are placed as the subject is placed as individuals who have their rights completely and thoroughly (the whole person). in object-learners are expected to achieve optimal development in cognitive, affective, and psychomotor. the potential that exists in the self-learners can be developed that needs material and spiritual must be met. according havighurt (monks et al, 2002: 22) the task of the development of (developmental task) are tasks that must be performed by inidividu during his lifetime to be adapted to the norms of society and culture. learners will be dissatisfied if not carrying out development tasks optimally, otherwise learners will be pleased if the developmental tasks carried out properly. in carrying out the development tasks, learners will face the various problems experienced in his life, and the problems of each individual not the same, but different (rochamt mulyana, 2005: 210). problems experienced by each individual making a private individual becomes stronger when faced with problems and problems of each individual not the same, but different (rohmat mulyana, 2005: 210). in understanding the characteristics of learners, counselor at the school can select and prepare the learners' needs. methods and means to convey to learners and how merelevansikan programs that meet learners (ridwan, 2008: 109). the needs of learners will be in accordance with what is needed when the teacher guidance and counseling to adjust to the objective conditions of development of learners. ridwan (saring marsudi, 2003: 23) meaningful guidance and counseling is counseling and guidance that provide full benefits for the subjects (learners). therefore the guidance and counseling program should be based on received on 06/20/2021; revised on 07/15/2021; accepted on 08/17/2021; publishedon:09/19/2021 http://dx.doi.org/10.23916/0020210620230 couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu rohiman, i., & farozin, m. annual program development guidance and counseling … | 94 indonesian counselor association (iki) | doi: 10.23916/0020210620230 the needs of the subject. it is implicated in the preparation of guidance and counseling program that begins with a needs assessment (analysis of learners' needs). guidance and counseling is known as a service to students in school. guidance and counseling is a science which is engaged in human services. psychological assistance is provided by counselors or coaches with the intention of forming individual to develop his or her potential or achieve developmental tasks. the main objective of guidance and counseling in schools is providing support to the attainment of maturity of personality, social skills, academic skills, and lead to the formation of individual career maturity is expected to be useful in the future (fatur rahman, 2009: 4). however, the implementation of guidance and counseling services that are ideal to deal with various obstacles and a number of serious obstacles. various barriers and obstacles, such as counseling and guidance objectives are not aligned with the goals of education, guidance and counseling still be problem-oriented, programming is not based on needs assessment, lack of support from school officials to the guidance and counseling program, yet understand the paradigm of inter-professional collaboration relationship in the education unit and the lack of a positive response from the students to the guidance and counseling services. based on interviews with teachers in vocational guidance and counseling, conducted by researchers concluded that, making programs in vocational guidance and counseling have not been based on a needs assessment. making the guidance and counseling program improvised and performed with no apparent pattern. thus making the image guidance and counseling becomes less good. making the guidance and counseling program improvised and performed with no apparent pattern. thus making the image guidance and counseling becomes less good. making the guidance and counseling program improvised and performed with no apparent pattern. thus making the image guidance and counseling becomes less good. according to the ministry of education (2007: 220-223), the preparation of guidance and counseling program in schools starting from assessment activities, or activities to identify the aspects which is used as an input for the preparation of guidance and counseling program. assessment is the activity of the foundation for the development of an accountable program (gibson and mitchell, 2008: 567). this assessment activities include (1) the environmental assessment, which is related to the activities of the school and community to identify the expectations (parents of learners), facilities and infrastructure, guidance and counseling program, conditions and qualifications counselors, and school leadership policy; and (2) assessment of learners need or problem, involving learners, such as physical aspects (health and according to function), intelligence, learning motives, attitudes and study habits, his interests (work, majors, sports, art, and religion), the problems experienced, and personality; or developmental tasks as a basis to provide guidance and counseling services. need assessment used in this study is the inventory task progress (itp). need assessment is a standard assessment as the basis for the preparation of an annual program in vocational guidance and counseling. need assessment distributed to learners were analyzed using analysis applications task progress (atp) ver 3.5.5. the preparation of the annual program of guidance and counseling in schools is based on the structure of the annual program of guidance and counseling. the structure of the program consists of: (1) rasonal; (2) the legal basis; (3) the vision and mission; (4) the formulation of needs; (5) the formulation of objectives; (6) component of the program; (7) the service area; (8) the development of themes and topics; (9) the plan of operations; (10) evaluation, reporting and follow-up; (11) facilities and infrastructure; and (12) budget. (operation operational guidance guidance and counseling, kemendikbud director general gtk 2016). preparation of annual programs in vocational guidance and counseling are expected tainted assisting the development of learners become more optimal and capable learner's independence, as well as to become a reference implementation of guidance and counseling are effective and efficient. method this type of research used in this research is the research and development (rnd) with the 4d model (define, design, development and dissemination). research procedure includes the define phase of this model (definition), design (design), development (development), and dessimination (dissemination) (tiagarajan, semmel, and semmel, 1974). couns-edu  the international journal of counseling and education vol.6, no.3, 2021 annual program development guidance and counseling …| 95 indonesian counselor association (iki) | doi: 10.23916/0020210620230 researchers conducting the study at smk negeri 3 kasihan bantul yogyakarta, the object of this research is on the development of an annual program in vocational guidance and counseling. the procedure of this study follow rnd study by the 4d model, is as follows: 1. define (definition) analyzing the product needs to be developed, is to perform a preliminary study (interviews) with bk teacher smk negeri 3 kasihan bantul, yogyakarta. 2. design (design) determine and make the initial product design, the structure of the annual program of guidance and counseling and analyze inventory task of development of learners. 3. development (development) develop initial product, and then perform validation expert (expert guidance and counseling), make improvements and validation of products (practitioner / teacher guidance and counseling). after that, also make improvements on the advice of practitioners. 4. dessimination (dissemination) disseminate the results of the development of the final product. (in this study dessimination not done, this is because of time constraints owned by researchers in conducting research) in designing the annual program of guidance and counseling based on the structure of the guidance and counseling program (12 structures) the data obtained from the non-test instrument inventory deployment developmental tasks distributed to students of class x in smk negeri 3 kasihan bantul, yogyakarta. results and discussions the study begins by analyzing the activities of the product needs to be developed. the results of the curriculum analysis revealed that smk negeri 3 kasihan bantul yogyakarta largely been referring to the curriculum in 2013 and using the model guidance and counseling programs on the basis permendikbud no. 111 of 2014 on guidance and counseling in elementary and secondary education. where in this permendikbud attachment, bk teachers are required to draw up guidance and counseling program refers to the operational guide the implementation of guidance and counseling which consists of twelve (12) the structure of the program, namely (1) rasonal; (2) the legal basis; (3) the vision and mission; (4) the formulation of needs; (5) the formulation of objectives; (6) component of the program; (7) the service area; (8) the development of themes and topics; (9) the plan of operations; (10) evaluation, reporting and followup; (11) facilities and infrastructure; and (12) budget. based on quantitative data, expert judgment can be concluded that the annual program in vocational guidance and counseling in the category. from the results of expert testing and counseling guidance and counseling teacher practitioners smk negeri 3 kasihan bantul yogyakarta, get it results as follows: 1. assessment of the rational categorized good enough to earn a grade of 75%. 2. assessment of the legal basis in either category by obtaining a value of 100%. 3. assessment of the vision and mission of the category quite well with the percentage of 69% with the details: clarity of vision with the vision of vocational bk 63% good enough category, clarity of mission with the mission of vocational bk 75% category quite well. 4. assessment of the description of the requirements included in both categories with an average gain of 81.5%. with the precision details 88% category description needs good, clear description of the needs of vocational students 75% good enough category 5. assessment of the purpose of service in either category with a value of 88%. 6. assessment of the components of the program in both categories with a value of 88%. assessment of specialization and individual planning services in both categories with an average value of 81.5%. with visibility details of the implementation of specialization and individual planning services 88% good category. clarity of the implementation of specialization and individual planning services 75% category quite well. 7. assessment of the service area in both categories with a value of 100%. 8. assessment of the operational plan in both categories with the presentation of 94%. with details of the form of the annual program of guidance and counseling smk negeri 3 poor 100% good category. clarity descriptions annual program of guidance and counseling smk 3 poor 88% good category. couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu rohiman, i., & farozin, m. annual program development guidance and counseling … | 96 indonesian counselor association (iki) | doi: 10.23916/0020210620230 9. assessment of the development of themes / topics in the good category with an average value of 88%. with the precision details the development of a theme / topic 88% of both categories. clarity development theme / topic 88% of both categories. 10. assessment of the infrastructure in both categories with a value of 88%. 11. assessment of the plan evaluation, reporting and follow-up in the category quite well with the average value of 75%. with the clarity of details of the evaluation plan 75% category quite well. clarity plans 75% reporting good enough category. clarity plans a follow-up 75% category quite well. 12. assessment of the budget in both categories with a value of 100%. based on the quantitative results of the above calculation, the annual program in vocational guidance and counseling that was developed to get an average value of 85%. however, based on qualitative data, guidance and counseling programs in vocational developed need to be revised according to suggestions / feedback and comments from experts. conclusions research on the development of an annual program in vocational guidance and counseling activities include designing, developing, testing experts. the result of the development of an annual program in vocational guidance and counseling to get a good category with a percentage value of 85%. the annual program of vocational guidance and counseling program structure exists as follows: 1) rational; 2) a legal basis; 3) the vision and mission; 4) a description of needs; 5) objectives; 6) component of the program; 7) the service area; 8) develop a theme / topic; 9) operational plans; 10) plan evaluation, reporting and follow-up; 11) facilities and infrastructure; 12) budget. through this research we suggest to: principals through waka curriculum provides hours of entering the classroom for the teacher guidance and counseling are scheduled to implement guidance and counseling programs that have been created. for guidance and counseling teacher studying literature or reading the latest issued by the government. in order to facilitate the manufacture of the annual program of guidance and counseling. more closely with students and identify students further explore the world of youth in order to know and in accordance with the development of adolescence. further actions and accountable for the implementation of the annual program of guidance and counseling have been made. collaborating with subject teachers, homeroom, as well as the various parties is related in order to facilitate the implementation of the guidance and counseling program that has been prepared properly. references bowers, j.l.& hatch, p.a. 2000. the national model for school counseling program. american school counselor association. corey, g. (2015). theory and practice of counseling and psychotherapy. nelson education. creswell, j. c. (2012). education research, planning, conducting and evaluating quantitative and qualitative research. 4th edition. boston: pearson farozin, dkk. 2016. identifikasi permasalahan perancanan program bimbingan dan konseling pada guru smk di kota yogyakarta. jurnal penelitian ilmu pendidikan vol. 10, nomor 1, maret 2017. fatur rahman. 2009. bimbingan dan konseling komprehensif. dari paradigma menuju aksi. disampaikan pada workshop penyusunan program bk komprehensif bertempat di ruang sidang utama rektorat uny, kerjasama prodi bk uny dan pd abkin diy. yogyakarta : universitas negeri yogyakarta. gysbers, j. p., & henderson, p. (2012). developing & managing your school guidance and counseling program ( ). alexandria, va: american counseling association. juntika. (2011). membangun peradaban bangsa indonesia melalui pendidikan dan komprehensif bernutu. pidato pengukuhan prof. dr. h. juntika, m.pd sebagai guru besar/profesor dalam bidang bimbingan dan konseling pada fakultas ilmu pendidikan universitas pendidikan indonesia, 15 november 2011. kurniawan, lucky. 2015. pengembangan program layanan bk komprehensif di sma. jurnal psikologi pendidikan dan konseling vol 1 no 1 juni 2015. couns-edu  the international journal of counseling and education vol.6, no.3, 2021 annual program development guidance and counseling …| 97 indonesian counselor association (iki) | doi: 10.23916/0020210620230 monks, fj., knoers, amp., siti rahayu haditono. 1982. psikologi pekermbangan: pengantar dalam berbagai bagiannya. yogyakarta: gajah mada universitas press. peraturan menteri pendidikan dan kebudayaan nomor 111 tahun 2014 tentang bimbingan dan konseling pada pendidikan dasar dan menengah. peraturan menteri pendidikan nasional nomor 27 tahun 2008 tentang standar kualifikasi akademik dan kompetensi konselor. peraturan menteri pendidikan nasional nomor 70 tahun 2013 tentang kerangka dasar dan struktur kurikulum sekolah mengah kejuruan/madrasah aliyah kejuruan. thiagarajan, s., semmel, d.s., & semmel, m.i. (1974). instructional development for training teacher of exceptional children. bloomington indiana : indiana university. kumara, agus ria. 2015. pemahaman guru bimbingan dan konseling terhadap program bimbingan dan konseling komprehensif smk negeri se kabupaten bantul. jurnal konseling komprehensif. rohmat mulyana. 2005. membangun bangsa melalui pendidikan; in memoriam prof. dr. dedi supriadi. bandung: pt remaja rosdakarya. syamsu yusuf & a juntika nurihsan. 2003. penyusunan program bimbingan dan konseling berbasis perkembangan. panduan workshop bimbingan dan konseling dalam acara konvensi nasional xiii asosiasi bimbingan dan konseling indonesia. bandung: upi. sugiyono. (2010). metode penelitian kuantitatif, kualitatif & rnd. bandung: alfabeta. couns-edu the international journal of counseling and education vol.4, no.3, 2019, pp. 129-133 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180316340 received on 05/23/2019; revised on 06/22/2019; accepted on 08/17/2019; published on: 09/30/2019 129 the students problems in junior high school nurhasanah nurhasanah *)1 , muh.farozin 2 1 universitas negeri yogyakarta, 2 universitas negeri yogyakarta * ) corresponding author, e-mail: nurhasanahrahman04gmail.com abstract problem is a condition which doesn’t meet the expectation rightly and it must be solved directly. in early phase of adolescent, the junior high school students are always find the highest changes in their selves which can cause a problem. because of that, the guidance and counseling services should be provided based on the students’ need that related to their problem experienced. on the flip side, the school counselor have difficulties to identify those problems that can influence in giving services. then, this research focus on the students’ problem experienced of junior high school which has 193 students as a respondent. therefore, all of them are students of junior high school in yogyakarta. furthermore, the method on this research is service method by using a guidance and counseling problem-based instrument namely alat ungkap masalah (aum) umum. the result in this research showed that they are three categories of problems experienced by students in junior high school yogyakarta as the highest one. they are (1) social relationship which got 45%, (2) personality got around 44% and (3) physical health is about 40%. keywords:student problem, junior high school, guidance and counseling. how to cite: nurhasanah, n., & farozin, m. (2019). the problems of junior high school students. couns-edu: the international journal of counseling and education, 4(3), 129-133. doi:http:// doi.org/10.23916/0020180316340 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction junior high-school student in their developmental stages are classified as early adolescents. santrock (2014) mentions adolescence as a transitional period of development that begins around the age of 10 to 12 years,and ends at the age of 18 to 22 years. this stage of adolescence is a transition from childhood to adulthood where there will be many changes that occur.adolescence is a developmental transition involving physical, cognitive, psychosocial changes, from childhood to adulthood, (papalia et al, 2008). these changes can be seen from biological, emotional to cognitive. santrock (2011) argues that among the cognitive changes that occur during the transition from childhood to adolescence is an increase in abstract, idealistic, and logical thinking. this will be a problem if students cannot handle changes. basically, the problem experienced by the learner can be specifically identified, where the competent educator in the case is the school counselor. as in school, guidance and counseling also require student need’s analysis (ratnawulan, 2017).before school counselor provide guidance and counseling services first need to do understanding of students an understanding of the potential, abilities, characteristics, needs and problems it faces.gysbers & henderson (2012) the middle school or junior high school level, students can gain assistance in such areas as career planning, high school educational opportunities, community involvement, and recreational opportunities. student issues need to be identified by guidance and counseling teachers who will impact on guidance and counseling services. the process of discovering the problems that students experience can be done using a guidance and problem-based counseling instrument. some researchers have pointed out that http://dx.doi.org/10.23916/0020180316340 http://dx.doi.org/10.23916/0020180316340 couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 the students problems in junior high school | 130 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316340 school students are people who are experiencing change that can pose problems to him. desmita (2015) characteristic of junior high school students have unstable reactions and emotional expressions. intelligence of junior high school students is low, lestari (2012). given that emotional intelligence is one of the capitals for learners in life that must be grown so that students can become human beings capable of controlling various aspects that exist in him. students at this stage have new demands to be met in both the school, family and community environments. it takes students to have their own mindset in solving problems encountered. confusion, changes and demands that exist make students experience stress, become unstable, difficult to understand. the immorality of students' thinking according to david elkin (in papalia, et al., 2008) is manifested in six characteristics: (1) idealism and criticality, (2) argumentativity, (3) hesitation, (4) hypocrisy, (5) self-awareness, (6) specificity and resilience. hendri et al (2014) showed that the average junior-highschoolstudent who commits the violation is seen from the school entrance aspect of 61.39% in the medium category, and the learning time violation is 62.54% in the high category. in addition to the problems in violations that exist within the school, the learner also has problems on his mind. park et al (2017) writes that the mindset of learners as adolescents can also affect their academic achievement. on the other hand the mistake of the learner in thinking of course can cause other problems in him. wendari, et al (2016) revealed that junior high school students overall are in the category of problem (57.65%). students who have problems will affect the mindset until the behavior disclosed by fitri (2017) in his research shows the social adjustment of junior high school students affects the students' academic achievement of 17.5%. problems related to the psychological condition of the students include problems with feelings of alienation and isolation from the community, as well as issues related to anxiety and concerns about the educational process and learning outcomes pozdnyakova (2017). however, in fact jannah (2010) the results of his research revealed the factors that cause the lack of guidance and maximum school counselor to carry out analysis of junior-high school students is limited time, energy, and limited costs. as an educator, school counselor have the responsibility and duty to assist students in achieving optimum development. as explained in the regulation of the minister of education and culture of the republic of indonesia number 111 of 2014 that the general purpose of guidance and counseling services is to assist students in order to achieve maturity and independence in life and carry out developmental tasks including personal, social, learning and career intact and optimal. guidance and counseling services are services that consist of various concepts and methods and are tailored to the needs of the students. to be able to carry out their duties and responsibility’sschool counselorhas an important role in identifying students' problems at school as the main foundation of the counseling and guidance service itself. this study aims to uncover the problems that occur in juniorhigh-school students by using the alat ungkap masalah (aum) umum instrument. aum umum as a tool to express the problem is a fairly simple and easy to use instrument to reveal various problems experienced by learners prayitno (2017). issues that can be disclosed to include areas of personal, social, learning and career issues. in addition, the benefits of this research are as early information that can be used by guidance and counseling teachers in the design of guidance and counseling services in junior high school. aum is one of the guidance and counseling instruments that are widely used guidance and counseling teachers in indonesia who have high validity and reliability. aum is used as a tool to express problems experienced by students. aum instrument’s format two for junior highschool consists of ten problem areas and 155 problem items. this instrument is then given to junior high school students in yogyakarta. method according to sugiyono (2014) population is a region of generalization, objects / subjects that have certain qualities and characteristics set by the researchers to be studied and then drawn conclusions. explain arikunto (2010) population is the whole of the study subjects. this research use survey method, that is research conducted by using questionnaire as research tool which done on big and small population (sugiyono, 2013). survey research methods include survey development, sample selection and survey administration, and data analysis and reporting (fink, 2013). the instrument used is alat ungkap masalah (aum) format two for junior high school. aum umum has its validity and reliability. this instrument is given to junior high school students in yogyakarta, amounting to 193 people, to assist students in finding the problems they experienced. the results of the answers selected by the students then analyzed teacher guidance and counseling. the results of the analysis will show the highest problems couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu nurhasanah, n. & farozin, 2 m. the students problems in junior high school | 131 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316340 experienced by junior high school students, and will serve as the basis for the provision of guidance and counseling services. results and discussions data from the alat ungkap masalah (aum) umum sees the highest problem experienced by junior-high school students in yogyakarta and the lowest problem. these problems can then determine guidance and counseling services for learners.based on the results instruments of alat ungkap masalah (aum) umum format two can be found out the data results of the group of junior high-school students in table 1 below. table 1. results of data group of junior high school students overall problems field issues amoun t percentage (%) the average student physical healthy 400 40 2 personality 1107 44 6 social relationship 1127 45 6 career and work 134 27 1 economy and finance 156 16 1 education and lessons 252 17 1 religion, values, an morals 227 23 1 relationship of young people 180 36 1 circumstances and relationships within the family 330 13 2 leisure time 169 34 1 the result of group data in table 1 above can be seen that on the whole problem, the highest problem is in the field of social relations problem with the number of 1127 problems or 45% where each student has 6 problems in that field. while the lowest problem is in the field of career and employment problems with the number of 134 problems or 27% where each student has one problem in the fieldbased on the results of the above group data, it can be seen in detail the three highest problems experienced by junior high-school students in yogyakarta in table 2 below. table 2. the highest problem of junior high school students overall problems field issues amount percentage (%) the average student social relationship 1127 45 6 personality 1107 44 6 physical healthy 400 40 2 the three highest problems experienced by junior high school participants can be seen in table 2 above. the first highest problem is in the field of social relations problems with the number of 1127 problems or 45% in which each student has 6 problems. the second highest problem is in the personal problem area with the number of 1107 problems or 44% where each student has 6 problems in the field of personal issues. furthermore, the third highest problem is in the area of physical and health problems with a total of 400 problems or 40% in which each student has 2 problem problems. couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 the students problems in junior high school | 132 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316340 the junior high school student starts facing a problem that may be felt when he is in this teenage phase. these problems can be handled well if the student has the ability to control himself. school counselors in this case facilitate students in solving problems. it is not uncommon to see that junior high school students have issues that affect behavior by the way they socialize with others. it is not easy to handle the problems experienced in this phase considering the number of students from the tribe to the existing social-economic level, one of them in the first junior high school students in yogyakarta. as in table two above it is seen that the highest problem experienced by junior high school students in yogyakarta is a social problem. myrick (2011) describes the challenges of counseling and mentoring in junior high schools centered on the physical, intellectual, emotional, and social development that comes with early adolescence. this suggests that challenges to help students cope with their social development, foster friendships with peers, can communicate well and have sincere friendship. yusuf and sugandhi (2014) write that social development is the result of social relationships between norms, morals, and traditions, which combine together, communicate, and work together. previous research conducted by izal (2015) reveals junior high-school students in padang who have the highest problems in personal matters. on the contrary similar research results have also been conducted gonal (2016) has shown that junior high-school students in kupang have problems with social problems. the goal of social achievement (different orientation towards social competence) is an important aspect of youth social motivation, ryan (2008).based on this issue, guidance and counseling teachers will provide guidance and counseling services that meet the needs of learners and facilitate participants to solve the problems they face. social problems facing students are important to provide a multicultural and interdisciplinary approach, faris (2015).shaterloo, et al (2011) included that school counselorsupport learners in their academic processes to foster, improve interpersonal competence and improve academic achievement. based on the results of the research in table 2 above shows the highest problem experienced by junior high school students in yogyakarta on social relations. students who have high social problems such as difficulty getting along, choosing close friends, to low social interaction ability will affect other problems that arise. it is necessary to obtain counseling and guidance services from school counselor so that student problems can be solved without causing any new problems. conclusions the junior high school participant will experience various problems that can change the mindset until the behavior if the problem cannot be handled properly. this is where the provision of guidance and counseling services should be provided in accordance with needs. the problems experienced by junior high-school students are identified by the problem-based instruments commonly used by guidance and counseling teachers in indonesia. the instrument is an alat ungkap masalah (aum) umum format two for a secondary school. this study identifies three of the highest problems faced by junior high school students in yogyakarta covering the areas of social relations problems of 45%, personal problems of 44%, and physical and health by 40% . this indicates that junior high school students experience social relations attitude that is closed with the problems they experienced. these problems will not be separated from the supervision and handling of school counselor in providing guidance and counseling services in accordance with the problems and needs experienced by student. identifying the problems of these student will greatly help teachers guidance and counseling to facilitate student until the problems they encounter can be solved. references arikunto, suharsimi. (2010). anggaran perusahaan. jakarta: rineka cipta. desmita. (2015). psikologi perkembangan peserta didik. bandung: pt. remajarosdakarya. farris, p. j. (2015). elementary and middle school social studies: an interdisciplinary, multicultural approach. waveland press. fitri, n. l. (2017). pengaruh penyesuaian diri dan penyesuaian sosial terhadap prestasi akademik siswa. jurnal riset mahasiswa bimbingan dan konseling, 3(8), 454-465. fink, a. (2013). how to conduct surveys: a step-by-step guide (5th ed.).thousand oaks, ca: sage. couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu nurhasanah, n. & farozin, 2 m. the students problems in junior high school | 133 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316340 gonal, hildegardis. (2016). profil interaksi sosial dan implikasinya bagi layanan bimbingansosial. thesisuniversitas katolik widya mandira. gysbers, n.c., henderson, p. (2012). developing & managing your school guidance & counseling program. alexandria: aca wiley. hendri, y., daharnis, d., & nurfahanah, n. (2016). pelanggaran tata tertib yang dilakukan oleh siswa di sekolah dan implikasinya terhadap pelayanan bimbingan dan konseling. konselor, 3(2), 47-52. izal, m. (2015). identifikasi permasalahan siswa dan upaya gururnbimbingan konseling dalam menanganinyarn (suatu penelitian di smp negeri 17 banda aceh). etd unsyiah. jannah, w. (2010). pelaksanaan analisis masalah siswa berdasarkan hasil alat ungkap masalah umum (aum u-3) di sekolah menengah pertama negeri 25 pekanbaru (doctoral dissertation, universitas islam negeri sultan syarif kasim riau). lestari, i. (2012). pengembangan model bimbingan kelompok dengan teknik simulasi untuk meningkatkan kecerdasan emosi siswa. jurnal bimbingan konseling, 1(2). myrick, robert d. 2011. developmental guidance and counseling : a practical approach fifth edition. minneapolis : educational media corporation. papalia, diane e, et al. (2008). human development (psikologi perkembangan), terjemahan a.k anwar. jakarta:kencana. park, et al. (2017). analysis of gender differences for enhancing learners’computational thinking ability-from the personal charateristics and coding preference point of view. journal of educational management. peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 111 tahun 2014. tentang bimbingan dan konseling pada pendidikan dasar dan menengah. pozdnyakova, o., & pozdnyakov, a. (2017). adult students’ problems in the distance learning. procedia engineering, 178, 243-248. prayitno. (2017). panduan alat ungkap masalah umum (aum umum). universitas negeri padang ratnawulan, t., & rahman, s. a. (2017). management profile of guidance and counseling in junior high school. people: international journal of social sciences, 3(3). ryan, a. m., & shim, s. s. (2008). an exploration of young adolescents' social achievement goals and social adjustment in middle school. journal of educational psychology, 100(3), 672. santrock, j.w. (2011). life-span development 3rdedition. usa: mcgraw-hill. santrock,j.w. (2014). adolescence fifteenth edition. usa: mcgraw-hilleducation. shaterloo, et al. (2011).students counselling and academic achievement. procedia-social and behavioral science. 3(2011), 625-628. sugiyono. (2013). metode penelitian pendidikan kuantitatif, kualitatif, dan r&d. bandung: alfabeta.wendari, w. n., & badrujaman, a. (2016). profil permasalahan siswa sekolah menengah pertama (smp) negeri di kota bogor. insight: jurnal bimbingan dan konseling, 5(1), 134-139. yusuf, dan sugandhi. (2014). perkembangan peserta didik. jakarta: pt rajagrafindo persada. couns-edu the international journal of counseling and education vol.3, no.1, 2018, pp. 22-27 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180312310 received on 10/27/2017; revised on 11/03/2017; accepted on 12/30/2017; published on: 05/23/2018 22 improving learning skills of college student through mastery content service in technique counseling courses sisca folastri 1*) , itsar bolo rangka 2 , ayu rahmaniah 3 123 universitas indraprasta pgri *)corresponding author, e-mail: sisca.folastri@unindra.ac.id abstract counseling skills is one component of the expertise that must be possessed by prospective counselors who study in university. it requires adequate student learning skills to succeed in mastering counseling skills. this study aimed to improve students' learning skills through content services over the course of counseling techniques. the study involved 61 students used the one group pretest-posttest design. the result from the research showed that there is influenced of delivering masterycontent service to student's learning skill in a course of counseling technique. keywords: learning skills, mastery content service, technique counseling courses how to cite: folastri, s., rangka, ib., rahmaniah, a. (2017). improving learning skill of college student through mastery content service in technique counseling courses. couns-edu: international journal of counseling and education, 3(1): pp. 22-27. doi: https://doi.org/10.23916/0020180312310 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction one of the curriculums in the department of guidance and counseling study, which has a high level of complexity, which is learning the technique of counseling (helner & jessell, 1974). the learned counseling practice includes basic techniques or specific techniques of counseling(suwandi et al., 2014), and ethics in counseling practices(patrick, 1989)to have a positive impact on clients (cormier, hackney, & segrist, 1974). the objective is to provide competencies for prospective counselors in order to carry out their duties and responsibilities professionally (aman & ahmad, 2010; jaafar, 2011).competence is a skill that can be observed, measured, and is part of the overall ability for the individual to perform a specific task (sabella, poynton, & isaacs, 2010).to achieve this, students' learning skills are required(hattie, biggs, & purdie, 1996), and lecturers' responsibility to create conditions that motivate and inspire students to devote their time and energy to learning activities(astin et al., 2008). unfortunately, students need adequate transitional time before they can adapt to the new learning environment (kamarudin et al., 2012), especially in relation with the learning process in the glorious university has a fairly high complexity (chappell, 2000). learning as a long-term change in mental representations or associations as a result of experience(ormrod, 2013).the normal context of teaching is teaching where it essentially focuses on the content that students will be informed and learned(hattie et al., 1996). however, it is important to note that not all students are equally skilled in learning. for that, the lecturers need to seek a suitable method so that students can quickly absorb the learning materials, especially counseling techniques. this is very important considering the performance and skills of counselors in providing counseling services directly related to the effectiveness of counseling conducted (jaafar, 2011). to strengthen the learning materials of http://dx.doi.org/10.23916/0020180312310 couns-edu  the international journal of counseling and education vol.3, no.1, 2018 improving learning skill of college student through mastery content service in technique counseling courses | 23 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312310 counseling techniques, researchers try to use masterycontent services so that students have adequate learning skills. the purpose of masterycontent services is to increase insight and understanding, guide judgment and attitude, master learning ways or habits and improve learning skills, and solve learning problems (prayitno, 2012).some studies show that mastery contentservices are effective in enhancing the individual aspects; such as the ability of social interaction (hantoro, 2010), learning responsibility (sartono, 2014), public speaking (gutara, rangka, & prasetyaningtyas, 2017), self-efficacy (sadewi, 2012), and learning motivation(hantoro, 2010). practically these results provide the foundation for the implementation of a similar implementation in the practice of learning, especially in college. the purpose of this study, precisely to know the students' learning skills before being given a mastery content services on lectures of laboratory techniques counseling. the hypothesis of this study, for instance, there is a difference in the improvement of student learning skills through mastery content services on the techniques and laboratory counseling course. method the type of research used is pre-experimental research into the design of the one group pretest posttest design, by giving treatment to one group (there is no control group) by looking at the difference of pretest and posttest as a result of treatment. this research involved students of semester v (five) who take the subjects of technique and laboratory counseling, which amounted to 61 students. the age of respondents has an age between 19 to 22 years from various regions in jakarta, bogor, depok, tangerang and bekasi. the content of the informed consent was given before the respondents participated in the study, and no respondents refused to attend the study. implementation of content mastery service is given for the students as much as 12 times each meeting for two hours of a lesson that is 90 minutes. materials to be given are: table1an outline of the service materials provided in the content mastery service no. meetings materials 1. 2. 3. 4. 5. 6. meeting 1 and 2 meeting3and4 meeting5and6 meeting7and8 meeting9and10 meeting 11and12 take notes briefly (practice writing down keywords and abbreviating words) write lecture material (practice writing material into special card) recalling the subject matter (exercises with encoding, storage and retrieval processes) take notes carefully and precisely (practice of making mind map / mind mapping) ask questions appropriately and effectively (clear and concise disclosure practice) complete the lesson record and follow up the lesson notes (practice completing the note a n with crossexamination) the stages and processes of content delivery service in this research are: (1) administration of students, (2) provision of information on the method / technique for each service material discussed at each meeting; (3) trained the technique / way, discussed, (4) evaluates service materials / conducts immediate assessment, (5) establishes student commitment to apply the material discussed in each meeting. data collected using an the learning skillsinventory. data were analyzed using mann-whitney test. statistical test and statistical value stability (faul, erdfelder, buchner, & lang, 2009; faul, erdfelder, lang, & buchner, 2007)in estimating the parameter value in this research for .9047971, which means very strong. couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu folastri, s., rangka, ib., rahmaniah, a. improving learning skill of college student through mastery content service in technique counseling courses | 24 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312310 figure 1. stability of statistical value at efect size d 1.906; a err prob .05, power (1b err prob) .85. results and discussions the research begins by giving a questionnaire to students to know the quality of learning skills owned by students. student's overall learning skills before being given content mastery service had the highest ideal score of 224 and the lowest ideal score of 50, and a mean value of 140.80. table2description of learning skills data before giving content mastery service (n = 61) no. category score range f % 1. excellent 182< x 0 0 2. very good 155< x ≤ 182 9 14.75 3. good 127< x ≤ 154 41 67.21 4. fair 99< x ≤ 126 11 18.03 5. poor x ≤ 98 0 0 total 61 100 based on table 1, it is known that students' learning skill in the excellence category has a frequency of 9 (14.75%). furthermore, the good category has a frequency of 41 (67.21%). equally important, for the fair category has a frequency of 11 (18.03%). thus, it can be concluded that the students' learning skills are in the medium category. in addition, students' learning skill after being given content mastery service as follows: table3description of learning skills data after being awarded content mastery service (n = 61) no. category score range f % 1. excellent 182< x 2 3.28 2. very good 155< x ≤ 182 55 90.16 3. good 127< x ≤ 154 4 6.56 4. fair 99< x ≤ 126 0 0 5. poor x ≤ 98 0 0 total 61 100 in table 2 it is recognized that student skills in excellent category has a frequency of 2 (3.28%). furthermore, the very good category of 55 (90.16%) and in the good, category has a frequency of 4 (6.56%). thus, it can be concluded that students' learning skills are in excellent category. the test requirement of the previous analysis found that the scores' data collected in this study, are normal distribution (p> .1) and not homogeneous (p <.05). in this connection, the use of parametric methods is unacceptable to test the hypothesis for this study. to be able to test the research hypothesis then used non-parametric method, with mann-whitney test(siegal, 1956). couns-edu  the international journal of counseling and education vol.3, no.1, 2018 improving learning skill of college student through mastery content service in technique counseling courses | 25 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312310 concerning the basis of decision making and statistical tests in the mann-whitney test, it is known that p <.05. this shows that hypothesis (ha) is accepted. thus, it can be concluded that the provision of content mastery service affects the score of student's learning skill, or in other words, there is the influence on the service of mastery of content related to student's learning skill in lecturing technique and laboratory counseling. student learning skills before being given content mastery services are in the medium category. therefore, the quality of this learning skill needs to be improved again, considering that there are still students who have the quality of learning skills in the low or poor category. having been given mastery contentservice, the quality of students' learning skill has increased. through learning activities of subject matter that must be mastered by students discussed by lecturers with students, trained various skills, doing various tasks so that students do learning activities in order to understand and master the subject matter. skill is the ability to perform a specific task that is obtained by practicing continuously, because the skill does not come automatically but is deliberately programmed through continuous practice. when associated with the meaning of learning, learning skills are skills acquired by an individual through a continuous training process and include aspects of optimizing the ways of learning in either the cognitive, affective or psychomotor domains (budiardjo, 2007:19). learning skills basically must be owned by every student to support success in the lecture. students who are trained learn well such as recording aptitudes then directly the lecture material will be more complete and easy to understand. the ability to record lessons is an important part of the teaching and learning process (gulo, 2008). in making notes a lot of things that need to be understood by the students for lecture notes to be good. most of the students just make lecture notes at most without considering the accuracy of the contents of lecture notes. therefore, many students are confused in understanding their own lecture notes, whereas for students the ability to record effectively is a skill that must be had so that the learning outcomes can be improved. briefly representation the intent is the student's skill in using the right time to make notes of what the lecturer explains. most of the students have an incomplete record one of them is due to miss in recording the lesson explained by the lecturer(satgasus 3scpd, 2002). making notes is to improve the memory of the learner(djamarah & zain, 2006). the act of developing the skills possessed by the students is necessary, seeing that the importance of mastering the skills of making notes for the students, so that the students are skilled in making the notes well. among which can be done by lecturers as an effort to maintain and improve the ability of students is to train students to be able to make notes with a summary and quality. this can be done by lecturers through content mastery services. content mastery services include brief recording of lessons, writing lecture materials, recalling lecture materials, taking careful and precise lessons, asking precise and effective, and completing lesson notes and following notes(prayitno, 2012). after students attend the content mastery service program 12 meetings, it is expected that they follow the lecturers' suggestions given every meeting and practice them in daily learning activities, on various occasions, on campus or at home. by understanding himself especially in the learning achievement, students can improve the effective way of learning especially the skills of record a good record will greatly support students' understanding of the course material and also indirectly improve the self-concept(folastri & prasetyaningtyas, 2017). with the mastery of the subject matter is good then the direct learning achievement will increase. conclusions there are improvements in the quality of students' learning skills after being given mastery content services. this increase shows that mastery content services can improve student learning skills. lecturers are expected to be able to improve and develop guidance and counseling services, especially in the field of learning skills, particularly the skills of taking notes lessons. not only provide understanding and couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu folastri, s., rangka, ib., rahmaniah, a. improving learning skill of college student through mastery content service in technique counseling courses | 26 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312310 knowledge of the skills of taking notes lessons, but it is necessary to provide training on programmed taking notes skills so that students are expected to really understand and be skilled in taking notes. acknowledgments we would like to thank universitas indraprasta pgri and directorate general of higher education (dikti) for the financial assistant under the fundamental research grant. references aman, r. c., & ahmad, n. s. (2010). counseling practicum in producing excellent counselor. procedia social and behavioral sciences, 5(2), 1028–1032. https://doi.org/10.1016/j.sbspro.2010.07.230 astin, a., astin, h., bloland, p., cross, k. p., hurst, j., kuh, g., … schroeder, c. (2008). the student learning imperative: implications for student affairs. american college personnel association, (d), 1–5. retrieved from http://www.housing.berkeley.edu/student/acpa_student_learning_imperative.pdf chappell, a. l. (2000). emergence of participatory methodology in learning difficulty research: understanding the context. british journal of learning disabilities, 28(1), 38–43. cormier, l. s., hackney, h., & segrist, a. (1974). three counselor training models: a comparative study. counselor education and supervision, 14(2), 95–104. https://doi.org/10.1002/j.15566978.1974.tb00850.x djamarah, s. b., & zain, a. (2006). strategi belajar mengajar. jakarta: rineka cipta. faul, f., erdfelder, e., buchner, a., & lang, a.-g. (2009). statistical power analyses using g*power 3.1: tests for correlation and regression analyses. behavior research methods, 41(4), 1149–1160. https://doi.org/10.3758/brm.41.4.1149 faul, f., erdfelder, e., lang, a.-g., & buchner, a. (2007). g*power: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. behavior research methods, 39(2), 175– 191. https://doi.org/10.3758/bf03193146 folastri, s., & prasetyaningtyas, w. e. (2017). gambaran konsep diri siswa di sekolah menengah kejuruan sumbangsih jakarta selatan. teraputik: jurnal bimbingan dan konseling, 1(1), 33. https://doi.org/10.26539/118 gulo, w. (2008). strategi belajar mengajar (cover baru). jakarta: grasindo. gutara, m. y., rangka, i. b., & prasetyaningtyas, w. e. (2017). layanan penguasaan konten untuk meningkatkan keterampilan berbicara di depan umum bagi siswa. jurnal fokus konseling, 3(2), 138–147. hantoro, e. (2010). upaya meningkatkan motivasi belajar siswa melalui layanan penguasaan konten pada siswa kelas xi 1a di sma negeri 1 sragen 2009/2010. skripsi. unnes. hattie, j., biggs, j., & purdie, n. (1996). effects of learning skills interventions on student learning: a meta-analysis. review of educational research, 66(2), 99–136. https://doi.org/10.3102/00346543066002099 helner, p. a., & jessell, j. c. (1974). effects of interpretation as a counseling technique. journal of counseling psychology, 21(6), 475. jaafar, w. m. w. (2011). the counseling performance among trainee counselor in malaysia. procedia social and behavioral sciences, 30, 512–516. https://doi.org/10.1016/j.sbspro.2011.10.100 kamarudin, s. k., rozaimah, s., abdullah, s., kofli, n. t., rahman, n. a., tasirin, s. m., … rahman, r. a. (2012). communication and teamwork skills in student learning process in the university. procedia -social and behavioral sciences, 60(hoyt 2003), 472–478. https://doi.org/10.1016/j.sbspro.2012.09.409 ormrod, j. e. (2013). educational psychology: pearson new international edition: developing learners. usa: pearson higher ed. patrick, k. d. (1989). unique ethical dilemmas in counselor training. counselor education and supervision, 28(4), 337–341. https://doi.org/10.1002/j.1556-6978.1989.tb01124.x couns-edu  the international journal of counseling and education vol.3, no.1, 2018 improving learning skill of college student through mastery content service in technique counseling courses | 27 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312310 prayitno. (2012). jenis layanan dan kegiatan pendukung konseling. padang: jurusan bimbingan dan konseling fip-unp. sabella, r. a., poynton, t. a., & isaacs, m. l. (2010). school counselors perceived importance of counseling technology competencies. computers in human behavior, 26(4), 609–617. https://doi.org/10.1016/j.chb.2009.12.014 sadewi, a. i. (2012). meningkatkan self efficacy pelajaran matematika melalui layanan penguasaan konten teknik modeling simbolik. indonesian journal of guidance and counseling: theory and application, 1(2). sartono, y. (2014). peningkatkan tanggungjawab belajar melalui layanan penguasaan konten dengan teknik role playing. jurnal penelitian tindakan kelas, 15(4). satgasus 3scpd. (2002). seri latihan keterampilan belajar. jakarta: depdikbud. siegal, s. (1956). nonparametric statistics for the behavioral sciences. usa: mcgraw-hill. suwandi, a., folastri, s., rangka, i. b., sofyan, a., hidayat, r., & fijriani. (2014). teknik dan praktik laboratorium konseling: panduan praktis-operasional konseling perorangan (i). bandung: mujahid press. couns-edu the international journal of counseling and education vol.4, no.4, 2019, pp. 157-162 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020190425240 received on 09/21/2019; revised on 10/19/2019; accepted on 11/24/2019; published on: 12/30/2019 157 the relationship between organizational development and teacher performance? nellitawati nellitawati 1universitas negeri padang, indonesia *)corresponding author, e-mail: nellitawati@fip.unp.ac.id abstract this study analyzes the contribution of the principal's organizational development to teacher performance. it uses a descriptive correlational method, with a total sample of 86 teachers. the study used organizational development and teacher performance questionnaires for data collection. the analysis of data were based on partial correlation and multiple linear regression techniques. according to the results, organizational development has a significant influence on teacher performance. keywords: organizational development, teacher performance, principal how to cite: nellitawati, n. (2019). how does organizational development contribute to teacher http://doi.org/10.23916/0020190425240 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction employees are expected to perform satisfactorily and maximally contribute to the achievement of the goals of the organization. performance is the appropriateness of work results in relation to the expected standards (christian, garza, & slaughter, 2011; tierney & farmer, 2011). in general, it is driven by a motive to achieve under workloads based on the skills, experience, and the commitment of the concerned employees (cohen, dierkes, & bradley, 2011). also, performance can be defined as a result achieved by certain functions and positions within a specified period based on the level of achievement of organizational goals (buller & mcevoy, 2012; dobre, 2013). a school is an organization with specific goals, objectives, visions, and missions that need to be realized. it requires a superb performance since teachers are form part of its structure (darling-hammond, 2010; dee & wyckoff, 2015; west, 2013). performance refers to the outcome of implementing professional and functional tasks in learning over a certain period (guarino, reckase, & wooldridge, 2015; taylor & tyler, 2012; woessmann, 2011). it involves implementing tasks assigned to teachers based on ability, experience, seriousness, and the use of time to accomplish responsibilities. for the tasks and responsibilities to follow predetermined standards, there is a need for organizational development support, mainly from the principal (ball, 2012; reynolds, 2010). organizational development encourage stakeholders in the school to work optimally and create excellent performance (benn, edwards, & williams, 2014; gable & wolf, 2012; horner, sugai, & anderson, 2010). an inappropriate organization development hampers the implementation of work and hurts performance (benn, et al., 2014; cummings & worley, 2014). although teachers are expected to perform based on the set standards, they often do not achieve (elliott, 2015; harris & sass, 2014; hyslop-margison & sears, 2010). organizational development needs to guide the actions of every teacher to improve productivity (thoonen, sleegers, oort, peetsma, & geijsel, 2011). it is a planned effort initiated by process experts to help an organization develop its diagnostic skills, performance?. couns-edu: the international journal of counseling and education, 4(4), 157-162. doi: http://dx.doi.org/10.23916/0020190425240 mailto:nursholehah.2018@student.uny.ac.id http://doi.org/10.23916/0020190425240 couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 how does organizational development contribute to teacher performance?| 158 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190425240 mastery abilities, relationship strategies in the form of temporary or half-fixed systems, and cultural equality (boyd, 2010; cummings & worley, 2014; lewis, cantore, & passmore, 2016). in general organizational development is a set of interventions built on democratic humanistic values to improve effectiveness and welfare of employees (anderson, 2019; benn, et al., 2014; boyd, 2010). it aims to create order in the organization to improve effectiveness through planned interventions with behavioral science. therefore, this study analyzes the contribution of organizational development to teacher performance. method this study uses quantitative non-experimental methods (blundell & costa dias, 2000), which are descriptive and correlational (lappe, 2000) to determine the contribution between two variables by measuring the coefficient and its significance. the population included all teachers in nanggalo district elementary school, with a total sample of 86. data collection uses teacher performance and organizational development questionnaires. also, simple regression and correlation techniques are used to analyze data. result and discussions descriptive analysis teacher performance the teacher performance questionnaire comprised of 37 items. the minimum and maximum scores are 37 and 259, respectively. based on respondents’ answers, the lowest and the highest scores are 187 and 229, respectively. the average data processing score was 206.80, while mode and median are 199 and 207, with a standard deviation of 9.422. the average score price, mode, and median is not much different and does not exceed one standard deviation. this means that the distribution of teacher performance is normal. an illustration of the frequency distribution of teacher performance scores is shown in table 1: table 1. frequency distribution of teacher performance scores interval class frequency % 187 – 192 4 4.65 193 – 198 11 12.79 199 – 204 22 25.58 205 – 210 20 23.26 211 – 216 15 17.44 217 – 222 10 11.63 223 – 228 3 3.49 229 – 234 1 1.16 sum 86 based on the calculations in table 1, the frequency of teacher performance is 25.58%. the table shows that 17.44%, and 82.56% of respondents scored below and above the average value respectively. the difference in average score, median, and mode does not exceed one standard deviation, and the distribution of teacher performance data is normal. the level of achievement of respondents’ scores on teacher performance was 89.90%, which is in a good category. therefore, teacher performance is in a good category. the results of the analysis of the level of achievement of each teacher performance indicator are presented in table 2 below. http://dx.doi.org/10.23916/0020190425240 couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati, n how does organizational development contribute to teacher performance?| 159 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190425240 table 2. the level of achievement of the respondents per teacher performance indicator no indicator ideal score average score % category 1 make a draft implementation of learning 56 48.80 87.15% good 2 carry out the learning process 49 43.33 88.42% good 3 manage class 35 29.77 85.05% good 4 professional development and additional tasks 55 42.94 78.08% good enough 5 professional responsibility 54 41.97 77.71% good enough 89.04% good based on table 2, there are three indicators in both good and sufficient categories. however, the two indicators in the sufficient category still need to be increased, including a professional responsibility, which indicates performance. essentially, teacher performance will not be good in case the professional responsibilities are not carried out (ambrosetti, 2011; dang, 2013; taylor & tyler, 2012). this principle of responsibility is an obligation that all professionals need to fulfill. the organizational development questionnaire comprised of 37 items. the minimum and the maximum scores were 36 and 252, respectively. based on respondents’ answers, the lowest and the highest scores were 185 and 238, respectively. from the results, the mean score was 213.97. additionally, mode and median were 211 and 213.00, respectively, with a standard deviation of 10,345. the average score value, mode, the median were not much different and did not exceed one standard deviation. this means that the distribution of organizational development is normal. an illustration of the frequency distribution of teacher performance scores is shown in table 3: table 3. frequency distribution of organizational development scores interval class fo % fo 185 – 191 1 1.17 192 – 198 6 6.98 199 – 205 13 15.12 206 – 212 21 24.42 213 – 219 19 22.09 220 – 226 17 19.77 227 – 233 7 8.14 234 – 240 2 2.33 sum 86 based on table 3, the frequency of organizational development is 21 (24.42%) of the number of respondents with an average score. also, 20 (23.27%) and 66 (76.73%) respondents scored below and above the average value, respectively. since the difference in average score, median and mode do not exceed one standard deviation, the distribution of organizational development data is normal. the level of achievement of respondents for each indicator of organizational development is presented in table 4. http://dx.doi.org/10.23916/0020190425240 couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 how does organizational development contribute to teacher performance?| 160 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190425240 table 4. level of achievement of respondents for each indicator of organizational development no indicators ideal score average score % category 1 change intervention 56 51.16 89.36% good 2 data collection process 42 37.74 89.87% good 3 action planning 35 31.02 88.6 % good 4 develop diagnostic skills 49 38.37 78.5% enough 5 develop mastery skills 34 28.45 83.7% good 6 develop a relationship strategy 35 27.12 77.42% enough 89.90% good from table 4., 4 indicators are in a good category, while 2 are in a sufficient category. this means that these two indicators still need to be improved. the first and second indicators develop diagnostic skills and a relationship strategy, respectively. developing relationship strategies in organizational development are the main things that need to be prioritized (kraimer, seibert, wayne, liden, & bravo, 2011; lengnickhall, beck, & lengnick-hall, 2011). however, the results show it is in a sufficient category, and therefore, there is a need to improve it. in an organization, building relationships between workers is one of the determining factors for goal achievement. a good relationship between members fosters mutual respect, care, and support, forming strong cooperation. normality test testing the normality of the teacher performance, variable scores, and development, was based on the kolmogorov smirnov-z technique (spss program version 20). data is said to be generally distributed in case k-s has a significant level (asymp. sig)> 0.05. suppose the significance level (asymp. sig) <0.05, then the data are not normally distributed. the results of the examination are in table 5: table 5. summary of normality test results teacher performance organizational development democratic leadership style kolmogorov-smirnov z p 0.740 0.643 0.679 0.745 1.004 0.265 from table 5, the significance value of each variable is greater than alpha 0.05. therefore, the data normality has been fulfilled. homogeneity test the homogeneity test is carried out to determine the similarity of variance tied to teacher performance variables using the levene test method. in case the significant value is over 0.05, the variants of two or more data groups are the same. the homogeneity test using the leven technique with spss version 20.00 involves looking at the asymp.sig value> 0.05, which means the research data is from the same variance (homogeneous). in case the asmp.sig value <0.05, the research data is from unequal variance as shown in table 6. table 6. results of the variance similarity test prices for groups levene statistic sig. conclusion organizational development 2,358 0,006 homogenous the results of teacher performance calculations on organizational development are homogeneous. linearity test this regression test is conducted to determine the data of organizational development in terms of linear lines against teacher performance. decisions regarding a linear regression line are assessed through the f http://dx.doi.org/10.23916/0020190425240 couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati, n how does organizational development contribute to teacher performance?| 161 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190425240 test with a significance level of 0.05. the results of the intermediate linearity tests are presented in table 7 below. table 7. summary of the results of the linearity test analysis source number of squares dk rjk f p deviation 2573.881 33 77.996 .872 .658 in group 4563.389 51 89.478 total 7545.6488 85 in table 7, the price f = 0.872 with ρ = 0.658 (ρ> 0.05) means that the regression equation is linear. contribution of organizational development to teacher performance the results show that organizational development significantly contributes to teacher performance, precisely with 5.4%. the regression equation obtained between the development and teacher performance is = 161.48 + 0.212 x1. this shows that when x1 has not affected y, the value is 161.48, and when x1 influences y, it changes to 161.48 + 0.212. the regression equation shows that organizational development contributes significantly to teacher performance. organizational development needs to be increased to enhance teacher performance through new policies and strategies. conclusion organizational development in this study was included in both good and sufficient categories, with a contribution of 5.4% to teachers’ performance in nanggalo district elementary school by 5.4%. this means that organizational development has a significant positive contribution to teacher’s performance in schools. references ambrosetti, a. (2011). mentoring relationships, roles and responsibilities in pre-service teacher professional placements. paper presented at the aare annual conference, hobart. anderson, d. l. (2019). organization development: the process of leading organizational change: sage publications, incorporated. ball, s. j. (2012). the micro-politics of the school: towards a theory of school organization: routledge. benn, s., edwards, m., & williams, t. (2014). organizational change for corporate sustainability: routledge. blundell, r., & costa dias, m. (2000). evaluation methods for non‐experimental data. fiscal studies, 21(4), 427-468. boyd, n. m. (2010). organization development in community contexts. journal of prevention & intervention in the community, 39(1), 1-4. buller, p. f., & mcevoy, g. m. (2012). strategy, human resource management and performance: sharpening line of sight. human resource management review, 22(1), 43-56. christian, m. s., garza, a. s., & slaughter, j. e. (2011). work engagement: a quantitative review and test of its relations with task and contextual performance. personnel psychology, 64(1), 89-136. cohen, p. d., dierkes, g. a., & bradley, a. d. (2011). facilitating performance of submitted tasks by mobile task performers: google patents. cummings, t. g., & worley, c. g. (2014). organization development and change: cengage learning. dang, t. k. a. (2013). identity in activity: examining teacher professional identity formation in the paired-placement of student teachers. teaching and teacher education, 30, 47-59. darling-hammond, l. (2010). evaluating teacher effectiveness: how teacher performance assessments can measure and improve teaching. center for american progress. dee, t. s., & wyckoff, j. (2015). incentives, selection, and teacher performance: evidence from impact. journal of policy analysis and management, 34(2), 267-297. dobre, o.-i. (2013). employee motivation and organizational performance. review of applied socio-economic research, 5(1). elliott, k. (2015). teacher performance appraisal: more about performance or development? australian journal of teacher education, 40(9), n9. gable, r. k., & wolf, m. b. (2012). instrument development in the affective domain: measuring attitudes and values in corporate and school settings (vol. 36): springer science & business media. http://dx.doi.org/10.23916/0020190425240 couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 how does organizational development contribute to teacher performance?| 162 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190425240 guarino, c. m., reckase, m. d., & wooldridge, j. m. (2015). can value-added measures of teacher performance be trusted? education finance and policy, 10(1), 117-156. harris, d. n., & sass, t. r. (2014). skills, productivity and the evaluation of teacher performance. economics of education review, 40, 183-204. horner, r. h., sugai, g., & anderson, c. m. (2010). examining the evidence base for school-wide positive behavior support. focus on exceptional children, 42(8). hyslop-margison, e. j., & sears, a. m. (2010). enhancing teacher performance: the role of professional autonomy. interchange, 41(1), 1-15. kraimer, m. l., seibert, s. e., wayne, s. j., liden, r. c., & bravo, j. (2011). antecedents and outcomes of organizational support for development: the critical role of career opportunities. journal of applied psychology, 96(3), 485. lappe, j. m. (2000). taking the mystery out of research: descriptive correlational design. orthopaedic nursing, 19(2), 81. lengnick-hall, c. a., beck, t. e., & lengnick-hall, m. l. (2011). developing a capacity for organizational resilience through strategic human resource management. human resource management review, 21(3), 243-255. lewis, s., cantore, s., & passmore, j. (2016). appreciative inquiry for change management: using ai to facilitate organizational development: kogan page publishers. reynolds, d. (2010). school effectiveness: a&c black. taylor, e. s., & tyler, j. h. (2012). the effect of evaluation on teacher performance. american economic review, 102(7), 3628-3651. thoonen, e. e., sleegers, p. j., oort, f. j., peetsma, t. t., & geijsel, f. p. (2011). how to improve teaching practices: the role of teacher motivation, organizational factors, and leadership practices. educational administration quarterly, 47(3), 496-536. tierney, p., & farmer, s. m. (2011). creative self-efficacy development and creative performance over time. journal of applied psychology, 96(2), 277. west, c. (2013). the 6 keys to teacher engagement: unlocking the doors to top teacher performance: routledge. woessmann, l. (2011). cross-country evidence on teacher performance pay. economics of education review, 30(3), 404-418. http://dx.doi.org/10.23916/0020190425240 couns-edu the international journal of counseling and education vol.5, no.1, 2020, pp. 23-28 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020200525810 received on 12/15/2019; revised on 01/29/2020; accepted on 02/06/2020; published on 03/30/2020 23 self-reported altruism as predictor for active-empathic listening skills gabriela mariana marcu 1*) 1lucian blaga university of sibiu, romania * ) corresponding author, e-mail: gabriela.marcu@ulbsibiu.ro abstract while there are many consistent results regarding the altruism – empathy relationship, starting with the empathy-altruism hypothesis (batson, 2008) and its confirmations or criticism, there is one specific aspect of empathy that has not often been associated with generosity: active listening. our research hypothesizes that sharing one’s attention in an empathic way (active-empathic listening) might be a skill linked to a person’s generosity. a linear regression established that self-reported altruism (sra) could statistically significantly predict someone’s active-empathic listening skill (aels), f(1, 96) = 28,965, p = .0001 and that sra accounted for 22,4% of the explained variability in aels. the results confirmed the initial claim and may have an impact in counseling practice, in career decision-making or in other studies on prosocial behavior. keywords: altruism, active listening, empathy, prosocial behavior. how to cite: marcu, g. (2020). self-reported altruism as predictor for active-empathic listening skills. couns-edu: the international journal of counseling and education, 5(1), 23-28. doi: http://doi.org/10.23916/0020200525810 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction active listening is defined by the international listening association (ila; 2012) as “the process of receiving, constructing meaning from and responding to spoken and/or nonverbal messages”. active listening emerges from rogers’ conceptualization of empathic listening (orlov, 1992), while activeemphatic listening is conceptualized as a type of listening important to relational and individual well-being (bodie, 2011). rogers formulated empathic listening as a psycho-therapeutic technique, manifested by unconditional acceptance and unbiased reflection of a client’s experience. researchers in interpersonal communication point out active-empathic listening (ael) as the “active and emotional involvement of a listener that can take place in at least three key stages of the listening process” (bodie, 2011; drollinger, comer, & warrington, 2006). ael’s sensing stage is measured concearning the sensitivity to the emotional needs of a speaker and manifests in the listener attending to both the implicit and explicit aspects of others’ messages. the processing stage of ael refers to acts such as remembering, understanding, and comprehending conversational content and also integrating speaker’s talk into a bigger picture. the responding stage would be recognized by the use of verbal and nonverbal back-channeling and more extended responding, like question asking active attention. (bodie, gearhart, denham, & vickery, 2013) while demonstrating aels validity within the interpersonal domain, bodie concludes that “now that a scale exists to measure ael, the crucial task is to go about conducting research to discover what specific behaviors and traits are indicative of ael.” (bodie, 2011). not much research has been done in this direction, except an attempt to identify whether the big-five has predictive influences on communication competences of active-empathic listening (ael) and assertiveness (sims, 2017). sims found out that agreeableness and openness highly predict ael while a study run by oda et. al linked http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020200525810 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu marcu, g.m self-reported altruism as predictor for active-empathic listening skills| 24 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525810 agreeableness to altruism only toward friends/acquaintances, and openness to altruism only toward strangers (oda et al., 2014). even so, the results of the two studies raise hypotheses regarding a possible link between ael and altruism. as a specific prosocial behavior, altruism has raised many research questions and hypotheses that contributed to a puzzling picture of the concept. moreover, specific associations with other constructs, like empathy started various debates on whether altruism could be taught, enforced or enhanced. of course, practical and social implications are to be considered. juxtaposing altruism with egoism, batson (batson, 2008) defines it as a “motivational state with the ultimate goal of increasing another’s welfare”, distinguished from altruistic behavior, acting morally and helping to gain internal rather than external rewards. other researchers are considering altruism as a driven behavioral response in social interaction, having empathy as a key motivator for altruistic behavior. in most psychological research, altruism is demonstrated through prosocial behaviors, which can be measured via self-report scales or through personality measures (filkowski, cochran, & haas, 2016) however, the psychological factors that drive from and toward altruistic behavior have been poorly understood despite huge psychological research. last decade research has established a close link between altruism and empathy, as the capacity to share the feelings of another. klimecki, mayer, jusyte, scheeff and schönenberg (klimecki, mayer, jusyte, scheeff, & schönenberg, 2016) underlined some connections between meta-analytic evidence from psychology and the adam smiths’s historical postulate on empathyaltruism link by showing how empathic states and traits might predict altruistic behavior. more recently, researchers in evolutionary psychology have suggested that in both humans and animals, empathy has evolved to promote altruism towards others in need, pain, or distress(de waal, 2007). to provide more evidence for the healthcare professions, specifically in counseling, more studies were run on the empathyaltruism hypothesis, finding a significant association between the two (burks, youll, & durtschi, 2012; huber & macdonald, 2012; klimecki et al., 2016; persson & kajonius, 2016). one aspect to consider here is the way the altruism is measured in the mentioned research. the cited studies used mostly economical games, like the dictator game (dg) scenarios to assess altruistic behavior (behavioral paradigm). but one recent comparative study found no association between the self-reported altruism, measured with scale and so-called manifest altruism, measured with dg (dana bucuț ă & marcu, 2016). we have chosen to use in this study the self-reported scale for measuring altruism, as it is compared to some other self-report construct, the active-empathic listening. as altruism is a concept about giving a personal resource to another or sharing it with another person, we may consider any of the situations involving such acts, like giving time, attention or …both. this less investigated aspects of giving we consider as equally important as the material resources involved in generosity. in this particular case, we hypothesized that active listening, as an act of sharing attention is consistently associated with altruism, both measured on a self-rating scale. moreover, we hypothesize that self-reported altruism (sra) could statistically significantly predict someone’s active-empathic listening skill. method to test whether our active-empathic listening altruism hypothesis confirms, we conducted a correlational study in which we compared the scores at aels (active-empathic listening scale) with those from sras-dr (self-report altruism scale distinguished by the recipient). the active-empathic listening scale (aels) was originally developed by drollinger et al (drollinger et al., 2006) to assess effective versus ineffective listening for customers. bodie (2011) adapted the 11-item scale to a more general social context, to measure active-empathic listening across three dimensions: sensing (n = 4), processing (n = 3), and responding (n = 4). “sensing refers to a listener's ability to understand the relational aspects of speech. processing, the cognitive aspect of listening, involves attending to, comprehending, receiving, and interpreting messages. responding measures the perception of the behavioral output of listening including verbal and nonverbal feedback”. (bodie, 2011) http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 self-reported altruism as predictor for active-empathic listening skills | 25 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525810 the scale can capture self-reported active-empathic listening from a conversational partner, as well as ratings from trained coders. (bodie, 2011). self-report altruism scale distinguished by the recipient is a 21-item scale, who evaluates altruism and the frequency of altruistic behaviors toward various recipients (family members, friends or acquaintances, strangers) in daily life (oda et al., 2013). the scale has been adapted on the romanian population in 2015 (marcu & dana bucuță, 2016). a total of 101 participants (mean age = 21.36 years) completed the two scales, after the initial informed consent. participants were first-year undergraduates in psychology with little or no knowledge of experience in counseling. no other special conditions have been necessary for application. results and discussions the descriptive data showed an approximately normal distribution for each of the two variables (the data are little skewed and kurtotic, for both scales). as most statistical tests assume that data are normally distributed, we run an outlier identification before the data analysis. the shapiro-wink test for normality show a significant difference from normality for the sras-dr scale). we assumed that our data are approximately normally distributed, in terms of skewness and kurtosis. table 1 normality tests for the two variables (active-empathic listening and altruism) figure 1. frequency distribution of the two variables: aels_tot = activeempathic listening scale, sras_dr_tot – self-reported altruism scale a pearson correlation test was runned, showing a significant association between the activeempathic listening and self-reported altruism: r(98) = +.481, p < .01, two-tailed. tests of normality kolmogorov-smirnov a shapiro-wilk statistic df sig. statistic df sig. aels ,066 98 ,200 * ,983 98 ,241 sras ,056 98 ,200 * ,989 98 ,594 a. lilliefors significance correction *. this is a lower bound of the true significance. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu marcu, g.m self-reported altruism as predictor for active-empathic listening skills| 26 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525810 table 2. correlation between active-empathic listening and altruism correlations aels sras aels pearson correlation 1,000 ,481 ** sig. (2-tailed) ,000 n 98,000 98 sras pearson correlation ,481 ** 1,000 sig. (2-tailed) ,000 n 98 98,000 **. correlation is significant at the 0.01 level (2-tailed). notes: aels = active-empathic listening scale, sras – self-reported altruism scale. ** p <0.01 (2 – tailed) regression analysis regression analysis was run to determine if self-reported altruism predicted active-empathic listening. the regression analysis revealed that self-reported generosity significantly predicted active-empathic listening (or attention-sharing with another person), explaining 22,4% of the variance (r2 = 0.32, adj r2=0,224, f(1,97) = 28,97, p < 0.001). the two variables were also tested for independence. the durbin-watson test value (1, 711) is between 1.5 and 2.5 and therefore the data is not autocorrelated. table 3 regression analysis model summaryb model r r square adjusted r square std. error of the estimate durbin-watson 1 ,481 a ,232 ,224 9,31867 1,711 a. predictors: (constant), aels b. dependent variable: sras anova b model sum of squares df mean square f sig. 1 regression 2515,219 1 2515,219 28,965 ,000 a residual 8336,413 96 86,838 total 10851,633 97 a. predictors: (constant), aels b. dependent variable: sras coefficientsa model unstandardized coefficients standardized coefficients t sig. correlations collinearity statistics b std. error beta zeroorder partial part tolerance vif 1 (constant) 35,461 7,949 4,461 ,000 aels 7,570 1,407 ,481 5,382 ,000 ,481 ,481 ,481 1,000 1,000 a. dependent variable: sras http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 self-reported altruism as predictor for active-empathic listening skills | 27 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525810 collinearity diagnostics a model dimen-sion eigenvalue condition index variance proportions (constant) aels 1 1 1,993 1,000 ,00 ,00 2 ,007 16,829 1,00 1,00 a. dependent variable: sras notes: aels = activeempathic listening scale, sras – self-reported altruism scale. figure 2. mean increase of self-reported altruistic behavior (sras) predicted mean increase of activeempathic listening (aels), n = 98. conclusions like some big-five traits were identified as predictors for ael (sims, 2017), we pointed out selfreported altruism as another possible predictor for this interpersonal skill. conceptualization of ael received the dimension of attention-sharing in the present study, as in interpersonal relationships, sharing is considered a prosocial behaviour defined by the joint use of resources or space. attention-sharing was considered non-material resource, but also finite and costly for the giver and it was measured by the activeempathic listening scale, providing insightful results in the relationship with the self-reported altruism. the data confirm the altruism-active listening link hypothesis, which can expand the prosocial behavior description, in human interactions. the study’s findings show that altruism, measured by a self-reporting scale, is a predictor for active listening (or attention-sharing). data is complementary to previous work results, which observed powerful associations between empathy and altruistic behaviour in economic games (klimecki et al., 2016), altruistic behaviour and big five traits (oda et al., 2014) or personality traits and ael (sims, 2017). therefore, our findings extend previous evidence on the relationship between empathy and altruism showing that the amount of self-reported altruism strongly predicts how strong the active-empathic listening skills one can have. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu marcu, g.m self-reported altruism as predictor for active-empathic listening skills| 28 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525810 acknowledgments study was partially financed from lucian blaga university research grants lbus-irg-2016-02. references batson, c. d. (2008). empathy-induced altruistic motivation. herzliya symposium on prosocial motives, emotions, and behavior, 1–32. https://doi.org/http://dx.doi.org/10.1037/12061-001 bodie, g. d. (2011). the active-empathic listening scale (aels): conceptualization and evidence of validity within the interpersonal domain. communication quarterly, 59(3), 277–295. https://doi.org/10.1080/01463373.2011.583495 bodie, g. d., gearhart, c. c., denham, j. p., & vickery, a. j. (2013). the temporal stability and situational contingency of active-empathic listening. western journal of communication, 77(2), 113–138. https://doi.org/10.1080/10570314.2012.656216 burks, d. j., youll, l. k., & durtschi, j. p. (2012). the empathy-altruism association and its relevance to health care professions. social behavior and personality: an international journal, 40(3), 395–400. https://doi.org/10.2224/sbp.2012.40.3.395 bucuț ă , m.d., & marcu, g. (2016). altruism from intention to action: a psychological comparison of self-reported vs. manifest altruism. in working papers volume lumen rsacv 2015. retrieved from https://www.researchgate.net/publication/279913911 de waal, f. b. m. (2007). putting the altruism back into altruism: the evolution of empathy. annual review of psychology, 59(1), 279–300. https://doi.org/10.1146/annurev.psych.59.103006.093625 drollinger, t., comer, l. b., & warrington, p. t. (2006). development and validation of the active empathetic listening scale. psychology and marketing, 23(2), 161–180. https://doi.org/10.1002/mar.20105 filkowski, m., cochran, r. n., & haas, b. (2016). altruistic behavior: mapping responses in the brain. neuroscience and neuroeconomics, volume 5, 65–75. https://doi.org/10.2147/nan.s87718 huber, j. t., & macdonald, d. a. (2012). an investigation of the relations between altruism, empathy, and spirituality. journal of humanistic psychology, 52(2), 206–221. https://doi.org/10.1177/0022167811399442 ila, (2012), definition of listening. international listening association. retrieved from http://www.listen.org klimecki, o. m., mayer, s. v., jusyte, a., scheeff, j., & schönenberg, m. (2016). empathy promotes altruistic behavior in economic interactions. scientific reports, 6. https://doi.org/10.1038/srep31961 marcu, g., & bucuț ă , m.d. (2016). adaptation and validation of japanese self-report altruism scale distinguished by the recipient (sras-dr) on romanian population. in working papers volume lumen rsacv 2015. retrieved from https://www.researchgate.net/publication/ 279914119 oda, r., dai, m., niwa, y., ihobe, h., kiyonari, t., takeda, m., & hiraishi, k. (2013). self-report altruism scale distinguished by the recipient (sras-dr): validity and reliability. shinrigaku kenkyu, 84(1), 28–36. https://doi.org/10.4992/jjpsy.84.28 oda, r., machii, w., takagi, s., kato, y., takeda, m., kiyonari, t., … hiraishi, k. (2014). personality and altruism in daily life. personality and individual differences, 56, 206–209. https://doi.org/10.1016/j.paid.2013.09.017 orlov, a. b. (1992). carl rogers and contemporary humanism. journal of russian & east european psychology, 30(1), 36–41. https://doi.org/10.2753/rpo1061-0405300136 persson, b. n., & kajonius, p. j. (2016). empathy and universal values explicated by the empathyaltruism hypothesis. journal of social psychology, 156(6), 610–619. https://doi.org/10.1080/00224545.2016.1152212 sims, c. m. (2017). do the big-five personality traits predict empathic listening and assertive communication? international journal of listening, 31(3), 163–188. https://doi.org/10.1080/10904018.2016.1202770 http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 https://www.researchgate.net/publication/279913911 https://www.researchgate.net/publication/279914119 https://www.researchgate.net/publication/279914119 couns-edu the international journal of counseling and education vol.3, no.4, 2018, pp. 115-120| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180314230 received on 06/14/2018; revised on 03/15/2018/; accepted on 08/21/2018; published on: 12/31/2018 115 an important role of educational supervision in the digital age izwah binti ismail *) politeknik ungku omar *)corresponding author, e-mail: izwahismail@puo.edu.my abstract educational supervision is one of the most important supports for the educational system and educator’s professional development. this paper attempts to highlight the importance role of educational supervisor in digital age. there are three significance factors for efficient educational supervision in the higher educational institution which are teaching & learning,digital ethics and training and professional development. education is no longer restricted to considering human needs and the requirements of thepresent, but it seeks to address and reflect on developing human skills and capacities, and thenecessities of the future. digital age demand the educatorsto undertake life-long, upgrading, reviewing of their ownprofessional learning and adopting continuous professional development. in order to help students to gainaccess to information independentlyand practice the digital ethics, educator in digital age needs a new approaches to teach includingthose that emphasize high order thinking skills, constructivists approaches tolearning and understanding, co-operative learning strategies, multipleintelligence, and the use of computer-based and other technology related. at this stage, the most suitable training for the right person at the right time is required and a training need analysis (tna) is crucially necessary. cudbas is one of the approaches for tna to structure the training need. the quality ofeducation cannot be improved by only adding more resources into the system. it also calls foreffective management of these resources at the school level, ensuring an effective system ofprofessional supervision, and preventing the deterioration of essential support structures foreducators. through quality collaboration, educators could move from their subjectivity anddraw some conclusions about their experiences and views. this makes educationalsupervision, which is a co-operative problem-solving process a crucial concept in theprofessional development of educators. keywords: educational supervision, digital age, professional development. how to cite: ismail, i. b. (2018). an important role of educational supervision in the digital age. couns-edu: international journal of counseling and education, 3(4): pp. 115-120. doi: https://doi.org/10.23916/0020180314230 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2018 by author. introduction in recent years, the popularity and predominance of the digital technologies has accelerated and continues to grow exponentially. the digital wave is becoming increasingly associated with everyday life: from schooling and education, to political engagement and even financial and health management. moreover, the developments in digital technology, and the speed at which the technology emerges, drive innovation and new applications that touch our lives in different and often profound ways. while there are couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu izwah binti ismail an important role of educational supervision in the digital age| 116 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314230 numerous opportunities and aspirations associated with digitalisation, there is also a crucial need to understand and mitigate the challenges it presents to society. initially, the educational institutions around the world are making big changes to embrace the industrial revolution (ir 4.0) by bringing the technology in the classroom and spark innovative spirit among the educator. sorrounded by the talk about the latest gadgets and apps, a strong team is needed as the responsible for executing the overall vision and managing the significant change in these educational institution as well as to bridge theory and practice. the global digital activities as depicted in figure 1. figure 1 : the global digital snapshot the educational supervision is an integral part of the educational management, and is one of the importanttransactions in the educational system, especially in the learning and teaching processes.consequently, to make sure the technology works efficiently, the educational supervisor is responsible for providing adequate support to the trainees/students for the development of their learning requirements and ensuring that appropriate training opportunities are made available to acquire the necessary competencies as mentioned in (a. abdulla: 2014). therefore the engagement of information technology in academic environments is necessary to fulfill missions that address current trends and future demands. discussions teaching and learning the digital world is increasingly penetrating the education and skills domain, with technology gradually being used to deliver education,knowledge and skills in new and innovativeways. this penetration is coupled with futurechanges to the mode and pattern of work, which are affected by the current climate of economic uncertainty, as well as bypolitical shifts. given the increased use of fastchanging digital technologies in the workplace, new skills needs have emerged. the use of thesetechnologies has contributed to transforming learning and skills development into a lifelongprocess. indeed, as in (s. grand-clement: 2017) , people now have to continue to develop and refresh their skills and knowledge in order to keep abreast with the constant innovations and new developments in the digital world. it is estimated that technology skills have to be updated every three years in order to have continued relevance. this applies to the workforce in general, where emphasis is placed not so much on knowing the information, but, rather, on how to find it, and the ability to assess its quality and reliability. couns-edu  the international journal of counseling and education vol.3, no.4, 2018 an important role of educational supervision in the digital age| 117 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314230 the emergence of the role as educational supervision is an example of task specialisation within the teaching-learning environment. the report in (j. d. wake and o. dysthe: 2007) highlighted that two different types of skills are required: digital skills and digital navigation skills. digital skills are technical skills required to use digital technologies, whereas digital navigation skills are a wider set of skills needed to succeed in the digital world. these include finding information, prioritising information and assessing the quality and reliability of information. these digital navigation skills are not fundamentally different from the non-digital skills that were necessary in the past and that are still required today, although they have to be ‘translated’ for use in a digital context. these digital navigation skills were also referred to as ‘eternal skills’. in the digital age, the position of the educator ismore adaptable and being an educator is no longer limited to the traditional role of the teacher. views were held that in the digital context, the emphasis is placed on what is being received, rather than on what is being delivered, and the group advocated replacing the term education with the term learning, as the latter places a more active role on the learner, rather than on the educator.the educator’s role is to guide the learner and to point out where the learner can access and evaluate information, rather than to be the source of the knowledge since information on the fingertip. community should be moving away from the idea that learning is a one-way process. for example, in the analogy of the educator as sports coach: motivating, encouraging teamwork, and working to improve the students in an all-round way as this showsthe importance of the term coaching, as opposed to the term teaching, to emphasize this holistic approach, which includes ensuring the wellness of the learners, developing a team spirit, providing support and mentoring, asking for questions rather than asking for answers, and guiding the learner into future learning avenues. educational supervision thereforerequires time, dedication and, more importantly, adequate training to qualify for the role. although it is recommended that educational supervisors should have an understanding of educational theories and practical educational techniques including constructive feedback, communication skills and dealing with difficulties, regrettably this is not the case. figure 2: preliminary framework for inclusive education in the digital world (a. w. tony. bates: 2015) another role of educational supervision as in figure 2 (a. w. tony. bates: 2015) is to complete the student’s assessment and nothing is likely to drive student learning more than the method of assessment. at the same time, assessment methods are rapidly changing and are likely to continue to change to adapt with the emerging digital technology.. assessment in terms of skills development needs to be both ongoing and continuous as well as summative. there is an increasing range of digitally based tools that can enrich couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu izwah binti ismail an important role of educational supervision in the digital age| 118 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314230 the quality and range of student assessment. therefore the choice of assessment methods, and their relevance to other components, are vital elements of any effective learning environment. digital ethics another important role of educational supervision is to create awareness about the digital ethics. by considering the needs of current students, it is important to monitor and instruct the students on how to behave in the digital world. with the experience of these technologies and online resources, parents and educators often need to supervise and create awareness as the important rules children need to learn prior to participating in our digital world. digital etiquette provides an insight for parents, educators and students as it addresses the appropriate conduct, the best practices for technology use and the consequences for misuse of technology resources. to become informed digital citizens, parents and educators must learn about this topic and the issues involved in order to address the topic with our students. it is a continuous learning process and as new technologies emerge, there is a potential for new issues to arise. by being informed and prepared for the digital world, students will be able to act responsibly, make appropriate choices, and enjoy the many benefits that accompany technology use while the educators playing the importance as the educational supervisor. there are many issues related to this topic of digital etiquette. educators have to guide and monitor the students to make responsible choices as participants in the digital world. these choices include viewing age appropriate websites, communicating with others in a courteous and respectful manner, respecting others' views and material, and using technology during the appropriate times and in the appropriate settings. in addition, students must avoid engaging in inappropriate behaviors such as harassing, threatening or flaming others, cyber bullying, posting or sharing personal and private information and using inappropriate language. students must learn the etiquette for communicating online. they must recognize that what they say can have an impact on others even when they cannot see others' facial expressions. joking and sarcasm are not easily identifiable and students need to be aware of the negative effects of cyber bullying and hurtful language. simply using all capitals is a sign that one user is screaming at another and digital etiquette encourages others to avoid it if possible. these are serious issues that have serious impact. it is important to remember that students cannot just be told a list of rules and expectations for online behavior. they need guided instruction, guided practice, lessons and discussions and they need to see their parents and teachers, their role models demonstrating appropriate conduct. on the other hand, institutions operates under a clear set of practices/ guidelines for maintaining privacy, confidentiality, and security in its use of digital technology. besides that the institution also need to develop a responsible-use policy that is framed in the positive, flexible enough to accommodate changes in technology, and frequently reviewed.it is suggested by (nais: 2013), the educators establishes a curriculum-based digital citizenship/digital responsibility program that includes ongoing discussions of online behavior, cyberbullying, and respectful and legal use of online tools.educators teach, model, and expect safe, healthy, ethical, legal, and responsible use of digital resources and interaction on social media by students and parents. the educators need to stays current on issues, events, and concerns related to online behavior and digital citizenship and informs faculty, students, and parents when appropriate. training for human resource development the curriculum development is the most significance factor as it will have a big impact on the educational institution. the pattern of educational supervision also will reflect towards the curriculum as this is the documents they use as the guidelines. education in the 21st century, is poised to growand exploit new global markets via the internet, the distribution mechanism and the arena in which software applications that address the scope of educational and training needs to engage millions of people every day (r. s. friedman and f. p. deek: 2003). the curriculum need to become relevant with the technology changes and the educators also need to be train with the relevant skills. the study results in (d. fitzgibbons: 2005) indicated that one of the obstacles in the way of developing the supervisor' efficiencies was the lack for trainingprograms that may cause them acquire efficiency in the use of technological aids. in the light of these results, theresearcher suggested holding courses that may develop the supervisor's efficiencies in this area. couns-edu  the international journal of counseling and education vol.3, no.4, 2018 an important role of educational supervision in the digital age| 119 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314230 due to current exponential growth in technology and its effects on the economy and society at large, the need for training has become more evident than ever. improving the skills and knowledge of the workforce through training is now one of the most important agendas of most organizations in both developed and developing countries.according to (luckin, rosemary, brett bligh, andrew manches, shaaron ainsworth, charles crook & richard noss. 2012), modern organisations invest a huge amount of money in training programs and learning. when the educators have the experience and abilities on the technology and all the skills and knowledge that they need to adapt, then the curriculum can be developed based on the industry driven technology. before sending them for training, it is very important to identify the needs of the employees. training needs analysis (tna) is a valuable tool to provide a detailed picture of an employee's knowledge, skills and attitudes. tna is the method of determining if a training need exists and, if it does, what training is required to fill the gap. one of the approaches used to conduct tna is cudbas. cudbas is the acronym for curriculum development based on ability structure and originated in japan. it is a method of structure-based curriculum development based on abilities namely, skills, knowledge, and attitudes. cudbas as illustrated in figure 3, can be applied in various areas including developing training curriculum, course scheduling, assessment, training development, and more. it is also suitable to be used in company or organization interested in improving the quality and production according to the specific needs of the organization and company. figure 3: conceptual framework for conducting tna using cudbas approach (i. ismail, z. abd. karim, m. z. haron, and z. gani: 2016) cudbasis one of the new elements (i. ismail, z. abd. karim, m. z. haron, and z. gani: 2016) that can help increase the level of education especially in skills based education. itis an acronym from the progression of the curriculum structure of ability by prof. dr. kazuo mori in 1990 in japan. cudbas will provide detailed direction related to the knowledge, skills and attitudes of workers to do job. in addition also cudbas also assists organizations in identifying and launching the work process, reduce costs in training and upgrading the quality of skills of workers also reduces waste production caused by human error.cudbas is a new approach to implementing tna for skills training andindustries in malaysia. cudbas product consists of (i) cudbas chart, (ii) short term training schedule, (iii) ability check list and ability map, and (iv) yearly training plan. tna can be considered the most important phase in ensuring the effectiveness of the planned training (i. ismail, z. abd. karim, m. z. haron, and z. gani: 2016). it needs to be approached systematically and formally by following certain steps. the needs at couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu izwah binti ismail an important role of educational supervision in the digital age| 120 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314230 organizational level should first be analyzed, followed by operational level and individual level analysis. therefore, it is important to identify the tna levels covered in cudbas and the suitable methods and techniques for conducting tna using cudbas. in the time being, a method of analysing tasks/abilities which reliably prescribesthe training procedure nearly doesn't exist. it is suggested to build a method that may begin with a provisional set of categories of relatively specific training methods and conditions and an essential step to test the value of providing specific methods and conditions in training for the real environment. the most important is the tasks/abilities analysis may have to resolve the problem to encode capabilities in their particular trainee population. it will often be apparent during task analysis that the same performance may be achieved in different ways.procedure is easier to train than principles andindeed may be supported by job training or no need training at all. a group may be achieving better performance by following the procedures that attempting to work fromfirst principle. on the other hand, the cost of producing good procedural guides may be tough but in digital age, this is the most importance element. conclusions regarding the conventional roles, the educators have to update their abilities in the field of education provision in this digital age, there is individual responsibility to continuously upskill and renew one’s knowledge, as well as a wider responsibility across government and businesses in terms of making learning and the education system accessible, efficient and relevant. there is a need for digital skills to be better integrated in formal education and lifelong learning opportunities, in order to provide citizens with the tools they need to succeed in everyday lifeas well as in potential future careers. currently the emphasis is on technical digital skills, whereas the softer skills, such as digital navigation, are not as highly recognised, despite being just as important.nevertheless, the reality is that in any system with a wide diversity of students, as is so common today, teachers andinstructors as the educational supervisor will have to provide effective learner support, unlesswe are willing to sacrifice the future of many thousands of learner’s without proper guidance in this digital era. references a. abdulla. (2014). educational supervision  : a new challenge. no. may, pp. 2007–2008. a. w. tony. bates. (201). teaching in a digital age  : guidelines for designing teaching and learning. 2015. d. fitzgibbons. (2005). transforming business and education: the challenge to organizations and educator.,” organ. dev. j., vol. 21, no. 4, pp. 6–15. i. ismail, z. abd. karim, m. z. haron, and z. gani. (2016). a conceptual framework for conducting training needs analysis based on cudbas approach. j. d. wake and o. dysthe. (2007). new and changing teacher roles in higher education in a digital age,” int. forum educ. technol. soc., vol. 10, no. 1, pp. 40–51. nais. (2013). principles of good practice teaching and learning in the digital age. luckin, rosemary, brett bligh, andrew manches, shaaron ainsworth, charles crook & richard noss. 2012. decoding learning: the proof, promise and potential of digital education. london: nesta. as of 14 july 2017: http://www.nesta.org.uk/sites/default/files/decoding_learning_report.pdf r. s. friedman and f. p. deek. (2003). innovation and education in the digital age  : reconciling the roles of pedagogy , technology , and the business of learning,” ieee trans. eng. manag., vol. 50, no. 4, pp. 403–412. s. grand-clement. (2017). digital learning education and skills in the digital age. couns-edu the international journal of counseling and education vol.4, no.2, 2019, pp. 88-93 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020190420920 received on 05/17/2019; revised on 06/19/2019; accepted on 06/19/2019; published on: 07/02/2019 88 increasing long jump performance through plyometric exercises tjung hauw sin 1*) , budi indra ruslin 2 12universitas negeri padang, indonesia *)corresponding author, e-mail: thj_sin@yahoo.com abstract low athlete’s long jump performance is attributed to the unsystematic training approach. therefore, this study aimed to determine the effect of plyometric training on athlete performance. it was a quasi-experiment comprising of 32 athletes who were selected through purposive sampling. the instrument used in the long jump test is under the standard of the indonesian athletics association (pasi), and the data analysis used a t-test. the results of the data analysis showed significant differences in athlete performance before and after plyometric training. this study recommends adjusting athletes’ long jump performance using plyometric exercises. keyword: plymometrik exercise, and long jump how to cite: sin, t., & ruslin, b. (2019). increasing long jump performance through plyometric exercises. couns-edu: the international journal of counseling and education, 4(2), 88-93. doi: https://doi.org/10.23916/0020190420920 this is an open-access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium provided the original work is properly cited. ©2019 by author. introduction long jump is one of athletic sports widely carried out in the community. according to (iswandi & purnomo, 2013; church et al., 2017), long jump is a type of jump number alongside infectious, high, and pole jumps. in this study, jump away involves moving the whole body from certain points by running then rejecting, floating in the air, and landing (thompson, 2019; fraser et al., 2019). generally, it is a movement that requires jump lifting of legs upfront while in the air by making repulsion on one leg to reach the far distance (later, 2017a; organism et al., 2019). it is an athletic number that combines speed, strength, and agility to land as far as possible from the point of repulsion (iswandi & purnomo, 2013; qi et al., 2019). long jump is divided into four phases, including prefix, repulsion, drift, and landing (yadav & paris, 2014; michailidis, tabouris, & metaxas, 2019). prefix is the initial movement in the form of running to gain the speed for repulsion or jumping. according to (yadav & uparosiya, 2014), the purpose of the prefix is to accelerate to a maximum controlled speed when taking off. the higher speed at taking off helps to move to a long distance. the speed attained from the prefix is called horizontal speed and it provides strength for upward repulsion upfront (stojanović, ristić, mcmaster, & milanović, 2017; wyss et al., 2019). in this study, the squat style long jump number is discussed. according to (ballesteros, 1993; church et al., 2017) squat long jump result from horizontal velocities during prefix with vertical power from the strength of the repulsive leg. in this athletic sport, the implementation of the activity begins with a quick run prefix and then jumping with a body lift movement from one point to another. the techniques in this athletic branch are grouped into several stages (kariyala, hobara, & zushi, 2018; el-asher, hassan, taiar, & tipp, 2019). http://dx.doi.org/10.23916/0020190420920 couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu tjung hauw sin & budi indra ruslin increasing long jump performance through plyometric exercises | 89 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420920 the repulsion or pedestal is a rapid movement between running, starting and floating (dissent, 1992; asadi, ramirez-campillo, arazi, & seaz de villarreal, 2018). according to (hafiz, arwin, & shorten, a. a.), footstool or repulsion of the foot needs to be strong to achieve sufficient jump height without losing the forward speed. the purpose of repulsion is to create a vertical impulse through the center of gravity while maintaining balance and control, and involves placing the foot with the knee bent for repulsion with the leg straight. this process is enhanced by lifting the arms and legs (yadav & paris, 2014). the repulsion distance is the horizontal length between the prefix line and the jump repulsion board when flying. the jumper distance starts at the center of the moving mass from take off to jump landing (wakai & linthorpe, 2005; kim et al., 2018). the jumper needs to reach the furthest distance by not losing body balance when landing (dissent, 1992; stojanovic et al., 2017; wilke et al., 2019). the main goal is to avoid falling back into the pit. essentially, the pit measures leap from the location where the body contacts the sand closest to the take off point (yadav & paris, 2014; karcher & buchheit, 2017). when jumping at a low take off angle, there is a high horizontal speed at landing. for this reason, the feet can be far in front of the body without the risk of falling backward. (lutheran, n. p., guzman, m. s., & bridgett, 2005) (marchant, griffith, partridge, beesley, & porter, 2018; tufano et al., 2018). one might appear to be falling backward and to prevent this, the point of weight needs to be brought to the front by bending for the body and knees to dock. several factors influence the ability of a jumper, including speed, explosive strength of leg muscles, flexibility and coordination of motion (yani, 2015; seattle, phylogeny, koski, ojanen, & carolinian, 2019; cohen & negra, 2017). plyometric training is often used in connecting repetitive jump and movements or stretch strain reflexes from the muscles to produce explosive reactions (radcliffe, j., & farentino, 2015; beato, bianchi, cortella, merlini, & durst, 2018). this is based on the plyometric training on individual prerequisites (froelich, m., felder, h., &amp; reuter, 2014). it is important to ensure that the level of stimulation and scope of training does not cause very tight artificial structures. the long jump performance increase during the simulation competition when the oligomeric conditioning exercise is carried out 3 minutes before each experiment. this improvement is attributed to the progressive increase in the vertical speed of takeoff, while there is no effect on horizontal speed (bodanis, g. c., tsokkos, a., & valgus, a. a.; whitehead, schett, michigan, & martin, 2018; mckinlay et al., 2018). depth jump exercise refers to the training which starts with standing on a high gymnastic box (6575 cm), falling to the mat on the floor with two legs, and jumping upfront before returning to the top of the box to for the next jump. this activity is often carried out in the determined stimulus (radcliffe, j., & farentino, 2015; silva, neiva, marques, izquierdo, & marinho, 2018). depth jump training requires one to jump down as fast as possible. it is similar to a long jump where after starting the prefix the student makes a repulsion on the board and jumps as far as possible. it is supposed to be conducted to improve jumping ability (earp, newton, cormie, & blazevich, 2017; settle et al., 2019). method this was a quasi-experiment focusing on the difference in the long jump performance of athletes in smp negeri 3 batang kapas after being subjected to plyometric exercises. the population involved 58 students, though 32 were selected through purposive sampling technique. the preliminary data was obtained by measuring the ability of athletes of state junior high school 3 batang kapas with a long jump test under the standards union of every indonesian athletic (pasi). each exercise was conducted in 16 meetings with a frequency of three times a week and a duration of 60 minutes per meeting. after a plyometric exercise, the final test out with the long jump test was conducted. this was meant to determine the difference in the increase in students’ abilities after taking part in the training (negra et al., 2017). ttest was used to analyze the data as a prerequisite for the analysis of the normality test with the piliform and the variance homogeneity tests with the f test at the confidence levels a = 0.05. results and discussions couns-edu  the international journal of counseling and education vol.4, no.2, 2019 increasing long jump performance through plyometric exercises | 90 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420920 based on the experimental research design, there are two groups of data described separately. table 1. long jump performance data pretestposttest after plyometric no group n highest score lowest score average standard deviation 1 pretest 32 400 320 350,31 22,91 2 posttest 32 410 320 374,66 22,53 table 1 shows an increase in scores before and after since the high score increased by 10 points. the average score also increased. the distribution of long jump performance data is described in the frequency distribution table below: table 2. distribution of long jump performance data interval class pretest percentage posttest percentage (320 335) 9 28.13% 2 6.25% (336 351) 13 40.63% 6 18.75% (352 367) 2 6.25% 5 15.63% (368 383) 4 12.50% 6 18.75% (384 399) 2 6.25% 6 18.75% (400 415) 2 6.25% 7 21.88% total 32 32 table 2 shows the long jump performance improved between before and after the training. the difference is in the pretest and posttest columns, where the interval class increases significantly in the posttest, proving that plyometric training improves long jump performance. the frequency distribution of achievement motivation scores can also be seen in the diagram below: picture 1. long jump performance chart as an analysis prerequisite test, normality and homogeneity were conducted. the normality test in the two groups of pretest and posttest data is normally distributed while the homogeneity test results of all analysis groups show they were homogeneous. research hypothesis testing used a t-test with a = 0.05. the couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu tjung hauw sin & budi indra ruslin increasing long jump performance through plyometric exercises | 91 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420920 results of the analysis of the hypothesis show 1) there are significant differences in the long jump performance before and after a plyometric exercise; 2) the athlete’s long jump performance after a plyometric training is better than before the training. a good and appropriate form of training is an important thing a trainer needs to choose and design since it affects the athlete’s long jump ability. plyometric exercises increase the explosive power. this study used depth jump training, which is the most popular form of limb plyometric exercise meant to develop the ability of explosive limb muscles. in case it is good and correct, it produces maximum leg muscle strength. during the long jump, explosive power is a very supportive physical condition and increases the long jump ability if it is good. conclusions from this study, the following conclusions are drawn 1) there are significant differences in long jump performance before and after plyometric exercises; 2) the athlete’s performed better after plyometric training than before the training. to improve performance, a plyometric needs to be used. acknowledgments this study received a lot of help and guidance from various parties. the authors express gratitude to dr. yulkifli, m. si, dr. syahrastani, m. kes, aifo, and dr. willadi rasyid, m. pd, as contributors, afriyati, s. pd, as the principal of smp negeri 3 batang kapas, and amir faisal, s.pd dan andri syahputra, s.pd as teachers of education and extracurricular trainers at smp negeri 3 batang kapas. references adisasmita, y. (1992). olahraga pilihan atletik. jakarta: depdikbud. asadi, a., ramirez-campillo, r., arazi, h., & sáez de villarreal, e. (2018). the effects of maturation on jumping ability and sprint adaptations to plyometric training in youth soccer players. journal of sports sciences, 36(21), 2405–2411. https://doi.org/10.1080/02640414.2018.1459151 ballesteros, j. m. (1993). pedoman dasar melatih atletik. jakarta: program pendidikan & sistem sertifikasi pelatih atletik. persatuan atletik seluruh indonesia. beato, m., bianchi, m., coratella, g., merlini, m., & drust, b. (2018). effects of plyometric and directional training on speed and jump performance in elite youth soccer players. journal of strength and conditioning research, 32(2), 289–296. https://doi.org/10.1519/jsc.0000000000002371 bogdanis, g. c., tsoukos, a., & veligekas, p. (n.d.). improvement of long-jump performance during competition using a plyometric exercise. international journal of sports physiology and performance, 12(2), 235. bogdanis, g. c., tsoukos, a., methenitis, s. k., selima, e., veligekas, p., & terzis, g. (2019). effects of low volume isometric leg press complex training at two knee angles on force-angle relationship and rate of force development. european journal of sport science, 19(3), 345–353. https://doi.org/10.1080/17461391.2018.1510989 chaabene, h., & negra, y. (2017). the effect of plyometric training volume on athletic performance in prepubertal male soccer players. international journal of sports physiology and performance, 12(9), 1205– 1211. https://doi.org/10.1123/ijspp.2016-0372 chu, d. a. (1998). jumping into plyometrics. california:leisure press. earp, j. e., newton, r. u., cormie, p., & blazevich, a. j. (2017). the influence of external load on quadriceps muscle and tendon dynamics during jumping. medicine and science in sports and exercise, 49(11), 2250–2259. https://doi.org/10.1249/mss.0000000000001361 el-ashker, s., hassan, a., taiar, r., & tilp, m. (2019). long jump training emphasizing plyometric exercises is more effective than traditional long jump training: a randomized controlled trial. journal of human sport and exercise, 14(1), 215–224. https://doi.org/10.14198/jhse.2019.141.18 fraser, b. j., blizzard, l., tomkinson, g. r., lycett, k., wake, m., burgner, d., … magnussen, c. g. (2019). the great leap backward: changes in the jumping performance of australian children aged 11−12-years between 1985 and 2015. journal of sports sciences, 37(7), 748–754. https://doi.org/10.1080/02640414.2018.1523672 iswandi, f., & purnomo, e. (2013). hubungan sprint dan daya ledak otot tungkai terhadap hasil couns-edu  the international journal of counseling and education vol.4, no.2, 2019 increasing long jump performance through plyometric exercises | 92 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420920 lompat jauh gaya jongkok. jurnal pendidikan dan pembelajaran, 2(4). karcher, c., & buchheit, m. (2017). shooting performance and fly time in highly trained wing handball players: not everything is as it seems. international journal of sports physiology and performance, 12(3), 322–328. https://doi.org/10.1123/ijspp.2016-0055 kariyama, y., hobara, h., & zushi, k. (2018). the effect of increasing jump steps on stance leg joint kinetics in bounding. international journal of sports medicine, 39(9), 661–667. https://doi.org/10.1055/a-0633-9308 kavanaugh, a. a., mizuguchi, s., sands, w. a., ramsey, m. w., & stone, m. h. (2018). long-term changes in jump performance and maximum strength in a cohort of national collegiate athletic association division i women’s volleyball athletes. journal of strength and conditioning research, 32(1), 66–75. https://doi.org/10.1519/jsc.0000000000002214 linthorne, n. p., guzman, m. s., & bridgett, l. a. (2005). optimum take-off angle in the long jump. . journal of sports sciences, 23(7), 703. marchant, d. c., griffiths, g., partridge, j. a., belsley, l., & porter, j. m. (2018). the influence of external focus instruction characteristics on children’s motor performance. research quarterly for exercise and sport, 89(4), 418–428. https://doi.org/10.1080/02701367.2018.1512075 mckinlay, b. j., wallace, p., dotan, r., long, d., tokuno, c., gabriel, d. a., & falk, b. (2018). effects of plyometric and resistance training on muscle strength, explosiveness, and neuromuscular function in young adolescent soccer players. journal of strength and conditioning research, 32(11), 3039–3050. https://doi.org/10.1519/jsc.0000000000002428 michailidis, y., tabouris, a., & metaxas, t. (2019). effects of plyometric and directional training on physical fitness parameters in youth soccer players. international journal of sports physiology and performance, 14(3), 392–398. https://doi.org/10.1123/ijspp.2018-0545 negra, y., chaabene, h., sammoud, s., bouguezzi, r., abbes, m. a., hachana, y., & granacher, u. (2017). effects of plyometric training on physical fitness in prepuberal soccer athletes. international journal of sports medicine, 38(5), 370–377. https://doi.org/10.1055/s-0042-122337 qi, f., kong, z., xiao, t., leong, k., zschorlich, v. r., & zou, l. (2019). effects of combined training on physical fitness and anthropometric measures among boys aged 8 to 12 years in the physical education setting. sustainability (switzerland), 11(5). https://doi.org/10.3390/su11051219 radcliffe, j., & farentinos, r. (2015). high-powered plyometrics,. 2e. human kinetics. ramirez-campillo, r., álvarez, c., garcía-hermoso, a., ramírez-vélez, r., gentil, p., asadi, a., … izquierdo, m. (2018). methodological characteristics and future directions for plyometric jump training research: a scoping review. sports medicine, 48(5), 1059–1081. https://doi.org/10.1007/s40279-018-0870-z santtila, m., pihlainen, k., koski, h., ojanen, t., & kyröläinen, h. (2019). physical fitness and body anthropometrics profiles of the female recruits entering to voluntary military service. military medicine, 184(1–2), e200–e205. https://doi.org/10.1093/milmed/usy145 silva, l. m., neiva, h. p., marques, m. c., izquierdo, m., & marinho, d. a. (2018). effects of warm up, post-warm-up, and re-warm-up strategies on explosive efforts in team sports: a systematic review. sports medicine, 48(10), 2285–2299. https://doi.org/10.1007/s40279-018-0958-5 stojanović, e., ristić, v., mcmaster, d. t., & milanović, z. (2017). effect of plyometric training on vertical jump performance in female athletes: a systematic review and meta-analysis. sports medicine, 47(5), 975–986. https://doi.org/10.1007/s40279-016-0634-6 thompson, b. j. (2019). does work-induced fatigue accumulate across three compressed 12 hour shifts in hospital nurses and aides? plos one, 14(2). https://doi.org/10.1371/journal.pone.0211715 tufano, j. j., malecek, j., steffl, m., stastny, p., hojka, v., & vetrovsky, t. (2018). field-based and labbased assisted jumping: unveiling the testing and training implications. frontiers in physiology, 9(sep). https://doi.org/10.3389/fphys.2018.01284 varanoske, a. n., wells, a. j., kozlowski, g. j., gepner, y., frosti, c. l., boffey, d., … hoffman, j. r. (2018). effects of β-alanine supplementation on physical performance, cognition, endocrine function, and inflammation during a 24 h simulated military operation. physiological reports, 6(24). https://doi.org/10.14814/phy2.13938 wakai, m., & linthorne, n. p. (2005). optimum take-off angle in the standing long jump. human movement science, 24(1), 81–96. wang, c.-c., fang, c.-c., lee, y.-h., yang, m.-t., & chan, k.-h. (2018). effects of 4-week creatine couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu tjung hauw sin & budi indra ruslin increasing long jump performance through plyometric exercises | 93 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420920 supplementation combined with complex training on muscle damage and sport performance. nutrients, 10(11). https://doi.org/10.3390/nu10111640 whitehead, m. t., scheett, t. p., mcguigan, m. r., & martin, a. v. (2018). a comparison of the effects of short-term plyometric and resistance training on lower-body muscular performance. journal of strength and conditioning research, 32(10), 2743–2749. https://doi.org/10.1519/jsc.0000000000002083 wilke, j., kaiser, s., niederer, d., kalo, k., engeroff, t., morath, c., … banzer, w. (2019). effects of high-intensity functional circuit training on motor function and sport motivation in healthy, inactive adults. scandinavian journal of medicine and science in sports, 29(1), 144–153. https://doi.org/10.1111/sms.13313 wyss, t., roos, l., studer, f., mäder, u., beuchat, c., & staub, k. (2019). development of physical fitness performance in young swiss men from 2006 to 2015. scandinavian journal of medicine and science in sports, 29(4), 586–596. https://doi.org/10.1111/sms.13376 yadav, m., & uparosiya, n. (2014). survey on manet: routing protocols, advantages, problems and security. international journal of innovative computer science & engineering, 1(2), 12–17. yani, a. (2015). pengaruh metode latihan sirkuit, metode konvensional dan motivasi berprestasi terhadap kemampuan lompat jauh gaya jongkok. primary: jurnal pendidikan guru sekolah dasar, 4(2), 134-. yusutria, m. a. (2017a). profesionalisme guru dalam meningkatkan kualitas sumber daya manusia. curricula: journal of teaching and learning, 2(1). yusutria, m. a. (2017b). profesionalisme guru dalam meningkatkan kualitas sumber daya manusia. ,. curricula: journal of teaching and learning, 2(1). zarei, m., namazi, p., abbasi, h., noruzyan, m., mahmoodzade, s., & seifbarghi, t. (2018). the effect of ten-week fifa 11+ injury prevention program for kids on performance and fitness of adolescent soccer players. asian journal of sports medicine, 9(3). https://doi.org/10.5812/asjsm.61013 couns-edu the international journal of counseling and education vol.5, no.4, 2020, pp. 147-152 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200525540 received on 03/20/2020; revised on 10/29/2020; accepted on 11/14/2020; published on: 12/30/2020 147 pedagogical challenges and resilience of islamic schools’ english teachers zulfah fakhruddin 1*) , nur afiah 1 , mujahidah mujahidah 1 1 institut agama islam negeri parepare, indonesia * ) corresponding author, e-mail: fakhruddin.zulfah@yahoo.com abstract this study determines the difference and correlation between pedagogical challenges and resilience in elementary, junior, and senior school english teachers using a quantitative approach. quantitative methods were used to collect and analyze data from 57 pedagogical challenges and 39 resilience questionnaires. a total of 84 samples, including 11, 52, and 21 elementary, junior and senior high schools’ teachers respectively. data was analyzed using descriptive statistic, t-test significance, and pearson correlation techniques. according to the results, there is no significant difference in pedagogical challenges and resilience between elementary, junior, and senior islamic school teachers. furthermore, there is no correlation between teachers’ pedagogical challenges and resilience. keywords: pedagogy, challenge, resilience, english teacher. how to cite: fakhruddin, z. (2020). pedagogical challenge and resilience of english teachers at islamic schools in ajatappareng area, south sulawesi. couns-edu: the international journal of counseling and education, 5(4). 147-152. doi: http://dx.doi.org/10.23916/0020200525540 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction teaching is a complex activity that includes plan, design, administration, implementation, management, and evaluation. lesson plans cover details on teaching materials, media, method, assessment, and evaluations to be developed through design. after lesson plans have been designed, they are implemented through organizing media, material and method in classrooms. teachers in administration keep records on students’ achievement and behavior while management establishes and maintains classroom arrangement and classroom interaction. evaluation covers measures and assesses the effectiveness of the teaching process. teachers are responsible for teaching materials delivery and classroom management and evaluation. conclusively, teachers work as educators, designers, managers, counselors, assessors, and researchers. for teachers to achieve student’s education goals their roles have to be concurrently performed. pedagogy is the science of teaching which caters for method and practice (watkins & mortimore, 1999). pedagogical knowledge includes the instructional process, learning process, and assessment (sonmark et al., 2017). the implementation of pedagogical knowledge in english classrooms for foreign students is a challenge to teachers. these challenges cover preparation, teaching approach curriculum, textbook, culture, language assessment, and evaluation (akbari 2015; fareh, 2010). moreover, many english teachers lack enough training on technological upgrades, teaching methods, and knowledge about the language (songbatumis, 2017). teachers should endure pedagogical challenges to achieve their career successes. however, extreme challenges can affect teachers' physical and mental health. factors that lead to teachers resigning from work include stress over extreme workloads, school situations, low salaries, and personal circumstances (smithers & robinson, 2003). contrastingly, teachers are resilient when they have a good personality and http://dx.doi.org/10.23916/0020200525540 couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu fakhruddin, z., et al. pedagogical challenges and resilience of islamic ... | 148 indonesian counselor association (iki) | doi: 10.23916/0020200525540 are supported by their families, institutions, and colleagues (rizqi, 2017). according to smith et al. (2008), resilience is the ability to resist, recover, adapt and thrive from stress or illness. moreover, resilience is outcome of a dynamic relationship between individual risk (motive and self-efficacy) and protective factors such as school administration, colleagues, and pupils (beltman et al., 2011). teachers differ in levels of resilience because of differences in motive and self-efficacy, and environmental treatment and experience. ajatappareng is a bugis tribal area with many islamic private schools and 1 or 2 public schools in every district. funds to build school infrastructure and pay teachers in public schools come from the state while private schools are financed by student’s fees. however, most of private islamic school students are from lower middle-class families hence schools in bugis area face financial problems. this condition affects teachers’ competence, creativity, and resilience in facing pedagogical challenges. teachers should adhere to the consistently changing government policies about education. for instance, curriculum and information technology policy in teaching and testing has changed several times. in 78 years, the curriculums changes, include 1947,1952,1964,1968,1975,1984,1994, 2004/competency based, 2006/education unit level curriculum/ktsp, and 2013/k13 (muhammedi, 2016). government policy requires teachers to develop ability to design lesson plan, teaching material, method, media, assessment, and evaluation. however, schools need financial support to conduct teacher training and prepare facilities such as language laboratories and computers. according to boudersa (2016), trainings influences professional development which impacts the quality of student learning. moreover, teachers need training in designing lesson plans, operating language laboratory, and using technology. if schools have low financial power, teachers work with low salaries and limited teaching facilities to achieve objectives. considering schools’ and teachers’ condition, the research determined (1) the difference of pedagogical challenges between elementary, junior, and senior islamic school teachers, (2) the difference of resilience between elementary, junior, and senior islamic school teachers, and (3) the correlation between teachers’ pedagogical challenges and teachers’ resilience. diverse aged learners have differences in the learning process because they differ in cognitive and psychological abilities (zhao & morgan, 2004). according to mcdonough (2013), adults have more experience and knowledge, hence are responsible and self-directing in learning than children. moreover, bastable & dart (2008), teachers have to consider the differences students physic, cognitive, and psychology maturation level age to avoid confusion, stress, and bored. therefore, it is difficult for english teachers to accommodate students of different ages and levels. method this study used a quantitative method to collect and analyze data from 57 pedagogical challenges and 39 resilience questionnaires. the samples used were english teachers in 142 islamic schools in ajatappareng area in south sulawesi. moreover, samples were taken from 51 elementary, 60 juniors high, and 31 senior high schools. samples were 84 english teachers from 11 elementary schools, 52 junior high schools, and 21 senior high schools. teachers rated themselves 5-point likert scale. data was analyzed by using descriptive mean score form and inferential statistical analysis. pedagogical challenges were divided into 3 categories, including low (57 – 133), medium (134 – 209), (high 210 – 285) while resilience had 39 – 92 (low), 92 – 143 (medium), 144 – 195 (high). inferential statistic measured research hypothesis while the t-test significance analyzed the differences in pedagogical challenges and resilience between english teachers’ groups. if t value is more than 0.05, the h0 is accepted. pearson correlation analyzed the connection between pedagogical challenge and resilience, and if p value was more than 0.05, h0 was accepted. positive and negative correlation was stated with -1 to 1 or -1 ≤ r ≤ 1. the strength of correlation was divided into 5 categories, including 0,00 – 0.199 (very low), 0.20 – 0.399 (low), 0.40 – 0.599 (medium), 0.60 – 0.799 (high), 0.80 – 1.000 (very high). couns-edu  the international journal of counseling and education vol.5, no.4, 2020 pedagogical challenges and resilience of islamic ... | 149 indonesian counselor association (iki) | doi: 10.23916/0020200525540 results and discussions results showed the differences and the correlation between pedagogical challenges and resilience. pedagogical challenges data covered challenges in lesson plan design, development and teaching materials mastery, methods and media, use of technology, evaluation and assessment, and classroom management. resilience data covered teacher's ability to deal with unpleasant feelings in facing pedagogical challenges. table 1. mean score of pedagogical challenge and resilience variables group of teachers mean score category pedagogical challenge elementary 164 medium junior 156 medium senior 147 medium resilience elementary 136 medium junior 148 high senior 142 medium as shown in table 1 above, the pedagogical challenges of elementary, junior, and senior high school teachers are medium. the mean score indicates that teachers' groups experience similar pedagogical challenges. comparably, the mean score of resilience shows that elementary and senior high school teachers’ resilience is medium while in the junior school is high. therefore, elementary and senior high school teachers’ resilience differs from junior high. the significant difference between the three groups is shown in table 2. table 2. difference of pedagogical challenge between two groups of teachers teachers group significance level (t value) elementary and junior 0.134 elementary and senior 0.136 junior and senior 0.717 the table shows that t value is more than 0.05 which indicates that h0 is accepted. seemingly, there is no pedagogical challenges difference between elementary, junior, and senior islamic school teachers. table 3. difference of resilience between two groups of teachers teachers group significance level (t value) elementary and junior 0.147 elementary and senior 0.323 junior and senior 0.330 the table shows that t value is more than 0.05. it indicates that h0 is accepted. it means that there is no resilience difference between elementary, junior, and senior islamic school teachers. table 3 shows that p value 0.395 is more than 0.05, which indicates that h0 is accepted. therefore, there is no correlation between teachers’ pedagogical challenge and resilience. the r value is -0.030 indicating that pedagogical challenge correlate negatively with resilience. the relationship between pedagogical challenges and resilience is indirect such that an increase in one causes a decrease in the other characteristic. generally, teachers have similar responsibilities, including designing lesson plan, mastering and preparing teaching materials, media and method, using technology, evaluation and assessment, and managing classrooms. however, they manage students in different age level which implicates diverse language learning characteristics. children and adults differ in memory, motor skill, social situation, couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu fakhruddin, z., et al. pedagogical challenges and resilience of islamic ... | 150 indonesian counselor association (iki) | doi: 10.23916/0020200525540 motivation, and attitude(suryantari, 2018). according to hu (2016), children acquire language naturally and effectively while adults learn language faster and efficiently. moreover, teaching different ages is challenging due to difficulties in classroom management. the findings showed that when teaching english as a foreign language there are similar pedagogical challenges and resilience. therefore, students’ different age levels do not affect teachers’pedagogical challenge and resilience. table 3. correlation between pedagogical challenge and resilience pedagogical challenge resilience pedagogical challenge pearson correlation 1 -,030 sig. (1-tailed) .395 n 83 83 resilience pearson correlation -,030 1 sig. (1-tailed) .395 n 83 83 teachers need school facilities, such as textbook, laboratory, computer and media as well as funds to support them achieve objectives. according to mahmood & iqbal (2018),thegreatestchallengefaced by teachers is poor physical facilities. however, if schools lack enough facilities, creative teachers can use all surrounding potency to develop learning. moreover, there are different perceptions towards facilities and resources in schools (kolber, 2019). this implies that the importance of school facilities to english teachers in islamic schools at ajatappareng area is only perception and not a challenge. according the results, pedagogical challenges do not affect resilience because teachers perceive their job as easy. the ability to overcomeproblems in teaching is affected by qualification, training, experience, and psychology (khan, 2011). ghavifekr et al., (2016), established that lack of training and competency is a significant teaching challenge. also, inexperienced teachers stress over class organization which demands for extra support to face this problems (dias-lacy & guirguis, 2017; harmsen et al., 2018). therefore, pedagogical challenge can be successfully handled by teachers with good knowledge, skill, and behavior. ansari & pianta (2019) stated that qualification and experience help teachers to student interaction in different age groups. to overcome adversity, individuals need to have a positive over the nobility and human value of their work. hong (2012) and keye & pidgeon (2013), stated that teachers’ resilience is significantly affected by value, self-efficacy, mindfulness and belief. this study implied that islamic schools english teachers at ajatappareng area in south sulawesi have similar competenceis and perceptions. however, ability to appplicate educational activities is different based on knowledge and experience (wahono & chang 2019). furthermore,experience causes perception differences in professional self and development activities (mahmoudi & özkan, 2015; basargekar & singhavi, 2017; chong & lu, 2019). according to the study results, similar environmental aspects may cause related perceptions towards challenge. university teachers may have positive perception toward ict in elt but different in motivations in using them(silviyanti & yusuf, 2015). haji et al. (2017) established that urban and rural area teachers have different perceptions toward ict. conclusively, perception and attitude diversity toward pedagogical challenge is caused by knowledge, teaching experience, and environment. teacher relationships formed by schools’ status such as state, private, public, or islamic affects pedagogical challenges and resilience similarities. statuses cause similarities in policy, curriculum, students’ motivation, facilities, salary, teaching conditions and attitude towards shared challenges. mansfield et al. (2016) stated that relationship contributes to teachers' resilience because groups and communities provide moral and mental support. moreover, webb (2018) stated that colleague relationships influence teaching persistence eventhough its affected by unrealistic demands. the relationship also improves work success and facing pedagogical changes (wolgast & fischer, 2017; kunnari et al. 2018). further research can be developed by using respondents with different experiences in teaching all school levels. however, identifying the differences might be difficult if the individuals teach different levels couns-edu  the international journal of counseling and education vol.5, no.4, 2020 pedagogical challenges and resilience of islamic ... | 151 indonesian counselor association (iki) | doi: 10.23916/0020200525540 simultaneously because that presents different situations, characters, and abilities. moreover, different research methods need to analyze differences between teachers’ pedagogical challenge and resilience. conclusions different schools’ levels have similar strategies for teaching english as a foreign language. however, other researchers showed that student ages affect learning processes and strategies which causes different teaching challenges. according to the results of this research, different age level does not affect teachers’ pedagogical challenge and resilience. for instance, the inability to prepare support facilities and funds does not affect teaching objectives. moreover, a teacher’s resilience is affected by value, self-efficacy, belief but not pedagogical challenges. references akbari, z. (2015). current challenges in teaching/learning english for efl learners: the case of junior high school and high school. procedia-social and behavioral sciences, 199(3), 394–401. ansari, a., & pianta, r. c. (2019). teacher–child interaction quality as a function of classroom age diversity and teachers’ beliefs and qualifications. applied developmental science, 23(3), 294–304. basargekar, p., & singhavi, c. (2017). factors affecting teachers’ perceived proficiency in using ict in the classroom. iafor journal of education, 5(2), 67–84. bastable, s. b., & dart, m. a. (2008). developmental stages of the learner. nurse as educator: principles of teaching and learning practice, 147–198. beltman, s., mansfield, c., & price, a. (2011). thriving not just surviving: a review of research on teacher resilience. educational research review, 6(3), 185–207. boudersa, n. (2016). the importance of teachers’ training programs and professional development in the algerian educational context: toward informed and effective teaching practices. expériences pédagogiques, 1. chong, s., & lu, t. (2019). early childhood teachers’ perception of the professional self and in relation to early childhood communities. australian journal of teacher education (online), 44(7), 53. dias-lacy, s. l., & guirguis, r. v. (2017). challenges for new teachers and ways of coping with them. journal of education and learning, 6(3), 265–272. fareh, s. (2010). challenges of teaching english in the arab world: why can’t efl programs deliver as expected? procedia-social and behavioral sciences, 2(2), 3600–3604. ghavifekr, s., kunjappan, t., ramasamy, l., & anthony, a. (2016). teaching and learning with ict tools: issues and challenges from teachers’ perceptions. malaysian online journal of educational technology, 4(2), 38–57. haji, s. a., moluayonge, g. e., & park, i. (2017). teachers’ use of information and communications technology in education: cameroon secondary schools perspectives. turkish online journal of educational technology-tojet, 16(3), 147–153. harmsen, r., helms-lorenz, m., maulana, r., & van veen, k. (2018). the relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition. teachers and teaching, 24(6), 626–643. hong, j. y. (2012). why do some beginning teachers leave the school, and others stay? understanding teacher resilience through psychological lenses. teachers and teaching, 18(4), 417–440. hu, r. (2016). the age factor in second language learning. theory and practice in language studies, 6(11), 2164–2168. keye, m. d., & pidgeon, a. m. (2013). investigation of the relationship between resilience, mindfulness, and academic self-efficacy. open journal of social sciences, 1(6), 1–4. khan, i. a. (2011). challenges of teaching/learning english and management. global journal of human social science, 11(8), 69–80. kolber, s., & rice, s. m. (n.d.). teachers’ career intentions, school facilities and resources. kunnari, i., ilomäki, l., & toom, a. (2018). successful teacher teams in change: the role of collective efficacy and resilience. international journal of teaching and learning in higher education. mahmood, n., & iqbal, z. (2018). challenges faced by prospective teachers during teaching practice: connecting theory to practice. bulletin of education and research, 40(2), 113–136. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu fakhruddin, z., et al. pedagogical challenges and resilience of islamic ... | 152 indonesian counselor association (iki) | doi: 10.23916/0020200525540 mahmoudi, f., & özkan, y. (2015). exploring experienced and novice teachers’ perceptions about professional development activities. procedia-social and behavioral sciences, 199, 57–64. mansfield, c. f., beltman, s., broadley, t., & weatherby-fell, n. (2016). building resilience in teacher education: an evidenced informed framework. teaching and teacher education, 54, 77–87. mcdonough, d. (2013). similarities and differences between adult and child learners as participants in the natural learning process. psychology, 4(03), 345. muhammedi, m. (2016). perubahan kurikulum di indonesia: studi kritis tentang upaya menemukan kurikulum pendidikan islam yang ideal. raudhah, 4(1). rizqi, m. a. (2017). stress and resilience among efl teachers: an interview study of an indonesian junior high school teacher. teflin journal, 28(1), 22–37. silviyanti, t. m., & yusuf, y. q. (2015). efl teachers’ perceptions on using ict in their teaching: to use or to reject?. teaching english with technology, 15(4), 29–43. smith, b. w., dalen, j., wiggins, k., tooley, e., christopher, p., & bernard, j. (2008). the brief resilience scale: assessing the ability to bounce back. international journal of behavioral medicine, 15(3), 194–200. smithers, a., & robinson, p. (2003). factors affecting teachers’ decision to leave the profession.’centre for education and employment research: university of liverpool. retrieved march, 10, 2009. songbatumis, a. m. (2017). challenges in teaching english faced by english teachers at mtsn taliwang, indonesia. journal of foreign language teaching and learning, 2(2), 54–67. sonmark, k., révai, n., gottschalk, f., deligiannidi, k., & burns, t. (2017). understanding teachers’ pedagogical knowledge: report on an international pilot study. suryantari, h. (2018). children and adults in second-language learning. tell: teaching of english language and literature journal, 6(1), 30–38. wahono, b., & chang, c.-y. (2019). assessing teacher’s attitude, knowledge, and application (aka) on stem: an effort to foster the sustainable development of stem education. sustainability, 11(4), 950. watkins, c., & mortimore, p. (1999). pedagogy: what do we know. understanding pedagogy and its impact on learning, 1–19. webb, a. w. (2018). relational-cultural theory and teacher retention: a case study of relationships and resilience in secondary mathematics and science teachers. journal of educational research & practice, 8(1). wolgast, a., & fischer, n. (2017). you are not alone: colleague support and goal-oriented cooperation as resources to reduce teachers’ stress. social psychology of education, 20(1), 97–114. zhao, a., & morgan, c. (2004). consideration of age in l2 attainment-children, adolescents and adults. asian efl journal, 6(4), 1–8. couns-edu the international journal of counseling and education vol.3, no.3, september 2018, pp. 108-114 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180317130 received on 28/08/2018; revised on 19/09/2018; accepted on 22/09/2018; published on: 30/09/2018 108 development of annual program guidance and counseling in higher education fandy kurniawan *) universitas negeri yogyakarta *)corresponding author, e-mail: kfandy2016@gmail.com abstract this study aims to develop and determine the feasibility of the annual program of guidance and counseling in higher education. the method used in this research is research and development (r & d) research and development carried out by adopting the concept of research and development by borg and gall. based on product test using inter-rater agreement models, it is concluded that the product has fulfilled the content validity of 0.76 or can be categorized as valid (good). furthermore, based on the results of focus group discussion (fgd), it is concluded that the product can be categorized well, but needs to be refined by making improvements given. keywords: annual program, guidance and counseling, higher education. how to cite: fandy kurniawan. (2018). development of annual program guidance and counseling in higher education . couns-edu: international journal of counseling and education, 3(3): pp. 108-114. doi: https://doi.org/10.23916/0020180317130 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author. introduction the era of globalization exposes the whole country to complex and rapid developments and changes. every component of society within a country, required to race, improve its competence. the global situation makes life more competitive and opens opportunities for anyone to achieve better status and life. the positive impact of global conditions is to encourage individuals to continue to think and improve their ability, and not satisfied with something that is achieved at this time. correspondingly, globalization has at least three impacts for undergraduate and postgraduate students, (1) influencing career goals, (2) providing insight into ethical and social issues, (3) enhancing self-development (litzelman et al., 2017, p. 2) efforts to bridge these impacts need to be prepared by qualified individuals. one of the main supporters for achieving the goal of individual formation in this case the student is the quality of higher education quality. the quality of higher education is not enough to be done through the transformation of science and technology, but must be supported by the development of the ability of students to process themselves in choosing and making decisions for the achievement of all life goals. such an ability not only concerns the academic aspect, but also involves non-academic aspects. this is corroborated by kemer who revealed that in a recent study, students have high needs in academic, relational, emotional, and career issues (kemer & myers, 2011, p. 114) academic aspects can be established by developing curriculum applied in the higher education, while non-academic aspects are the responsibility of the guidance and counseling service unit (ulbk). gladding revealed that the counseling unit at higher education should be able to understand how students learn, grow, and grow (gladding, 2015, p. 500). in addition gibson and mitchell also revealed that the role of counselors in higher education plays an important role in educational, social, and emotional http://dx.doi.org/10.23916/0020180317130 couns-edu  the international journal of counseling and education vol.3, no.3, 2018 development of annual program guidance and counseling in higher education | 109 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180317130 development of students (gibson & mitchell, 2016, p. 105). both opinions reinforce that the presence of guidance and counseling services unit (ulbk) is very central in a higher education. jing sun points out: "the significance of guidance in the university contexts from two perspectives, (i) the needs of students, and (ii) development of the university" (sun & yuen, 2012, p. 204). based on that opinion, it can be concluded that the importance of guidance and counseling in higher education is to bridge the needs of students and develop the quality of the higher education. for students, guidance and counseling services can help them in optimizing their potential, setting goals and deciding on future career direction. while for higher education, guidance and counseling services can help improve the quality of their graduates, thus enhancing the higher education reputation. efforts in delivering students to have a healthy self and mental development, through ulbk was not an easy matter. this happens, because students are faced with complex problems. there are some things that students must face when jumping into the world of higher education (1) intensified competition, (2) a lot of focus on the future, (3) increasing uncertainty, (4) dependence on technology, (5) stress always haunting (the jed foundation and education development center inc, 2006, pp. 1–2). in line with that opinion, ruckert points out: "the rank order of problems presented by students at the counseling center is like this: (1) problems with academic work and achievement. (2) enquiries about psychotherapy. (3) problems with academic orientation and motivation. (4) depression. (5) problems with learning. (6) anxieties / phobias (rückert, 2015, p. 38). in addition, the problems faced by students when studying at higher education are: (1) saturation and laziness, (2) inability to manage time, (3) finance, (4) social environment, (5) place boarding, (6) love and promiscuity (sudarman, 2004, pp. 36–38). the problems faced by the student, increasingly increasing in number, rockland-miller revealed: one of the most notable findings of this study was that increases were reported in 14 of 19 client problem areas. also notable was that the number of students reporting with depression doubled, the number of suicidal students tripled, and the number of students seeking services after a sexual assault quadrupled (rockland-miller & eells, 2010, p. 40). description of the problem in the discussion above, was found in many neighborhoods of the university of yogyakarta and universitas sebelas maret surakarta. one of the students at sebelas maret university expressed a deeply depressed feeling. the student has been too busy engaging in non-academic activities that resulted in a financial coffers to sustain life as a student and forget one of his main duties as a student is to make the final assignment, until he unknowingly arrives at the end of the study boundary as a student. while at universitas negeri yogyakarta there are students who have no passion to live after being haunted by feelings of guilt for falling into promiscuity that take him as a sexual criminal. the consequences of such promiscuity lead him to the tremendous anxiety in him. the two real issues, illustrating the complexity of student problems in the field. although students are faced with many problems as mentioned above, there are not many students who meet counselors in the unit guidance and counseling services in each university. han sumi points out that despite having mental health problems, most students are reluctant to seek counselors to help solve their problems and only 40% of students use counseling and guidance services at higher education (han & heo, 2008, p. 2). in line with this, although counseling services are already available and ready to assist the students, few new students take advantage of the counseling facilities (the jed foundation and education development center inc, 2011, p. 2). this phenomenon can occur, because not yet optimal role and function of guidance and counseling in higher education and program of guidance and counseling service in higher education, not yet targeting all students. one effort to finalize the role of ulbk is to develop a comprehensive program of guidance and counseling in a comprehensive manner, so that it can be a basic foot in implementing services for students. efforts to carry out need assessment as a basis for formulating guidance and counseling programs in higher education, required standard and valid instruments. at least in an effort to uncover the needs of students there are 2 valid and valid instruments, namely the inventori tugas perkembangan perguruan tinggi (itp pt) and alat ungkap masalah umum perguruan tinggi (aum umum pt). the development of an annual program model of guidance and at the universitas negeri yogyakarta and universitas sebelas maret is deemed necessary to be developed, as this annual model of couns-edu  vol.3, no.3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu fandy kurniawan development of annual program guidance and counseling in higher education | 110 indonesian counselor association (iki) | doi: 10.23916/0020180317130 guidance and counseling can be an alternative in the process of achieving developmental tasks, which is expected to be an essential tool for life in phase next. preparation of an annual program model of guidance and counseling is very important because it is expected to become a reference for counselors in higher education in preparing guidance and counseling programs designed to achieve goals. the purpose of guidance and counseling is to maximize student potential and help address the problems faced by them. counseling and guidance programs are also being made to help all students develop their potential through the provision of development assistance and special assistance to individuals regarding personal, social, career, or other unique educational needs (gysbers & henderson, 2014, p. 140). in product development, in this case the annual model of guidance and counseling needs-based, researchers expect specifications and product details to be developed, including as follows: 1. the annual program of guidance and counseling will be prepared based on the needs of the students. 2. the annual program of guidance and counseling, prepared based on measurement instruments of inventori tugas perkembangan perguruan tinggi (itp pt) and alat ungkap masalah umum perguruan tinggi (aum umum pt). to support the need assessment process. 3. guidance and counseling programs have the following structure: (a) rationale, (b) legal basis, (c) vision and mission, (d) description of needs, (e) purpose, (f) service area, (g) action plan, (h) theme development / topics, (i) evaluation, reporting and follow-up, (j) facilities and infrastructure, (k) budget. method based on the consideration and conformity between the problems, objectives, and research focus, this research uses research and development method or often also called research and development (r & d). according to borg and gall, "educational research and development (r & d) is a process used to develop and validate educational production." (borg & gall, 1983, p. 772) while sukmadinata argues that research and development is a process or steps to develop a new product or refine an existing and accountable product (sukmadinata, 2009, p. 164). based on the opinion of some experts above, it can be concluded that research and development or also called research and development (r & d) is a process to develop a new product and improve the existing old products, and validate the product developed or enhanced. the reason for choosing the type of research and development or so-called research and development (r & d) is that based on the preliminary study results that have been conducted, it is learned that a lot of problems experienced by students, both academically and socially. in addition, the guidance and counseling services unit at the university still has not developed a standard guidance and counseling program for students. during this counseling and guidance programs in higher education are also less targeted to all students, so many students who have not enjoyed the service program that is implemented by the unit of guidance and counseling services. there is a series of steps that must be taken in developing a product, namely "research and information collecting, planning, preliminary form of product development, preliminary field testing, main product revision, field testing, operational product revision, operational field testing, final product revision, and dissemination and implementation " (borg & gall, 1983, p. 775). in developing the model of this program, it will refer to the series of phases proposed by borg and gall, but with little modifications to the needs of the study. in this research, program development program which is done is as follows: 1. conduct a preliminary study to collect information through, (1) need assessment, and (2) formulate the problem. 2. planning, that is by identifying and defining the model of annual program of guidance and counseling in higher education and the formulation of goals. couns-edu  the international journal of counseling and education vol.3, no.3, 2018 development of annual program guidance and counseling in higher education | 111 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180317130 3. develop the initial product type that is the annual model of guidance and counseling program in higher education 4. feasibility test, at this stage the initial draft of guidance and counseling program of learning is validated through two stages: theoretical validation and validation of practitioners. a) expert validation, the initial draft of the annual model of guidance and counseling courses in higher education will be validated by two theorists to obtain assessment, feedback and suggestions as a revised material of the developed program. the draft model of an annual program of guidance and counseling in a university that has been validated by experts in theory is then revised in accordance with the advice and input of both experts. b) validation of practitioners, draft model of annual program of guidance and counseling at higher education that have been revised in accordance with suggestions and input from experts then discussed in the focus group discussion (fgd) forum by practitioners to get qualitative assessment. the draft model of guidance and counseling programs at higher education that have been given input by practitioners is then discussed with a counselor in ulbk for improvement and adjustment of circumstances in the higher education. 5. revision of the final product, final product revision is made based on analysis, discussion and input of validation activity result. 6. final program, final program is a model of guidance and counseling programs in higher education based on the results of validation, discussion, analysis, and revision. 7. dissemination and implementation the research and development model of borg and gall in the development of guidance and counseling programs in higher education is not carried out until the dissemination and implementation stage of the product due to several considerations including: a) in terms of time to implement the model of guidance and counseling programs in higher education takes a long time that is for six months. b) theoretically the research and development as described by borg and gall has 10 steps one step at stage four is product validation. until this stage there has been a product that has been produced but has not been tested its effectiveness. however, the resulting product has been tested its feasibility by validators through theorists and practitioners. results and discussions in this section will be described data test results obtained from expert guidance and counseling and, prospective users of the product counselors at ulbk universitas negeri yogyakarta and universitas sebelas maret surakarta. experimental and counseling expert test data were obtained from two guidance and counseling experts. test data of prospective users of the product were obtained from two counselors at ulbk universitas negeri yogyakartaand one counselor at ulbk universitas sebelas maret surakarta. 1. description of results of annual program model development guidance and counseling before validation the annual model of guidance and counseling programs at universitas negeri yogyakarta and sebelas maret university will be based on the comprehensive guidance and counseling program according to norman c. gysbers. this comprehensive guidance and counseling program has four components, namely: (1) basic services, (2) responsive services, (3) individual planning, (4) system support (gysbers & henderson, 2014, p. 72). the guidance and counseling program has the following structure: (a) rationale, (b) legal basis, (c) vision and mission, (d) description of requirement, (e) objective, (f) service area, (g) operational plan (h) development of themes / topics, (i) evaluation, reporting and follow-up, (j) facilities and infrastructures, (k) budget costs. the instruments used in this study are the inventori tugas perkembangan perguruan tinggi (itp pt) and alat ungkap masalah umum perguruan tinggi (aum umum pt. in addition, there are drawing attention is all the development process up to the implementation of guidance and counseling program, which is given a touch of technology and information. 2. exposure data validation test result experimental data obtained through the assessment of acceptability of the annual program model of guidance and counseling at university of yogyakarta and universitas sebelas maret surakarta were analyzed quantitatively by using inter-rater aggrement model analysis in order to see the couns-edu  vol.3, no.3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu fandy kurniawan development of annual program guidance and counseling in higher education | 112 indonesian counselor association (iki) | doi: 10.23916/0020180317130 reliability level of the guidance based on the assessment of two experts. data analysis techniques using inter-rater aggrement model (gregory, 2013) are presented as follows: figure 1. inter-rater agreement model after the assessment of acceptability of the annual program of guidance and counseling at universitas negeri yogyakarta and universitas sebelas maret surakarta from the first expert and the second expert was analyzed, the data obtained as follows: table 1. tabulation of acceptability assessment results relevance tally amount a 0 b 0 c iiii iii 8 d iiii iiii iiii i 26 based on the results of the tabulation of acceptability assessment by the first expert and the second expert, then to determine the expert test result index can use the following formula: expert test index= d a+b+c+d by using the formula can be seen that the index of expert test results of 0.76, it can be concluded that the annual model of guidance and counseling programs at universitas negeri yogyakarta and universitas sebelas maret surakarta have a high validity or good, because the category of test index validity model annual program of guidance and counseling at universitas negeri yogyakarta and universitas sebelas maret surakarta conducted by the expert refers to the classification of validity put forward by guilford (1956), namely: 0.80 <rxy≤ 1.00 is categorized as having very high (very good) validity, 0, 60 <rxy≤ 0.80 is categorized as having high validity (good), 0.40 <rxy≤ 0.60 is categorized as having moderate (moderate) validity, 0.20 <rxy≤ 0.40 is categorized as having low validity (less), 0 , 00 <rxy≤ 0.20 is categorized as having very low validity (ugly), and rxy ≤ 0,00 is categorized as invalid. although the overall model of guidance and counseling programs at higher education that have been developed as a whole has been considered feasible, experts and practitioners continue to offer suggestions and criticisms that can be used to improve the model of the annual guidance and counseling program at higher education. . the validation results of this annual model of guidance and counseling program developed, further strengthened with the results of previous research. among the research conducted by luky kuriawan entitled "development of comprehensive guidance and counseling services program in sma". the research uses standard instruments to reveal the needs of high school students, to be used by teachers of counseling and counseling in the high school. the results obtained an assessment of 81.96 and based on defined effectiveness criteria included in either category or eligible to be implemented (kurniawan, 2015, pp. 1–3). a b c d high relevance (3-4) expert opinon 1 low relevance (1-2) high relevance (3-4) low relevance (1-2) expert opinion 2 couns-edu  the international journal of counseling and education vol.3, no.3, 2018 development of annual program guidance and counseling in higher education | 113 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180317130 furthermore there is research from hardi santosa. the study is entitled "personal social counseling and counseling program to develop sexual behavior of adolescent health (development study in high school sma kartika siliwangi 1 bandung)". this study aims to produce a program of personal social counseling and counseling from the results of need assessment which aims to develop students' healthy sexual behavior. the results of the study showed: (1) in general the student's sexual behavior is at the level of alert towards the need for development; (2) the handling of student sexual behavior problems is carried out with responsive service with reactive sporadic approach; (3) guidance and counseling program at sma kartika siliwangi 1 bandung has not yet used a new paradigm of comprehensive guidance and counseling with prevention and development approach; (4) personal-social guidance and counseling programs to develop healthy sexual behavior of adolescents refers to comprehensive counseling and counseling with a prevention and development-oriented approach; and (5) personal-social counseling and counseling programs have proven to be effective in developing healthy student sexual behavior. (santosa, 2013, pp. 1–3). based on the above explanation, including exposure of the validation test of the annual program model of guidance and counseling and the results of previous research, making the model of the annual program of guidance and counseling at universitas negeri yogyakarta and university sebelas maret surakarta become more stable and fit to be used as a reference for counselors at upt lbk university in carrying out guidance and counseling services. conclusions this research and development has resulted in the product of an annual program model of guidance and counseling in higher education. this product is developed in order to be used as an annual model of guidance and counseling which is prepared based on the instrument need assessment that has been standard and valid. so it is expected to be a reference for ulbk counselors in providing optimal service for students. the process for producing this product can be explained as follows: 1. expert test results concluded that the product has fulfilled the content validity of 0.76 or can be categorized valid (good). the product is enhanced by making improvements from some of the criticisms and suggestions provided by experts. 2. focus group discussion (fgd) results from practitioners concluded that the product can be categorized well. according to the assessment of ulbk counselor of universitas negeri yogyakarta and universitas sebelas maret surakarta as practitioners, it is concluded that the product can be categorized well, but needs to be refined by making improvements given by practitioners until the final product is ready for use. references borg, w. r., & gall, m. d. (1983). educational research: an introduction. longman publishing. gibson, r. l., & mitchell, m. h. (2016). bimbingan dan konseling. pustaka pelajar. gladding, s. (2015). konseling: profesi menyeluruh (alih bahasa oleh winarno dan lilian yuwono). indeks, ed.). jakarta. gregory, r. j. (2013). tes psikologi sejarah, prinsip, dan aplikasinya. jakarta: penerbit erlangga. gysbers, n. c., & henderson, p. (2014). developing and managing your school guidance and counseling program. john wiley & sons. han, s., & heo, j. (2008). career counseling on campus in south korea. career planning & adult development journal, 24(4), 57–64. retrieved from https://ezp.lib.unimelb.edu.au/login?url=https://search.ebscohost.com/login.aspx?direct=true&db =ehh&an=44007862&site=eds-live&scope=site kemer, g., & myers, j. e. (2011). application of developmental counseling and therapy to turkish college students. procedia social and behavioral sciences, 30, 1153–1160. https://doi.org/10.1016/j.sbspro.2011.10.225 kurniawan, l. (2015). pengembangan program layanan bimbingan dan konseling komprehensif di sma. | jurnal psikologi pendidikan & konselin, 1(1), 1–8. litzelman, d. k., gardner, a., einterz, r. m., owiti, p., wambui, c., huskins, j. c., … umoren, r. a. (2017). on becoming a global citizen: transformative learning through global health couns-edu  vol.3, no.3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu fandy kurniawan development of annual program guidance and counseling in higher education | 114 indonesian counselor association (iki) | doi: 10.23916/0020180317130 experiences. annals of global health. https://doi.org/10.1016/j.aogh.2017.07.005 rockland-miller, h. s., & eells, g. t. (2010). the implementation of mental health clinical triage systems in university health services. journal of college student psychotherapy, 20(4), 39–51. https://doi.org/10.1300/j035v20n04_05 rückert, h.-w. (2015). students׳ mental health and psychological counselling in europe. mental health & prevention, 3(1–2), 34–40. https://doi.org/10.1016/j.mhp.2015.04.006 santosa, h. (2013). program bimbingan dan konseling pribadi sosial untuk mengembangkan perilaku seksual sehat remaja. universitas pendidikan indonesia, 2(1). sudarman, p. (2004). belajar efektif di perguruan tinggi. bandung: simbiosa rekatama. sukmadinata, n. s. (2009). metode penelitian pendidikan. program pascasarjana universitas pendidikan indonesia dengan pt remaja rosdakarya. sun, v. j., & yuen, m. (2012). career guidance and counseling for university students in china. international journal for the advancement of counselling, 34(3), 202–210. https://doi.org/10.1007/s10447-012-9151-y the jed foundation and education development center inc. (2006). 2006 mtvu college mental health study: stress, depression, stigma & students. retrieved september 26, 2017, from http://cdn.halfofus.com/wp-content/uploads/2013/10/2006-mtvu-college-mental-health-studyexecutive-summary-final.pdf the jed foundation and education development center inc. (2011). campus mental health action planning. retrieved september 25, 2017, from https://www.jedfoundation.org/wpcontent/uploads/2016/07/campus-mental-health-action-planning-jed-guide.pdf couns-edu the international journal of counseling and education vol.4, no.3, 2019, pp. 94-101 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020190421330 received on 06/18/2019; revised on 07/17/2019; accepted on 08/15/2019; published on: 09/15/2019 94 development and validation of modules improving selfawareness excellent services of academic staff taufik taufik 1*) , rima pratiwi fadly 2 , yola eka putri 3 123 universitas negeri padang, indonesia *)corresponding author, e-mail: taufik@konselor.org abstract the purpose of this study was to increase self-awareness of education personnel and help them offer excellent service to students in the university. it aims to: (1) describe the module design to increase self-awareness of excellent service for education personnel (2) perform module validation tests and (3) conduct module reliability tests. the study used the research and development (r&d) method. it was descriptive and involved four experts and 12 education staff at universitas negeri padang as the subjects. the instruments used include (1) validity testing instruments module contents (2) ifdil & taufik self-awareness inventory and (3) module instruments. the results show that self-awareness improvement module for excellent services education personnel can be accepted and be used in selfawareness programs for the staff. keywords: modul, self-awareness, excellent services, education personnel how to cite: taufik, t., fadli, r., & putri, y. (2019). development and validation of modules improving self-awareness excellent services of education personnel. couns-edu: international journal of counseling and education, 4(3): pp. 94-101. doi: https://doi.org/10.23916/0020190421330 this is an open-access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium provided the original work is properly cited. ©2019 by author. introduction education personnel refers to members of the community devoted and appointed to support the implementation of education (lestari, 2011; mamulati, triyuwono, & mulawarman, 2016; ningrum, 2016; rahman, 2010; sholeh, 2013). they are responsible for carrying out administration, management, development, supervision and technical services to support the education process in education units (danumiharja, 2014; r. septiana, 2013; susongko, 2016). education personnel has an important role in the proper implementation of the education process. to effectively achieve this objective, they need emotional intelligence. generally, emotional intelligence impacts work commitment and have the potential to improve the work performance of education personnel (efendi, 2013; supriyanto & troena, 2012; yudhaningsih, 2011). self-awareness is an aspect of emotional intelligence and people with this ability recognizes their emotions (daud, 2012; yuniani & pamudji, 2010). however, it is not easy to determine whether someone has self-awareness. the ability to monitor feelings regularly is important for psychology and selfunderstanding in work or education personnel (rahmasari, 2016). self-awareness is the ability to know what you feel inside and use it to guide your decision making, have realistic benchmarks for abilities and strong self-confidence (gipps, 2002). a person can understand the various potentials in him regarding the strengths they have and their weaknesses (nguyen et al., 2016). http://dx.doi.org/10.23916/0020190421330 couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 development and validation of modules improving self-awareness excellent services of education personnel | 95 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421330 people with high self-awareness 1) understand their strengths, weaknesses, values , and motives; 2) measure mood and understand how it affects others, 3) receive feedback from others on how to improve; 4) able to work even under uncertainty; 5) show a sense of humor; 6) understand various factors that make them liked; and 7) use pressure on members of the organization (chow, 2019; xu & chan, 2017). therefore, individuals with high self-awareness have strengths and weaknesses. self-awareness is nothing more than a perception of the inner mental state of the subject. based on the timeframe, there are three levels of self-awareness. the first one arises after the release of emotion (rifani, 2016). the second one arises when we feel something emotionally while the third one comes before we do anything (prastika, 2016). to reach a stage of self-awareness, people need experience and social interaction (rusuliana, 2015; n. z. septiana, 2016). a person can express thoughts, feelings, ideas, or resentment to others to receive attention or feedback. self-awareness is very important in improving service quality. according to (taufik, ifdil, & netrawati, 2017), officers with self-awareness tend to improve the quality of service as indicated by the customers’ satisfaction. service quality improvement can be achieved in case there is an employee's selfawareness of the services provided. however, the same study indicated that only 28.7% of respondents had high self-awareness. for this reason, this study carried out the development and validation of the module to increase self-awareness excellent service of education personnel. this module could be used as one of the guidelines for education personnel to train themselves and increase self-awareness. method this study was conducted using a development research design in education (anderson & shattuck, 2012; buchori et al., 2017; richey & klein, 2014). research and development (r&d) method was used (day, fleenor, atwater, sturm, & mckee, 2014; mcdonough & mcdonough, 2014; mead, 2017; richey & klein, 2014). this study specifically aims to (1) describe the module design to increase self-awareness of the prime service of teaching staff (2) conduct a module validation test and (3) carry out a module reliability test. to validate the contents of the module, four experts were selected, and to test the validity and reliability of items, individual experiments were carried out on 12 education staff at padang state university. the instruments used include (1) instrument content validity test instrument (2) ifdil & taufik self awareness inventory and (3) instrument reliability module. data were analyzed by the wilcoxon test. the results showed the self awareness improvement module for the best service education personnel was acceptable and could be used in self-awareness programs for education staff in service provision. analysis of the data used is descriptive, to illustrate the feasibility of the module according to the expert. result and discussion self-awareness module design this is the structure used to make guidance for facilitators to use and improve their knowledge, competencies, and skills in carrying out exercises that improve and optimize the self-awareness of education personnel. this module discusses aspects that need to be improved, including procedures and efforts to develop skills, increase knowledge and advanced training. it can be used by facilitators to develop and improve participants' insights and knowledge and skills to have self-awareness and offer excellent services. all the necessary materials are contained in this module with 7 items and 23 activities. coaching module improvement of self-awareness excellent service educational staff comprises seven sub-modules. this includes self awareness, belief on self ability, optimistic, aim, responsible, rational and realistic, and skill. each of the seven sub-modules has objectives and activities along with the steps to be followed. this includes; stage 1: self awareness self awareness is a module that emphasizes individual understanding of the aspects possessed, such as selfhood, knowledge, and skills to be optimized to provide an excellent service for education personnel. couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu taufik taufik, et. al development and validation of modules improving self-awareness excellent services of education personnel | 96 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421330 stage 2: confidence in yourself self-confidence is related to self-efficacy, which means an individual's subjective beliefs to be able to overcome various problems or tasks and carry out activities oriented towards achieving the desired goals (rustanto, 2017). table 1. module items name of activity objective time knowing self awareness increasing self-awareness of education personnel to optimize work 60 minutes excellent service concept increase self-awareness of education personnel to provide excellent service 60 minutes ikhlas work increasing sincerity in education personnel in daily life and specifically working 60 minutes who am i improve the skills of participants to increase selfawareness 60 minutes tips to become an attractive person improve the skills of participants to increase selfawareness 60 minutes become a beneficial person improve the skills of participants to increase selfawareness 60 minutes working is worship increase self-awareness of education personnel 60 minutes i can do it increase self-awareness of education personnel 60 minutes positive thinking increase optimism of education staff with positive thinking 60 minutes work reflects me! i reflected work results! improve the skills of educators to do work as a form of identity 60 minutes work sincerely, work smart improve the skills of education personnel to understand and implement honesty and work smart 60 minutes change or die? improve participants 'skills to arouse confidence to work well 60 minutes impossible is nothing improving participants' skills to analyze conditions in work and think nothing is impossible to spur good performance in work 60 minutes primaku service improve the skills of participants to work with excellent service to increase performance and professionalism 60 minutes soul art serving improve participants' skills related to art in serving as educators 60 minutes let's open increase self-awareness of education personnel to be objective in an open way to work 60 minutes stop gratification, corruption, collusion, and nepotism increasing self-awareness of education personnel to be more objective by avoiding acts of gratuity, corruption, collusion, and nepotism in work 60 minutes totality increase self-awareness of education personnel to be more objective by building attitudes of totality in work 60 minutes money is not everything increase self-awareness on the basis and responsibilities of work and not for money alone 60 minutes helps that worship increase self-awareness for the need for sincerity and altruism in work 60 minutes risk of part of work increase self-awareness that every job has certain risk consequences that need to be understood 60 minutes stop complain increase participants' understanding of stopping complaints 60 minutes serving is beautiful improve the skills of participants in serving 60 minutes act improve the skills of participants related to act 60 minutes miracle words boost participants' skills in using miracle words 60 minutes look at me improve participants' skills in attracting positive attention 60 minutes smile exercise enhance the skills of participants in smiling 60 minutes 3m increase participants' understanding of 3m 60 minutes soft skill improve and develop soft skills so that 60 minutes couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 development and validation of modules improving self-awareness excellent services of education personnel | 97 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421330 stage 3: optimistic optimism is a module that emphasizes the belief in everything in terms of good and pleasant and always has positive expectations in everything that provides service. stage 4: objective the objective is a module that emphasizes a person's positive attitude in dealing with a situation. objective attitudes can be seen from one's habits in expressing things as they are without personal feelings (anwar, 2009). stage 5: responsible responsible is a module that emphasizes the development of individual attitudes and characters to bear compensation and risk from each step or decision taken. stage 6: rational and realistic this module emphasizes being rational and realistic. based on kbbi, rational means according to the mind and logical considerations; a healthy mind; and fit with reason. rational involves making consistent choices and maximizing values within certain limits while real means natural (pricila, ulfah, & basri, 2013). stage 7: skill this module emphasizes skills. these are abilities and knowledge possessed or gained by a person to do a particular job or task (motowidlo & kell, 2012; robles, 2012). learning skills requires practice and is always associated with psychomotor humans. it is impossible to learn a skill just by listening to someone talking, seeing a demonstration, or just reading a book without practicing (elnaga & imran, 2013). validity test module improvement of self-awareness excellent service of education personnel expert test module increasing self-awareness excellent service educational staff product revision is carried out based on the results of the module feasibility test by experts. data on the results of the feasibility test are compiled based on an assessment questionnaire filled by four experts. data collection for the feasibility stage was carried out on february 6, 2017, until february 8, 2017. the results of the expert evaluation of all aspects of the instrument were collected and used as a reference in revising the products compiled. this made the formulation of modules suitable for use by the facilitators. table 2 presented the results of the expert feasibility test about the assessment of the self-awareness improvement module excellent service of education personnel. table 2. feasibility test results of product content by experts no experts score percentage expert opinion 1 first expert 23 92 be accepted 2 second expert 22 88 be accepted 3 third expert 22 88 be accepted 4 fourth expert 20 80 be accepted total 87 be accepted based on table 2, the module has high content feasibility since the four experts gave a positive response with an average of 87%. therefore, the module constructs can be used by facilitators to increase self-awareness of the excellent service of education personnel. participants can take on the role of a professional reliable in technical matters and very skillful in dealing with others eye contact improve and understand the language conveyed by others through eye contact 60 minutes couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu taufik taufik, et. al development and validation of modules improving self-awareness excellent services of education personnel | 98 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421330 the validity of the constants was calculated using the formula the results of calculations based on the measured aspects are shown in table 3. table 3. results of the feasibility test of product content by experts based on content no statement agreement a.i% a.ii% a.iii% a.iv total judgment 1. fill in the module according to the target population 100 100 100 80 95 be accepted 2. the module contents can be implemented well later 80 80 80 80 80 be accepted 3. fill in the module according to the time allocated 100 80 80 80 85 be accepted 4. the contents of the module can be used as information material to improve the self-awareness of the excellent service of education personnel 80 100 80 80 85 be accepted 5. the contents of the module can be used to help education personnel provide excellent services to the targets. 100 80 100 80 90 be accepted total 92 88 88 80 87 be accepted based on the results of the calculations in table 3, the average level of approval in item 1 shows that the design module increased self-awareness of excellent service educational staff. it is at a level feasible to be used by facilitators to increase trust, knowledge, and skills in offering excellent service by education personnel. the average level of approval in item 2 is considered feasible to be used by facilitators. the average level of approval in item 3 shows the module has been designed under the time required, which is feasible. in item 4, the contents of the module information material increase the trust, knowledge, and skills of participants in conducting counseling services. education staff services are 85% and therefore the module is approaching a feasible category. it can be used as information material to increase participants' trust, knowledge, and skills in conducting educational service counseling. the average level of approval in item 5 shows the module is suitable for use to increase the participants' trust, knowledge, and skills in conducting educational counseling services. the expert’s assessment of the product developed reached 87%, showing it is in a workable assessment category. an open questionnaire provided data in the form of comments and suggestions from the four experts on the product developed. the four experts provide positive comments and suggestions, and therefore the research product is a self-awareness improvement module of excellent services education personnel tested and content-worthy. based on the results of the data at the feasibility test stage, the product was revised. product revision activities aim to make improvements to improve the modules prepared based on the input from experts. the input is presented as (1) pay attention and check the writing of the material with correct and standard written procedures, (2) focus on the synchronization of contents (3) check systematics, plagiarism, writing/language, and eyd, (4) pay attention to writing synchronization, and (5) pay attention to the module steps. the module is made as an improvement to be implemented at the usage test stage for the facilitator to see the use of the product. the research product produced in this study is the self-awareness improvement module of excellent services for education personnel. the results show that the modules compiled by experts have reached the feasible criteria. this is evidenced by the average value of the entire couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 development and validation of modules improving self-awareness excellent services of education personnel | 99 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421330 product of 87% which is in a decent category. the feasibility values provided by these experts are based on objectivity to the contents of the module. according to the results of the feasibility test, the module developed has fulfilled one of the necessary characteristics, which is self-contained. this means that all the required learning material is contained in the module, providing an opportunity to thoroughly comprehend the material packed into an intact unity (edaran, smk, kurikulum, & kejuruan, 2015). furthermore, in the implementation aspect of the module developed, the facilitator can be operationalized. education personnel might utilize the developed modules, and this is in line with the characteristics of the module that needs to meet the rules of user-friendliness (edaran, et al., 2015). every instruction and information exposure appears helpful and friendly to the user, including the ease of responding and access as desired. the use of simple and easy to understand language, and commonly used terms is one of the user-friendly forms. additionally, the assessment provided by experts related to several aspects, including the usefulness, contents, and objectives of the modules, the use of language, and the material presented show the assessment is above the feasibility standard. this shows that the self-awareness improvement module of excellent services education personnel deserves to be utilized. pre results analysis and post module trial test identification of participants' self-awareness before and after the module training provides excellent service to education personnel. the determination of differences before and after the training was carried out using wilcoxon's signed rank test statistical analysis technique through the spss version 20.00 computer program. the results obtained show sig. (2tailed) skill level of participants in providing excellent service of education staff before and after attending the training was 0.002 or probability below alpha .05 (.002 <.05). therefore, there are significant differences in the participants' self-awareness before (pretest) and after (posttest) training. table 4 shows the direction of the difference, whether a pretest or a higher posttest. table 4. directions for differences in pretest and posttest competence of education personnel before and after attending the self-awareness improvement module of excellent services education personnel training. ranks n mean rank sum of ranks after-before negative ranks 0 a ,00 ,00 positive ranks 12 b 6,50 78,00 ties 0 c total 12 a. self-awareness and skill level of participants after the training <self-awareness and skill level of participants before the training b. self-awareness and skill level of participants after the training> self-awareness and skill level of participants before the training c. self-awareness and skill level of participants after the training = self-awareness and skill level of participants before the training from table 4, the positive range shows the number 12b, meaning that all the 12 participants have higher competency after the training. based on the results of the statistical test analysis using the wilcoxon sig rank test, there are significant differences in self-awareness between the results of before and after the module training. this means that the participants' self-awareness and skills related to the excellent service of education personnel have increased after participating in the training. therefore, the module has been successful in increasing self-awareness of the excellent service of education personnel. conclusion this study concludes that the self-awareness improvement design module tested has worthy of content. furthermore, the results of the self-awareness improvement module superior service from couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu taufik taufik, et. al development and validation of modules improving self-awareness excellent services of education personnel | 100 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421330 education personnel can be used for self-awareness, knowledge, and skills of participants to provide excellent education services. the results of the feasibility test show that the module developed has fulfilled several characteristics. also, the results of the experiment show that the self-awareness and skills of the participants related to the excellent service of the teaching staff increased after the training. this research recommends further testing of the effectiveness of the module for better results. references anderson, t., & shattuck, j. (2012). design-based research: a decade of progress in education research? educational researcher, 41(1), 16-25. buchori, a., setyosari, p., dasna, i. w., ulfa, s., degeng, i. n. s., sa'dijah, c., . . . karangtempel, s. t. (2017). effectiveness of direct instruction learning strategy assisted by mobile augmented reality and achievement motivation on students' cognitive learning results. asian social science, 13(9), 137-144. chow, g. m., & luzzeri, m. (2019). post-event reflection: a tool to facilitate self-awareness, selfmonitoring, and self-regulation in athletes. journal of sport psychology in action, 1-13. danumiharja, m. (2014). profesi tenaga kependidikan. yogyakarta: deepublish. daud, f. (2012). pengaruh kecerdasan emosional (eq) dan motivasi belajar terhadap hasil belajar biologi siswa sma 3 negeri kota palopo. jurnal pendidikan dan pembelajaran (jpp), 19(2), 243-255. day, d. v., fleenor, j. w., atwater, l. e., sturm, r. e., & mckee, r. a. (2014). advances in leader and leadership development: a review of 25 years of research and theory. the leadership quarterly, 25(1), 63-82. edaran, s., smk, d. p., kurikulum, t. p., & kejuruan, p. m. (2015). direktorat jenderal pendidikan dasar dan menengah. efendi, v. a. (2013). pengaruh faktor-faktor kecerdasan emosional pemimpin terhadap komitmen organisasional karyawan di universitas kristen petra. agora, 1(1), 801-807. elnaga, a., & imran, a. (2013). the effect of training on employee performance. european journal of business and management, 5(4), 137-147. gipps, c. (2002). beyond testing: towards a theory of educational assessment: routledge. lestari, s. (2011). strategi pemasaran sekolah di sma batik 1 surakarta. universitas muhammadiyah surakarta. mamulati, i., triyuwono, i., & mulawarman, a. d. (2016). fenomenologi sumber daya manusia sebagai aset intelektual dalam amal usaha muhammadiyah. jurnal akuntansi dan investasi, 17(1), 93-103. mcdonough, j., & mcdonough, s. (2014). research methods for english language teachers: routledge. mead, r. (2017). statistical methods in agriculture and experimental biology: chapman and hall/crc. motowidlo, s. j., & kell, h. j. (2012). job performance. handbook of psychology, second edition, 12. nguyen, j., moorhouse, m., curbow, b., christie, j., walsh-childers, k., & islam, s. (2016). construct validity of the ehealth literacy scale (eheals) among two adult populations: a rasch analysis. jmir public health and surveillance, 2(1). ningrum, e. (2016). pengembangan sumber daya manusia bidang pendidikan. jurnal geografi gea, 9(1). prastika, n. d. (2016). emosi positif pada perawat di rumah sakit umum daerah abdoel wahab sjahranie samarinda. paper presented at the seminar asean second psychology & humanity. pricila, a., ulfah, m., & basri, m. (2013). pengaruh pergaulan teman sebaya terhadap rasionalitas ekonomi mahasiswa pendidikan ekonomi fkip untan. jurnal pendidikan dan pembelajaran, 2(3). rahman, t. (2010). studi pengembangan kualitas pendidik dan tenaga kependidikan melalui pendidikan dan pelatihan di ma darun najah ngemplak pati. iain walisongo. rahmasari, l. (2016). pengaruh kecerdasan intelektual, kecerdasan emosi dan kecerdasan spiritual terhadap kinerja karyawan. majalah ilmiah informatika, 3(1). richey, r. c., & klein, j. d. (2014). design and development research: methods, strategies, and issues: routledge. rifani, r. (2016). dinamika emosi pada orang dengan hiv aids (odha)(studi kasus di kota banjarmasin. robles, m. m. (2012). executive perceptions of the top 10 soft skills needed in today’s workplace. business communication quarterly, 75(4), 453-465. rustanto, a. e. (2017). kepercayaan diri dan efikasi diri terhadap kematangan karir mahasiswa di politeknik lp3i jakarta kampus jakarta utara. jurnal lentera bisnis, 5(2), 1-11. couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 development and validation of modules improving self-awareness excellent services of education personnel | 101 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421330 rusuliana, d. (2015). hubungan antara kecerdasan emosional dengan interaksi sosial siswa smk muhammadiyah 2 sumberrejo bojonegoro. uin sunan ampel surabaya. septiana, n. z. (2016). pelatihan ketepatan empati dengan menggunakan model experiential learning untuk siswa smk jurusan keperawatan. didaktika religia, 4(1), 241-267. septiana, r. (2013). pengaruh kepemimpinan kepala sekolah dan motivasi kerja terhadap kinerja guru smp negeri wonosari. sholeh, k. (2013). pengembangan teks materi pembelajaran bahasa indonesia dalam buku ajar berbasis multiple intelligences dalam kurikulum 2013. supriyanto, a. s., & troena, e. a. (2012). pengaruh kecerdasan emosional dan kecerdasan spiritual terhadap kepemimpinan transformasional, kepuasan kerja dan kinerja manajer (studi di bank syari’ah kota malang)‘. jurnal aplikasi manajemen, 10(4), 693-617. susongko, p. (2016). validation of science achievement test with the rasch model. jurnal pendidikan ipa indonesia, 5(2), 268-277. taufik, t., ifdil, i., & netrawati, n. (2017). pengembangan dan validasi ifdil & taufik self awareness inventory (itsai) untuk mengukur self awareness tenaga pendidik di perguruan tinggi. padang: universitas negeri padang. xu, h., & chan, j. k.-s. (2017). developing undergraduates’ self-management and self-awareness abilities through service-learning emerging practices in scholarship of learning and teaching in a digital era (pp. 171-187): springer. yudhaningsih, r. (2011). peningkatan efektivitas kerja melalui komitmen, perubahan dan budaya organisasi. jurnal pengembangan humaniora, 11(1), 40-50. yuniani, a., & pamudji, s. (2010). pengaruh kecerdasan emosional terhadap tingkat pemahaman akuntansi. universitas diponegoro. couns-edu the international journal of counseling and education vol.3, no.4, 2018, pp. 140-146| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180314640 received on 04/14/2018; revised on 05/15/2018/; accepted on 09/28/2018; published on: 12/31/2018 140 promoting interventions to develop religous identity of secondary school students galuh prawitasari *)1 , suwarjo 2 universitas negeri yogyakarta *)corresponding author, e-mail: prawitasari.galuh@gmail.com abstract adolescence is known as the transition from childhood to adulthood. in this period, the adolescent will experience many changes related to their identities in various domains of life, including the religious domain. this study aims to investigate the profiles of religious identity status of early adolescents. a total of 116 secondary school students participated in this study. data were collected by using the scale of religious identity status. the results showed that students‟ religious identity statuses were distributed in four categories: achievement (66%), searching moratorium (23%), foreclosure (10%), and moratorium (1%). implications for guidance and counseling services in secondary school are discussed to promote the development of religious identity of early adolescents. keywords: religious identity, secondary school, guidance and counseling. how to cite: prawitasari, g., & suwarjo. (2018). promoting interventions to develop religous identity of secondary school students. couns-edu: international journal of counseling and education, 3(4): pp. 140-146. doi: https://doi.org/10.23916/0020180314640 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2018 by author. introduction adolescence is a period of identity search. at this period, adolescents will be exposed to many roles and encounter various issues about who they are, what is important to them, and what they want to address in life. erikson (1968) was the first to realize how central such as questions are to understand adolescent development. adolescents able to deal with conflicting roles and identities will have a new and acceptable awareness of themselves, while teenagers who fail through an identity crisis will experience a confusion of identity (santrock, 2014). the work of erikson, identity, further investigated by marcia (1993). he extended erikson‟s concept of identity and concluded the four types of adolescent‟s identity statuses based on the amount of explorations and commitments that adolescents experience or have experienced. exploration refers to the active questioning and weighing of various identity alternatives before deciding about the values, beliefs, and goals to pursue. commitment involves making a firm choice about an identity domain and engaging in significant activities geared toward the implementing of that choice (crocetti et al., 2008). the four marcia‟s identity statuses are diffusion, foreclosure, moratorium, and achievement. these identity statuses represent the way adolescents deal with their identity crises and the extent of adolescents‟ exploration and commitment. specifically, in the diffusion status adolescents have not engaged in a proactive process of exploration of different alternatives, nor have they made a commitment in a specific http://dx.doi.org/10.23916/0020180314640 couns-edu  the international journal of counseling and education vol.3, no.4, 2018 promoting interventions to develop religous identity of secondary school students | 141 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314640 identity domain. in the foreclosure status, adolescents have made a commitment without exploration. in the moratorium status, adolescents are actively exploring various alternatives and have not yet made a commitment. in the achievement status, adolescents have made a commitment to a specific identity domain, following a period of active exploration (crocetti et al., 2008). papalia & feldman (2015) argued that adolescent in diffusion status does not have a high degree of seriousness in considering choices and also avoid commitment. conversely, an adolescent who has made a choice and expressing his commitment to his choice is said to have an achievement status. the original concept of marcia‟s identity status further elaborated by crocetti et al.(2008) who extended marcia‟s previous two-dimensional model (commitment and exploration) to the threedimensional model (commitment, in-depth exploration, and reconsideration of commitment). their recent work was based on empirical evidence which revealed two contrasting facets of this status. the moratorium is defined, theoretically, as a positive or adaptive status in the developmental trajectory from diffusion to achievement. the positive aspect of the moratorium is consistent with findings demonstrating that individuals in this status were similar to their peers in the achievement status on a number of variables, such as autonomy, moral reasoning, low authoritarianism, and warm, intimate relationships (crocetti et al., 2008). on the other hand, the moratorium is defined as the status indicative of an „„identity crisis‟‟. previous research has consistently demonstrated that being in the moratorium status is accompanied by some negative characteristics, such as the highest level of depression and substance use(luyckx et al., 2005),elevated existential anxiety (berman et al., 2006; crocetti et al., 2009), lower levels of adjustment (luyckx et al., 2008). the moratorium status also tend to be more neurotic ans less extraverted, open, and agreeable while conversely for adolescents with strong commitments (meeus, 2011). the three-dimensional model results to five, rather than four identity status. the achievement status would be characterized by high commitment, high in-depth exploration, and low reconsideration of commitment. the foreclosure status would be characterized by high commitment, low to moderate indepth exploration, and low reconsideration of commitment. the moratorium status would be characterized by low commitment, low in-depth exploration, and high reconsideration of commitment. the diffusion status would be characterized by low commitment, low in-depth exploration, and low reconsideration of commitment. finally, the fifth new status, searching moratorium, would be characterized by high commitment and high in-depth exploration (as for the achievement status) but also high reconsideration of commitment (as for the moratorium status). several findings from recent studies have demonstrated the correlation between identity status in adolescence and psychological well-being. adolescents with achieved identity status show high scores in various aspects of psychological function (such as self-esteem, internal locus of control, psychological wellbeing, satisfaction of life, realization, and adjustment). the “achieved” adolescents also have a positive personality profile and a high level of awareness and emotional stability. in contrast, adolescents with diffusion identity status have low self-esteem, internal locus of control, and psychological well-being scores and show a high tendency to engage in antisocial behavior and health-related risk behaviors, such as drug abuse (schwartz et al., 2011; meeus, 2011). the identity status of adolescents in a domain may differto any other domains (goossens, 2001; fadjukoff, pulkkinen, & kokko, 2005). an adolescent can have achieved identity status on a single domain, but diffused on other domains. there are at least eight identity status domains that commonly studied by recent scholars. according to marcia (2001), one of the strategies to choose a domain is by assessing the domain that considered being important in a certain period. religious is an ideological domain that considered to be important in adolescence. an individual may be examining self-definition attributes in domains such as vocational choice, ideology, sexuality, family roles, and/or sex-role preference during this period (marcia, 1993). in addition, a thorough understanding of adolescents‟ religious experiences is important given the substantial identity development that occurs during this period (fowler & dell, 2006). cohen-malayev et al. (2014) refer the term of religious identity to an individual‟s religious self-definition and to the significance ascribed to religion in couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu prawitasari, g., & suwarjo promoting interventions to develop religous identity of secondary school students | 142 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314640 one‟s self-definition, whereas grifftih & griggs (2001) specifically defined religious identity status as a conceptual framework defined by exploration and commitment within the specific domain of religion. religious identity as well has been proved to relates positively to psychological well-being parameters (e.g. abu-rayya & abu-rayya, 2009; francis & katz, 2002; francis & robbins, 2000; hackney & sanders, 2003; helm, hays, flint, koenig, & blazer, 2000; koenig & larson, 2001; leondari & gialamas, 2009; lewis, maltby, & day, 2005;swinton, 2001), self-esteem, positive affect, and meaningfulness (davis & kiang, 2016; chan, tsai, & fuligni, 2014). these studies affirm the importance of religious domain to the identity development in adolescence. the aim of this study is to investigate the profiles of religious identity status of early adolescents. it is important to figure out the religious identity status since it was related positively to many psychological well-being parameters. by mapping adolescent‟s religious identity status, the guidance and counseling teacher can propose several appropriate interventions to foster the development of religious identity into achievement status. method participants the participants of this study were 116 secondary school students in sleman, yogyakarta. the age range of student participant was 12–17 years (m = 14.19, sd = .99). instruments religious identity status was measured by using the religious identity status scale (riss). riss was based on five identity status model (crocetti, et al., 2008) which consist of 38 items (α =.663). the favorable items were responded to a 4-point scale from 1 (strongly disagree) to 4 (strongly agree) and conversely for the unfavorable items. the measure is comprised of three subscales, including commitment (21 items), in-depth exploration (11 items), and reconsideration of commitment (6 items). data analysis there are two main processes of the data analysis. first, descriptive statistic analysis is employed to determine the religious identity status of each participant. the participant‟s total score of each subscale will be categorized as high or low based on criteria below. table 1. categorization of participant‟s scores subscale level score commitment (co) high 52.5-84 low 21-52 in-depth exploration (ie) high 27.5-44 low 11-27 reconsideration of commitment (rc) high 16-24 low 0-15 based on score‟s level above, the participantwill be classified into one of five identity statuses (achievement, searching moratorium, moratorium, foreclosure, or diffusion) based on criteria of table 2. table 2. religious identity status classification status level of scores achievement high co, high ie, low rc searching moratorium high co, high ie, high rc moratorium low co, high ie, high rc foreclosure high co, low ie, low rc diffusion low co, low ie, low rc couns-edu  the international journal of counseling and education vol.3, no.4, 2018 promoting interventions to develop religous identity of secondary school students | 143 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314640 results and discussions the the descriptive statistic analysis of religious identity scale revealed that majority of students were in achievement religious identity status (66%). the second majority students were in searching moratorium status (23%), while only few students were in foreclosure status (10%) and moratorium status (1%). none of students represented the diffusion status. figure 1. religious identity status profiles of secondary school students in sleman, yogyakarta each of the statuses represent its specific psychosocial problems. adolescents in achievement and foreclosure status are characterized by low levels of psychosocial problems and indicated a condition of identity stability. however, the foreclosure adolescents are less extroverted, agreeable, conscientious, and open to experience than adolescents in achievement. on the other hand, adolescents in searching moratorium and moratorium status report more psychosocial problems, both internalized and externalized behaviors. therefore, these two types of the moratorium represent a condition of identity instability, which is indicated by the high symptoms of depression and anxiety. however, the moratorium adolescents appeared to be much more troubled than the searching moratorium cluster, as revealed by higher scores on several psychosocial problems (crocetti et al., 2008). although adolescents in achievement status were the healthiest individuals as they indicated lower psychosocial problems than any other identity status, the existence oftheir current statuses may change as the characteristic of identity formation during adolescence and early adulthood is not permanent for later life periods (mcadams & cox, 2010). according to marcia (1994 in santrock, 2014), many adolescents who have developed a positive identity follow the “mamacycle”; that is, their identity statuses change from moratorium to achievement to moratorium to achievement. this cycle may recur throughout their lives. marcia (2001) also noted that the first identity status which is formed by an adolescent is not a final identity for him. adolescents who encounter the “mama cycle” will enter a moratorium status before finally achieving a return status. at this moratorium status, adolescents will experience an identity crisis which defined as a period to sort through some meaningful and available alternatives to a certain domain. as a result, adolescents with moratorium status will tend to experience an instability of identity. therefore, it is important to suggest apropriate intervention, which aims to prevent the achieved adolescents from a condition of prolonged identity instability. one of the preventive interventions in guidance and counseling is a group guidance. prayitno & amti (2004) defined guidance as a service delivered by an expert (counselor) for one or group of people 66% 23% 10% 1%0% 10% 20% 30% 40% 50% 60% 70% couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu prawitasari, g., & suwarjo promoting interventions to develop religous identity of secondary school students | 144 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314640 (counselee) in order to facilitate the development of their own self-supporting abilities. specifically, regulation of the minister of education and culture number 111/2014 about guidance and counseling for elementary and secondary schools elucidate group guidance as for the provision of assistance for students (counselee) through small groups of two to ten people in order to prevent any potential problem and to maintain or develop necessary students‟ life skills. a type of group counseling services which enacted as a prevention effort for adolescents in achievement is a group discussion technique. a counselor or guidance and counseling teacher divide the achieved students into several groups and discuss a topic about nurturing the healthy religious identity. adolescents in searching moratorium status differ only in reconsideration of commitment aspect than adolescents in achievement status. a searching moratorium adolescent characterized with a high level of reconsideration of commitment. in contrast, those in achievement status have a low reconsideration of commitment. a high level of reconsideration of commitment indicates a decrease of satisfaction toward adolescents‟ current commitment. however, adolescents in searching moratorium status will continue to carry on the process of in-depth exploration. this condition may lead to a state of identity instability. therefore, the curative type of guidance and counseling service is needed by providing a person-centered approach for individual or group counseling. according to person-centered approach, psychological problems arise as a result of discrepancies between ideal-self and real-self of the counselee. the role of the counselor is to help the counselee to minimize or even eliminate the discrepancies. with regard to the religious identity status, a counselor will help the counselee to identify the ideal-self-image of his or her current religiosity as well as the real-self image. the counselor then seeks to create a counseling atmosphere filled with unconditional positive regard and provides an accurate empathetic understanding of the disequilibrium condition experienced by the counselee. in addition, the counselor also needs to express a genuine to impose the normative restrictions of the counselee‟s dissatisfactions. foreclosure identity status is characterized by the high level of commitment and the low level of indepth exploration and reconsideration of commitment. consequently, the foreclosure adolescents tend to conform to the values shared by the surrounding environment. they are more reluctant to explore deeply their current religious choices because they think that they would feel guilty and anxious if they tried to do such a deep exploration (marcia, 1993). an adolescent with foreclosure religious identity status would encounter a spiritual conformity. according to griffith & griggs (2001), spiritual conformity is the adoption of religious beliefs and behaviors to gain acceptance from others. at this level of spiritual formation, motivation is still external and self-serving. adherence to religious beliefs tends to be superficial and compartmentalized due to a lack of rigorous critique and evaluation. therefore, the required guidance and counseling service for the foreclosure adolescents are a service which aims to enhance adolescents‟ self-confidence. the goal is to make them able to explore their religious beliefs deeply without any feelings of guilt or anxiety. a school counselor may use a variety of techniques to enhance the adolescent‟s self-confidence, such as the asserivve training. according to bishop (1999) assertiveness will develop self-confidence and self-ability to judge, argue, and respect others. other recent studies have been shown that assertive training can be applied to improve students' self-confidence (asrowi, chadidjah,& utami, 2017; turina, giyono, rahmayanti, 2015; indrawati, setyorini, & padmomartono, 2014). the basic assumption of assertive training is that everyone has the right to express his feelings, opinions, beliefs, and attitudes to do things without any hesitation but does not hurt the feelings of others. assertive training is a social-skill exercise given to an anxiety-plagued individual, unable to defend his rights, too weak, letting others undermine him, unable to express his temper properly and quickly offended (corey, 2009). couns-edu  the international journal of counseling and education vol.3, no.4, 2018 promoting interventions to develop religous identity of secondary school students | 145 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314640 conclusions the results showed that students‟ religious identity statuses were distributed in four categories: achievement (66%), searching moratorium (23%), foreclosure (10%), and moratorium (1%). the recommendations of guidance and counseling services for adolescents with their respective religious identity statuses are: (1) group guidance services about the development of a healthy religious identity for adolescents with achievement status; (2) individual or group counseling services by a person-centered approach for adolescents with searching moratorium and moratorium statuses; and (3) individual or group counseling services by assertive training technique for adolescents with foreclosure status. this study only employed participants in early adolescence. it is important to draw more participants in the middle as well as late adolescence to capture a more complete description about the development of religious identity status in adolescence. moreover, it is also necessary for a further researchers to consider more specific about adolescent‟s contexts (e.g. residency and culture) since it was proved to be highly related to adolescent identity development. references abu-rayya, m. h., & abu-rayya, h. m. (2009). ethnic identification, religious identity, and psychological well-being among muslim and christian palestinians in israel. mental health, religion & culture, vol. 12, 147–155. asrowi, chadidjah, & utami, f. p. (2017). implementasi teknik assertive training untuk meningkatkan self-confidence siswa sekolah menengah pertama di kabupaten karanganyar. jurnal ilmiah pesantren, 3(1), 341-354. berman, s., weems, c., & stickle, t. (2006). existential anxiety in adolescents: prevalence, structure, association with psychological symptoms in identity development. journal of youth and adolescence, 35, 303-310. bishop, s. (1999). assertiveness skills training. new delhi : viva books pivated limited. chan, m., tsai, k. m., & fuligni, a. j. (2014). changes in religiosity across the transition to young adulthood. journal of youth and adolescence, no. 44, vol. 8, 1555–1566. cohen-malayev, m., schachter, e. p., & rich, y. (2014). teachers and the religious socialization of adolescents: facilitation of meaningful religious identity formation processes. journal of adolescence, vol. 37, 205–214. corey, g. (2009). teori dan praktek konseling dan psikoterapi. bandung: pt. refika aditama. crocetti, e., klimstra, t., keijsers, l., hale, w., & meeus, w. (2009). anxiety trajectories and identity development in adolescence: a five-wave longitudinal study. journal of youth and adolescence, 38, 839 – 849. crocetti, e., rubini, m., luyckx, k., & meeus, w. (2008). identity formation in early and middle adolescents from various ethnic groups: from three dimensions to five statuses. journal of youth and adolescence, vol. 37, 983–996. davis, r. f., & kiang, l. (2016). religious identity, religious participation, and psychological wellbeing in asian american adolescents. journal of youth and adolescence, vol. 45, 532–546. erikson, e. h. (1968). identity : youth and crisis. new york : norton. fadjukoff, p., pulkkinen, l., & kokko, k. (2005). identity processes in adulthood: diverging domains. identity: an international journal of theory and research, vol. 5, 1–20. fowler, j. w., & dell, m. l. (2006). stages of faith from infancy through adolescence: reflections on three decades of faith development theory. dalam e. c. roehlkepartain, p. e. king, l. wagener, & p. l. benson (eds.), the handbook of spiritual development in childhood and adolescence (pp. 34– 45). thousand oaks, ca: sage publications. francis, l. j., & katz, y. j. (2002). religiosity and happiness: as study among israeli female undergraduates. research in the social scientific study of religion, vol. 13, 75–86. francis, l. j., & robbins, m. (2000). religion and happiness: a study in empirical theology. transpersonal psychology review, vol. 4, 17–22. goossens, l. (2001). global versus domain-specific statuses in identity research: a comparison of two selfreport measures. journal of adolescence, vol. 24, 681–699. couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu prawitasari, g., & suwarjo promoting interventions to develop religous identity of secondary school students | 146 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314640 griffith, b. a., & griggs, j. c. (2001). religious identity status as a model to understand, assess, and interact with client spirituality. counseling and values, vol. 46, 1, 14. hackney, c., & sanders, g. (2003). religiosity and mental health: a meta-analysis of recent studies. journal for the scientific study of religion, vol. 42, 43–55. helm, h., hays, j. c., flint, e., koenig, h. g., & blazer, d. g. (2000). effects of private religious activity on mortality of elderly disabled and non-disabled adults. journal of gerontology, vol. 55a, m400– m405. indrawati, e., setyorini, s., & padmomartono, s. (2014). meningkatkan perilaku asertif menggunakan pendekatan behavioral dengan latihan asertif pada siswa kelas ix smp negeri 2 salatiga. satya widya, 30(1), 1-12. koenig, h. g., & larson, d. b. (2001). religion and mental health: evidence of association. international review of psychiatry, vol. 13, 67–78. leondari, a., & gialamas, v. (2009). religiosity and psychological well-being. international journal of psychology, no. 44, vol. 4, 241-8. lewis, c. a., maltby, j., & day, l. (2005). religious orientation, religious coping, and happiness among uk adults. personality and individual differences, vol. 38, 1193–1202. luyckx, k., goossens, l., soenens, b., beyers, w., & vansteenkiste, m. (2005). identity statuses based on 4 rather than 2 identity dimensions: extending and refining marcia‟s paradigm. journal of youth and adolescence, 34, 605-618. luyckx, k., schwartz, s. j., goossens, l., soenens, b., & beyers, w. (2008). developmental typologies of identity formation and adjustment in female emerging adults: a latent class growth analysis approach. journal of research on adolescence, 18, 595 – 619. marcia, j. e. (1993). the ego identity status approach to ego identity. dalam marcia, j. e., waterman, a. s., matteson, d. r., archer, s. l., orlofsky, j. l. ego identity, a handbook for psychosocial research (pp. 3-21). new york: springer verlag. marcia, j. e. (2001). a commentary on seth schwartz‟s review of identity theory and research. identity: an international journal of theory and research, vol. 1, 59–65. mcadams, d. p., & cox, k. s. (2010). self and identity across the life span. in r. m. lerner, a. freund, & m. lamb (eds.), handbook of life-span development (vol. 2). new york: wiley. meeus, w. (2011). the study of adolescent identity formation 2000–2010: a review of longitudinal research. journal of research in adolescence, vol. 21, 75–84. papalia, d. e., & feldman, r. d. (2015). menyelami perkembangan manusia. jakarta: salemba humanika. prayitno & amti, e. (2004). dasar-dasar bimbingan dan konseling. jakarta : rieka cipta. santrock, j. w. (2014). adolescence (15th ed). new york : mcgraw-hill companies, inc. schwartz, s. j., beyers, w., luyckx, k., soenens, b., zamboanga, b. l., forthun, l. f., hardy, s. a., vazsonyi, a. t., ham, l. s., kim, s. y., whitbourne, s. k., & waterman, a. s. (2011). “examining the light and dark sides of emerging adults‟ identity: a study of identity status differences in positive and negative psychosocial functioning”. journal of youth and adolescence, vol. 40, 839–859. swinton, j. (2001). spirituality and mental health care: rediscovering a „forgotten‟ dimension. london: jessica kingsley. turina, giyono, & rahmayanti, r. (2015). penggunaan teknik assertive training dalam meningkatkan rasa percaya diri pada siswa kelas vii di smp n 29 bandar lampung tahun pelajaran 2014/2015. alibkin (jurnal bimbingan dan konseling), 3(4). couns-edu the international journal of counseling and education vol.3, no.3, september 2018, pp. 101-107 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180315530 received on 31/05/2018; revised on 28/08/2018; accepted on 06/09/2018; published on:30/09/2018 101 relationship parent support and peer with student learning discipline lulu retno wulandari *)1 , neviyarni s 2 , mudjiran mudjiran 3 1universitas negeri padang,2 universitas negeri padang, universitas negeri padang3 *)corresponding author, e-mail: wulanzaihara12@gmail.com abstract any student who has been learning discipline will be able to steer itself and control the behavior. parent support not only provides the school facility, but can help to learn and solve problems together. peer support has an important role in the establishment of norms for better or worse against the students have regularity in learning. the purpose of this study was, 1) to describe the parent support, peer support, and learning discipline, 2) examine the relationship of parent support with the learning discipline, 3) examine the relationship peer support with the learning discipline, and 4) examine the relationship of parent support and peer with the learning discipline. this study used a descriptive correlation quantitative method. the samples in this study of 192 people, selected by proportional stratified random sampling technique. data were analyzed using descriptive statistics, simple regression, and multiple regressions. keywords: parent support, peer support, learning discipline how to cite: wulandari, l.r 1 ., neviyarni, s 2 ., mudjiran, m 3 . (2018). relationship parent support and peer with student learning discipline. couns-edu: international journal of counseling and education, 3(3): pp. 101-107. doi: https://doi.org/10.23916/0020180315530 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author. introduction any student who has been learning discipline will be able to steer itself and control the behavior of learning. learning discipline shows values in the form of obedience, regularity, and order of the vision and mission of education to be achieved. learning discipline included in factors affecting learning activities, a student is in school and home, because according to hanafiah & suhana (2012) one of the factors affecting the success of a student is learning discipline. learning discipline aims to help to change a child became more organized, and a variety of habits can be well controlled, and can be further improved by learning. as noted by mudany, sirengo, rutherford, mwangi, nganga, & gichangi (2013) the purpose learning discipline to assist children in control learning attitude, as well as the life and habit become irregular. in addition, anderson, funk, elliott, & smith (2003) suggested that parent support and a positive pressure will develop children's experiences in life. parent support is given when students will learn to grow from good study learning discipline. papalia, olds & feldman (2009) explains that teenagers feel secure with strong ties and full support from a parent, allow and encourage their efforts to achieve self-reliance, as well as providing facilities that support. parent support not only provides a learning facility, but help to learn and solve the problem together. acharya & joshi (2011) suggested that parent support could enhance problem-solving abilities in learning and can negotiate in the academic environment. http://dx.doi.org/10.23916/0020180315530 couns-edu  vol. 3, no. 3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu lulu retno wulandari, neviyarni s, dkk… relationship parent support and peer with student learning discipline | 102 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315530 learning discipline is also influenced by peer support, because in school many children are interacting with peer. in adolescence, children spend time with friends at school. as stated by furrer, skinner & pitzer (2014) that when the student gets support from the peer, they will train communications, can resolve conflicts, and establish academic goals and appropriate conduct. a child can respect and appreciate the friend, while peer support had a positive influence on its development. liu (2006) suggests that students receive support not only from a parent, but from peer too. in the school environment, first develop a sense of socializing with friends who have the same age. what has been directed by the parent at the time at home could evolve or change depending formed in the school environment. based on the above problems, that the learning discipline is very important in achieving objectives in learning activities. if learning discipline is applied to better learn and become habituation raised a good learning attitude in students. researchers will design a guideline that connects between parent support and peers with student learning discipline of vocational high school agriculture 2 tugumulyo musi rawas south sumatra. method this study used a quantitative approach with descriptive correlation. the sample is students of vocational high school agriculture 2 tugumulyo class x, xi, and xii were enrolled in the academic year 2016/2017 were 192 students sampling using proportional stratified random sampling technique. the parent support, peer and learning discipline instrument used likert scale. yusuf (2013) suggests reliability is the consistency or stability score of a research instrument against the same individual and given at different times. reliability tested results of parent support at 0.886, peer support at 0.896, and learning discipline at 0.877. the validity of the results overall for the number of items of parent support as many as 31 items, peer support as many as 31 items, and learning discipline as many as 30 items. to determine the relationship of independent variables and the dependent variable was analyzed by simple linear regression and multiple regression. assisted data analysis using spss version 18.00. results and discussions data in the research include parent support variables (x1), peer support (x 2) and learning discipline (y). here is a description of the research data. parent support (x1) description of data parent support totaling 192 respondents shows that parents support vocational high school agricultural 2 tugumulyo are in the higher category at 49.5%, and the high category at 41.7%, then in the average category at 8.33%, and the low category at 5.2%. and description can be seen table 1. table 1. distribution frequent based score-category parent support peer support (x2) description of data peers support totaling 192 respondents shows that peer support student of vocational high school agricultural 2 tugumulyo are in the higher category was 44.3%, the high category was equal to 43.2%, then in the average category was 11.5%, and the low category was 1%. and description can be seen table 2. table 2. distribution frequent based score category peer support interval score categories frequent (f) percentation (%) 131 – 155 higher 95 49.5 106 – 130 high 80 41.7 81 – 105 average 16 8.33 56 – 80 low 1 0.52 26 – 55 lower 0 0 total 192 100 couns-edu  the international journal of counseling and education vol.3, no.3, 2018 relationship parent support and peer with student learning discipline | 103 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315530 lea rning discipline (x3) description of the data learning discipline totaling 192 respondents shows that the learning discipline in vocational high school agricultural 2 tugumulyo are in the average category at 50%, most of the other students were in the higher at 35%, then the high category at 13% and in the low category at 2.6%. and description can be seen table 3. table 3. distribution frequent based score category learning discipline test requirements analysis performed on the data of this study is the test of normality, linearity test, and a test multicollinearity. the test of normality based on the results of data, that third normally distributed variables. the test of linearity based on the result of data, that relationship parent support with learning discipline is said to be linear with linear term 0.000 < 0.05. furthermore, the relationship peers support with learning discipline data otherwise linear with linear term 0.000 < 0.05. the test of multicolliniearity based on these results can conclude that don’t happen multicolliniearity between the variables of parent support with peer support. data in the research include parent support variables (x1), peer support (x2), and learning discipline (y). here is ahypothesis of the research data. relationship parent support with learning discipline the analysis results of relationship parent support with student learning discipline as it can be seen that the r-value of 0.570, which showed the regression coefficients between parent support with learning discipline. r-square (r2) of 0.325, this means that 32.5% of the variation in the learning discipline can be explained by parent support, while the remaining 67.5% is explained by other variables. relationship peer support with learning discipline the analysis results of relationship peer support with student learning discipline as it can be seen that the r-value of 0.553, which showed the regression coefficients between peer support with learning discipline. r-square (r2) of 0.306, this means 30.6% of the variation in the learning discipline can be explained by peer support, while the remaining 69.4% is explained by other variables. relationships parent support and peer with learning discipline the analysis results of relationship parent support and peer with student learning discipline seen that the r-value of 0.659, which showed multiple regression coefficients between parent support and peer with the learning discipline. r-square (r2) of 0.434, meaning 43.4% of the various learning discipline can be explained jointly by the parent support and peer with learning discipline while the remaining 59.6% is explained by other variables. in the discussion, data in the research include parent support variables (x1), peer support (x2), and learning discipline (y). interval score categories frequent (f) percentation (%) 131 155 higher 85 44.3 106 – 130 high 83 43.2 81 – 105 average 22 11.5 56 – 80 low 2 1.0 26 – 55 lower 0 0 total 192 100 interval score categories frequent (f) percentation (%) 127 150 higher 67 35 103 126 high 24 13 102 – 79 average 96 50 78 – 55 low 5 2 30 – 54 lower 0 0 total 192 100 couns-edu  vol. 3, no. 3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu lulu retno wulandari, neviyarni s, dkk… relationship parent support and peer with student learning discipline | 104 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315530 parent support the results of data analysis showed that the overall average parent support is in the highest category. this means that the parent support has a learning discipline has been good. in the study, trivette & dunst (2014) suggested that parent support was the initial support of relief and needs of the child. parent support is needed for the improvement of learning in children. parents not only provide facilities for the children, but need such as advice, a caring attitude, take the time to assist in learning and full attention to a child. this is supported by research rianti & rahardjo (2014) who argued that students have a high parent support it would be able to behave in a positive and responsible as a student. in addition, students can guide, direct, and regulate the behavior to form learning discipline. students can to arrange a regular study habit so life more effectively. in this research, the achievement of eight indicators is the process of parent support for learning discipline. peer support the results of data analysis showed that the overall average peer support students have known nine indicators of peer support at the high category. in the study mead, hilton & curtin (2003) suggested that peer support can help develop skills in reducing discomfort when developing the dynamics of relationships with friends. peer support will help to understand the various situations to feel the comfort and tolerance. this is supported by research cowie & wallace (2000), the peer support provided with rewards such as praise, invites to behave well in obeying the rules, and help when experiencing difficulties in learning. this condition implies that the peer support must be developed and improved in many positive things for students. learning discipline the results of data analysis showed that the overall average learning discipline in the high category. in the study bager-elsborg (2017) suggests that in improving the learning discipline not only knowledge, but also their communication, emotional responses, and understanding of their discipline experience. students who have studied with good discipline will result in higher learning outcomes than students who have low learning discipline. based on preliminary information obtained from teachers known that there is a study conducted student indiscipline. however, based on the results of research conducted by the researchers, data obtained learning discipline included in the high category. it can happen, because at the time of the initial information given teachers are viewed by some students only. while the research conducted by researchers saw overall student learning discipline with sample of 192 students. based on the above, it is understood that discipline is very necessary to learn the various levels of education, from primary school to the university level. that's why a counselor seeks to develop the learning discipline. in a study conducted samiawan (in ifnaldi, 2014), a student has learned that good discipline is student who has schedules the task of the teacher and understands the lessons and motivation to learn at school and at home. relationship parent support with learning discipline the results showed that parent support is a significant positive associated with the learning discipline. the discovery was based on a series of data analysis showed that the association of parent support with learning discipline by 32.5%. this means that parent support is one of the factors that contribute to the learning discipline. parent support can influence their children with emotional encouragement to come to a place of learning. research conducted by dennis, phinney, & chuateco (2005), parent support means the type of communication to help a person feels about the situation and were able to control the situation. the results also reinforced by rogers (2011), the learning discipline that is used by teachers in several kinds of exercises learning, so it can be more positive and productive learning. support level to be effective in influencing the parent to learn the learning discipline. that is, the high learning discipline can be seen from how the parent provides support to the student. in this case, the parent is the main support for continuing education because they are the largest donor in the overall educational process. this will affect developing and improving the learning discipline. in the research ventura & miller (2005), many parents, especially single parents who work all day so the lack of time to keep an eye on the children in the study. a child needs the support of parents to learn regularity able to run well. this is reinforced by research tan, ismanto & babakal (2013), parent support is characterized namely: care, warmth, approval and positive feelings towards the child's parents. this means couns-edu  the international journal of counseling and education vol.3, no.3, 2018 relationship parent support and peer with student learning discipline | 105 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315530 that a child will have to learn a good order if it has the support of parents is also positive. based on the description of the relationship of parent support with learning discipline, developing and improving learning discipline, must first developing and improving parent support. relationship peer support with learning discipline the results showed that peer support is a significant positive associated with learning discipline. the discovery was based on a series of data analysis showed that the peer support relationship with the discipline learned by 30.6%. that is, peer support is one of the factors related to the learning discipline. this research can be understood that the higher peer support, the higher learning discipline. this means that the peer support determines the level of learning discipline. support obtained teenager from the peer in providing information related to efforts to establish identity, but it can also provide feedback on what teenager do in the group and social environments, and provide the opportunity to test in various roles to resolve the crisis of identity formation optimal. it is proposed by santrock (2004), peers who like to impose and the conflict will hamper the development. peer support required in developing a child's social life to be skilled and able to understand and choose the more positive thing. peer support influence learning discipline. that is, the high learning discipline can be seen from how the peer support. therefore, the level of peer support in both the giving and receiving of aid is based on certain principles such as shared responsibility and help each other among friends influence in developing and improving the discipline of learning in students. based on the description of the peer support for the learning discipline, to developing and improving learning discipline, it first has to develop and improving peer support. relationship parent support and peer with learning discipline the results showed that the parent support and peer together positively associated significantly with the learning discipline. the discovery was made based on sequence analysis of the data that the regression coefficient of 0.659. the coefficient of determination (r-square) parent support and peer support with learning discipline is equal to 0.434. that is, the relationship variables parent support and peer support together with learning discipline learned by 43.4%, while the remaining 56.6% is explained by other variables not examined in this study. it is revealed that with relationship parent support and peer together have a significant positive with learning discipline. in a study conducted by nura'eni (2015), parent support is necessary to succeed child, because children feel valued and cared for by a parent. it was also disclosed in the parent support research give the contribution to learning discipline, meaning that in the effort to developing the relationship for parent support. this is reinforced by research from tarmidi & ade (2010), the parent support is an important social support system in adolescence, compared with other social support system and associated with a student's academic success. it is also expressed in the research grusec, danyliuk, kil & o'neil (2013), parent support affect the student who has a learning discipline. parent support gives the contribution to learning discipline, meaning that in the effort to develop the learning discipline for parent support. in a study conducted satria (2009) and hurlock (2002), peer support to improve learning discipline in different ways: a relationship of mutual understanding and respective issue, give advice, and sympathy, which can not be obtained from the parent. based on the description of the relationship of parent support and peer with learning discipline, the level of parent support and peer to developing and improving learning discipline. conclusions based on the findings and discussion of research results that relationship parent support and peer with the learning discipline. in general, parent support at the high category, this means good support from parents have a role such as providing a good compliment spirit and prizes when students succeed in learning, take the time and watched as the learning activities undertaken by students. in general, peer support at the high category, this means good support from peers have roles such as providing a positive spirit, reprimand if done wrong, and take the time and watched as learning activities conducted both individually and in groups. in general learning discipline at the high category, this means that students are able to have regularity in learning and being able to comply with existing regulations at school and at couns-edu  vol. 3, no. 3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu lulu retno wulandari, neviyarni s, dkk… relationship parent support and peer with student learning discipline | 106 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315530 home well, forming a schedule of learning activities, and completing the tasks assigned by the teacher on time. there is a significant positive relationship between parent support with student learning discipline. that is, the higher parent support, the higher student learning discipline. this means that students who receive support from either parent of emotional, esteem, high instrumental able to improve student learning discipline. in terms of getting positive reinforcement verbal and non-verbal, provide facilities and purposes in learning to students, giving attention and advice to students, and considering the students in learning activities. there is a significant positive relationship between the peer support with student learning discipline. that is, the higher peer support, the higher student learning discipline. this means that students who get support from peer either of emotional, esteem, high instrumental able to improve learning discipline. in terms of giving positive reinforcement verbal and non-verbal, able to provide solutions when the students have difficulties in learning, provide information and advice on learning and student care. there is a significant positive relationship between parent support and peer support together with the student learning discipline. that is, the high-low learning discipline students learn not only associated with one variable, but related together with the support of parent and peer support. in other words, the higher parent support and peer support, the higher learning discipline. this means that students who get support from parent and peer support either of emotional, esteem, high instrumental able to improving student learning discipline. acknowledgments alhamduliahi rabil alamin, the researcher expresses her highest graditude to allah subhanahu wa ta’ala for blessing, love, opportunity, health, and mercy to complete this research. this research entitled relationship parent support and peer with learning discipline is submitted as the final requirement in accomplishing at double degree guidance and counseling in the faculty of education, universitas negeri padang. i would like to thank everybody who was important to the successful realization of this research. this research is far from perfect, but it is expected that it will be useful not only for the researcher, but also for the readers. for this reason, constructive thoughtful suggestion and critics are welcomed. references acharya, n., & joshi, s. (2011). achievement motivation and parent support to adolescents. journal of the indian academy of applied psychology, 37(1), 132-139. anderson, jc, funk, j.b, elliott, r., & smith, p.h (2003). parental support and pressure and children's extracurricular activities: relationships with amount of involvement and affective experience of participation. journal of applied developmental psychology, 24(2), 241-257. bager-elsborg, a. (2017). discipline context shapes meaningful teaching: a case study of academic law. journal of further and higher education, 1-13. beales, a., & wilson, j. (2015). peer support–the what, why, who, how and now. the journal of mental health training, education, and practice, 10(5), 314-324. cowie, h & wallace, p. (2000). peer in action. sage publication. london. dennis, j.m, phinney, js, & chuateco, l.i (2005). the role of motivation, parent support, and peer support in the academic success of ethnic minority first-generation college students. journal of college student development, 46(3), 223-236. furrer, c.j, skinner, e.a, & pitzer, j.r (2014). the influence of teacher and peer relationships on students' classroom engagement and everyday motivational resilience. national society for the study of education, 113(1), 101-123. grusec, j.e, danyliuk, t., kil, h., & o'neill, d. (2017). perspectives on parent discipline and child outcomes. international journal of behavioral development, 41(4) 465–471. hanafiah, n & suhana, c. (2012). learning strategies concept. bandung: refika aditama. hurlock, b., e. (2002). child development sixth edition. translation. med meitasari tjandrasa. jakarta: erlangga. ifnaldi. (2014). discipline development efforts by teacher guidance and counseling in senior high school 1 pariangan. proceeding guidance and counseling universitas negeri padang. couns-edu  the international journal of counseling and education vol.3, no.3, 2018 relationship parent support and peer with student learning discipline | 107 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315530 tan, j.h, ismanto, a.y, & babakal, a. (2013). relationship parent support with learning motivation in secondary school children in class iv and v at kawangkoan kalawat state elementary school. journal of nursing, unsrat, 1(1). liu, y., l (2006). paternal/maternal attachment, peer support, social expectations of peer interaction, and depressive symptoms. adolescence, 41(164), 705. mead, hilton & curtin. (2003). peer support: a theoretical perspective. amerika serikat. mudany, m.a, sirengo, m., rutherford, g.w, mwangi, m., nganga, l.w, & gichangi, a. (2015). enhancing maternal and child health using a combined mother & child health booklet in kenya. journal of tropical pediatrics, 61(6), 442-447. nur'aeni, y. (2015). relationship parent support with study motivation in student akhwat class vii in islamic high school cimahi (doctoral dissertation, faculty of psychology (unisba). papalia, e., d, olds, w., s., & feldman, d., r. (2009). human development (perkembangan manusia) edition 10 book 2. jakarta: salemba humanika. rianti, d. f, & rahardjo, p. (2014). self control in student junior high school 2 kutasari, purbalingga academic year 2012/2013. psycho idea, 12(1). rogers, b. (2011). you know the fair rule third edition strategies for positive and effective behavior management and discipline in school. australia: acer press. santrock, w., j. (2007). adolescence eleventh edition. terjemahan. benedictine widyasinta. jakarta: erlangga. satria. (2009). peer support with peer ability with troubleshooting abilities on adolescents. diakses http://rac.uii.ac.id/harverster/index.php/record/view/61029 date 27 september 2017. tarmidi & ade. (2010). correlation between student social support and self-directed learning to students sma. journal psychology, 37 (2), 216 – 223. trivette & dunst. (2014). community-based parent support program. diakses pada http://www.childencyclopedia.com/ date 20 december 2017. ventura, h. e, & miller, j. m (2005). finding hidden value through mixed-methodology: lessons from the discovery program's holistic approach to truancy abatement. american journal of criminal justice, 30(1), 99-120. yusuf, a. m (2013). quantitative research methodology, qualitative and joint research: unp press. http://rac.uii.ac.id/harverster/index.php/record/view/61029 http://www.child-encyclopedia.com/ http://www.child-encyclopedia.com/ couns-edu the international journal of counseling and education vol.5, no.3, 2020, pp. 107-114 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200526030 received on 05/05/2020; revised on 07/01/2020; accepted on 08/11/2020; published on: 09/30/2020 107 the influence of parenting parents on the personal hygiene independence of students with disabilities tya juliana 1 , muya barida 1*) 1 universitas ahmad dahlan, yogyakarta, indonesia * ) corresponding author, e-mail: muya.barida@bk.uad.ac.id abstract independence of children's personal hygiene is influenced by parenting parents. this study aims to determine the effect of parenting parents on the personal hygiene independence of children with special needs in slb / g-ab helen keller indonesia. this type of research is quantitative with descriptive correlational research design. respondents in this study were parents and students. the sampling technique uses saturated samples. data analysis uses regression analysis. based on the results of the study note that for 0.004 (0.004 <0.05) the value of the influence of authoritarian parenting, the value of the influence of democratic parenting is 0.029 (0.029 <0.05) and 0.032 (0.032 <0.05) the value of permissive parenting. based on the explanation above, it can be concluded that the type that most influences children's personal hygiene independence is authoritarian parenting has the most significant and positive influence on the personal hygiene independence of children with special needs in slb / g-ab helen keller indonesia. keywords: parenting parent, personal hygiene, students with disabilities, children with special need, segregative school how to cite: barida, m. (2020). the influence of parenting parents on the personal hygiene independence of students with disabilities. couns-edu: the international journal of counseling and education, 5(3). 107-114. doi: http://dx.doi.org/10.23916/0020200526030 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction independence is one aspect that must be owned by every individual, including children with special needs. the number of children with special needs from year to year is increasing. based on 2009 central statistics data from indonesia's population there are 2.8 million people with disabilities and around 600 thousand of them are children (21.42%) of school age (aged 5-18 years) and the mental retardation population of school age children in indonesia an estimated half of the total number of people with disabilities or around 1.5 million people, and only 54,000 children can attend formal education in special schools. the number of persons with disabilities in indonesia 21.42% are school age children. the population of mentally retarded children in central java province ranks second after east java at 52,800 people. according to the central education development special education office of central java province, the number of slb students in central java is 15,480 children (kemendikbud, 2010). it can be concluded that the number of people with disabilities at school age in indonesia that the population of mentally retarded children in east java province ranks first with a total of 52,800 people. who estimates that the number of children with disabilities is around 7-10% of the total child population. based on survey research conducted in developing countries by unicef and the university of wisconsin in 2008, showed the results of monitoring health conditions in women and children as much http://dx.doi.org/10.23916/0020200526030 couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu juliana, t., & barida, m. the influence of parenting parents on the personal ... | 108 indonesian counselor association (iki) | doi: 10.23916/0020200526030 as 52.4% of children aged 6-9 years who are in school and experience disability unable to do activities daily independently. according to the central statistics agency in 2012 as many as 2.8% had difficulty taking care of themselves. in central java alone there are 88,345 people who have difficulty taking care of themselves. the number of children who have difficulty taking care of themselves or cleaning the whole body is around 2,044 people (ministry of health, 2014). this data shows that most children with disabilities are unable to perform daily activities independently and have difficulty taking care of themselves. children with special needs need to be known and identified from the group of children in general. there are several terms used to indicate the condition of children with special needs (abk). according to cahya (2013) children with special needs are children who experience deviations, disabilities, or disabilities in physical, mental, emotional and social aspects or from a combination. this condition makes abk requires special education services that are in accordance with their irregularities, disabilities or disabilities. the term children with special needs is the latest term used, and is a translation of children with special needs. in addition, there is a new term that is developing widely and developing, namely diffable, actually short for diference ability. cahya (2013) states that children who are categorized as children with special needs are children who experience mental retardation, learning disabilities or attention disorders, emotional or behavioral disorders, physical barriers, communication, autism, traumatic brain injury, hearing impairment, barriers vision, and children who have special talents. children with special needs in indonesia are estimated to be between 3 7% or around 5.5-10.5 million children under the age of 18 have disabilities or are categorized as children with special needs. riskesdas (2017) states that around 4 percent of children aged 15 to 19 years experience significant difficulties in at least one functional domain (vision, hearing, walking, concentrating and understanding others as well as self-care) and are therefore considered to be individuals living with disability. according to the 2010 census it was found that about 2 percent of children aged 0 to 14 years have a disability. two percent of all children aged 0 to 18 in indonesia number around 1.5 million children. four percent of all children will increase the total number of about 3 million children and adolescents living with disabilities. according to the data collection of the directorate of social rehabilitation of persons with disabilities (2009), the number of children with disabilities is increasing from year to year. based on data from the social service the number of people with disabilities in 2011 was 29,110, consisting of 15,667 men and 13,443 women. whereas for 2010 the number of people with disabilities was 36,607, which consisted of 19,867 men and 16,990 women. in 24 provinces there were 65,727 children, consisting of 78,412 children with mild disability, 74,603 children with moderate disability, and 46,148 children with severe disability. then according to the national socio-economic survey on march 1, 2011 the number of indonesian children was 82,980,000, of that population 9,957,600 children were children with special needs in the category of persons with disabilities. children with disabilities are also entitled to receive proper education, in the context of education, education is the right of all citizens without distinguishing the origin, socioeconomic status, or physical condition of a person including children who have disabilities as mandated in the 1945 constitution article 31 paragraph 1 which states that every citizen has the right to receive teaching. also in law number 4 of 1997 article 5 states that every person with disabilities or special needs has rights in aspects of life and livelihood. education plays a very important role in the life of a country to ensure the survival of the nation and state. children with special needs are also entitled to the same educational services. however, children who have special needs cannot be compared to others, because these children have special needs and must get special services too. therefore inclusive education is a system of providing education for children who have certain limitations and other children who are united without considering their respective limitations. according to the directorate of slb development (2010) inclusive education is an education service system that provides opportunities for all children to learn together in public schools by paying attention to diversity and individual needs, so that the child's potential can develop optimally. the spirit of inclusive education is to provide the widest possible access to all children, including children with special needs to obtain quality education and educational services that are appropriate to their needs. couns-edu  the international journal of counseling and education vol.5, no.3, 2020 the influence of parenting parents on the personal ...| 109 indonesian counselor association (iki) | doi: 10.23916/0020200526030 cahya (2013) states that the characteristics and constraints of children with special needs require special forms of educational services that are tailored to their abilities and potential. through the segregation education service system, the administration of education is carried out specifically and separately from the administration of education for normal children. slb is a formal educational institution that organizes teaching and learning activities for students with disabilities. formal education is largely determined by the implementation of learning activities, both in the classroom and at home. efforts to improve the quality of teaching and learning of students require ways of learning or learning habits early on, both in the school environment and at home. it aims to provide adequate planning so that it can affect student learning activities. efforts to achieve achievement and develop abilities optimally, children with special needs usually attend the segregative school (slb). students who develop with independence and responsibility normally will have a positive tendency in the future. in addition, students will tend to excel and have confidence (novita, 2007). according to fatimah (2010) independence in children begins in the family and is influenced by parenting patterns in the family. parents who play a role in caring for, guiding, and helping children to become independent. if parents can provide a good pattern of care for children, the child will be independent in carrying out daily activities including personal hygiene independence. personal hygiene is self-care to maintain health both physically and psychologically (ambarwati et al, 2009). personal hygiene is one of the basic human needs which consists of skin care, hair care, oral care, nail care, and care of the genetal. the purpose of personal hygiene is to maintain personal hygiene and improve one's health status and as a form of prevention against an illness. good personal hygiene must begin to be applied early on in children, starting when the child enters the golden age. if early on, personal knowledge about personal hygiene has been given, so children's knowledge about personal hygiene will be more mature and can foster a habit of doing personal hygiene practices. the form of independence of personal hygiene in preschoolers is that children can brush their own teeth even though it is not perfect, take their own baths with instructions, urinate in the toilet, and wash their hands without assistance. most preschoolers are able to do toilet training independently in the preschool period although some children may still be assisted by parents (potter and perry, 2009). parents are the first educators for children. parents are a component of the family consisting of fathers and mothers (mansur, 2005). parents have the responsibility for certain stages that take children to be ready in community life, so it is important to involve the role of parents in helping children to be able to learn well, be able to communicate and interact well, be able to create good relationships with children, pay attention to children, as well as giving a great influence on children's learning success. parents should increase knowledge and find out more about the patterns of care that have been given to children. parenting can form personality patterns in children. according to wibowo (2012), parenting is defined as a pattern of interaction between children and parents which includes meeting physical needs (such as eating and drinking) and non-physical needs, such as attention, empathy, and affection. the characteristics of children are to imitate what they see, hear, feel, and experience. therefore, the character of children will be formed in accordance with parenting by their parents. as stated wibowo (2012) parenting parents who receive, will make children loved, protected, considered valuable, and given support by their parents. based on the understanding of parenting above, it can be said that parenting is a behavior to nurture, educate, and practice the habits of children to carry out daily activities as an expression of a sense of responsibility to children and is relatively consistent. parenting is influenced by several factors. adawiyah (2017) stated in his research that the level of education owned by parents had a direct relationship with parenting practices applied by the family, where the higher the education of parents, the better parenting applied. and vice versa the lower the education owned by parents, the adoption pattern will be less good. arief's opinion is in line with the explanation of suririnah (2010) which states that the mother's work is one that determines parenting. parents who have jobs from the working class more value adjustments to external standards, while parents from the middle class place more emphasis on adjustments to standards of behavior that have been internalized. while the number of children owned by the family will affect the parenting that is applied by parents. the greater the number of children in the family, the tendency is that parents are not so attentive and time is shared with other children. couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu juliana, t., & barida, m. the influence of parenting parents on the personal ... | 110 indonesian counselor association (iki) | doi: 10.23916/0020200526030 the effects of parenting are very diverse. mantali, umboh, and bataha (2018) states that children are given democratic parenting by their parents, but are still not independent. factors that cause children to become independent at the age of 5-6 years are internal factors within the child such as emotional and intellectual children, and external factors namely the environment around children such as peers. peers can be the main factor that makes children who have been given a democratic upbringing but cannot be independent because peers often help children do things that should be done by their own children without help, but are often helped to make children's self-confidence less and children feel always need others when doing something. hidayati (2014) states that there is a negative relationship between parents' authoritarian parenting and children's independence. this means that the higher the application of parents' authoritarian parenting, the lower the level of children's independence. the application of authoritarian parenting is characterized by hard and rigid parenting. parents tend not to respect the opinions of children. children are not given enough space to express themselves by strictly controlling and restricting children's activities. dewi (2017) states that parents who have more authoritarian parenting do not give freedom to children in accordance with their wishes. in addition, parents rarely give gifts or praise for the achievements that have been obtained by children. parents also often limit the child in doing whatever he wants. parents also rarely feel satisfied with what the child has done. this is because in children with mental retardation, parents are more likely to apply rules or prohibitions because children who are mentally retarded need more supervision than other normal children, so parents limit the activities carried out by children. pratiwi and mualimah (2018) states that good parenting in pre-school age children is needed to shape the child's independence in personal hygiene. so that good parenting in pre-school age children is needed to establish the independence of children in brushing their teeth early on. independence that has been implanted in children can prevent dental disease that can attack children. the parenting method used in this study is democratic parenting. children are given the freedom to make the desired choice without coercion from parents. parents will only guide and tell children to brush their teeth, if the child does not brush their teeth when it is time to brush their teeth. lestari and sopingi (2018) states that authoritarian parenting and the independence of autistic children tend to be very low, permissive parenting patterns of parents and autistic children tend to be moderate, and democratic parenting tends to be high. parenting patterns with three types of parenting can affect the independence of children with autism. a good parenting style will create high independence so that parenting can be interpreted as able to create a harmonious, harmonious and balanced relationship when applied wisely and well in order to increase the independence of children with autism. based on preliminary observations made on november 13, 2018 in slb / g-ab helen keller indonesia obtained information through interviews from the assistant teacher in the class who revealed that the role of parents of students were supportive and some were not supportive, such as never met a teacher to ask how the child's development. one of the obstacles experienced by the accompanying teacher in the class is when parents do not re-train what the teacher has taught students to apply at home so that it inhibits student independence even though the teacher has taught how to learn independently. students who experience intellectual disabilities will have difficulty in taking care of themselves such as bathing and brushing their teeth, so that they need help from others. factors that influence parents do not train the child's personal hygiene independence when at home, among others, parents are busy taking care of other children, are busy at work, and some are always pampering so that it inhibits children's independence. parenting patterns will form the independence of children, one of which is in terms of education or the development of personal hygiene independence behavior in children. parenting provided by parents includes educating and caring for their children. parenting must be adapted to the needs of children. parents who apply good parenting will certainly inform the child about the importance of personal hygiene and teach children to do personal hygiene activities independently. children who are able to do personal hygiene independence activities include washing hands, combing hair, toilet training, bathing and brushing their teeth. children will do step by step without being accompanied by others while children who have not been able to do personal hygiene independence activities need to be physically assisted by others. method couns-edu  the international journal of counseling and education vol.5, no.3, 2020 the influence of parenting parents on the personal ...| 111 indonesian counselor association (iki) | doi: 10.23916/0020200526030 this research approach includes quantitative research, because the symptoms of observations are manifested in the form of numbers and then analyzed with statistical analysis techniques. this type of research is a correlational descriptive study. this study aims to determine the effect of parenting parents on the personal hygiene independence of children with special needs in slb g / ab helen keller indonesia. the population of this study is parents and students at slb g / ab helen keller indonesia. sampling in this study uses a saturated sample, which uses all members of the population as a sample. this is done because the number of population to be studied is small or less than 30. therefore the sample in this study are parents and students in grades 1, 2, 3, 4, 5 and 6. the data collection of this study uses a scale of parenting and personal hygiene independence questionnaire. the parenting scale was developed from gordon (in syamaun, 2012). while the personal hygiene questionnaire was developed from poter and perry (2009). the results of the validity test of the parenting scale instrument and the personal hygiene independence questionnaire through the calculation of the product moment formula, showed the magnitude of the r count of all questions the value was greater than the r table of 0.396. thus it can be concluded that all items of parenting scale parenting instruments and personal hygiene independence questionnaire were declared valid. the reliability test results of the cronbach alpha coefficient values throughout the study variables were greater than 0.6, namely the parenting scale of 0.965 and the personal hygiene independence questionnaire of 0.939. thus, all the questions in the parenting scale instrument and the personal hygiene questionnaire are reliable or reliable.the data analysis technique used in this study is regression analysis technique. results and discussions the results of data analysis through multiple linear regression can be described in table 1. table 1. multiple linier regression test results variable b beta t count sig t description (constant) -24.549 authoritarian parenting 0.697 0.390 3.262 0.004 significant democratic parenting 0.670 0.348 2.352 0.029 significant permissive parenting 0.439 0.354 2.297 0.032 significant f count 20,391 sig f 0.000 r square 0,708 variabel dependent : personal hygiene independence based on data analysis using multiple linear regression tests, it is known that the most dominant influence on personal hygiene independence is authoritarian parenting, where the significance value of authoritarian parenting is 0.004; democratic parenting practice of 0.029; and permissive parenting of 0.032. based on multiple linear regression analysis shows the magnitude of the coefficient of determination (r2 square) = 0.708, meaning that the independent variables jointly affect the dependent variable by 70.8% and the remaining 29.2% means that it is influenced by other variables not included in the research model. authoritarian parents tend to have high control in using their power. they rely more on punishment and are unresponsive. they value obedience and do not tolerate their children. authoritarian parents tend not to give freedom to their children to express opinions about decisions and regulations made by parents and force children to obey these rules without giving an explanation (maccoby and martin, in terry, 2004). authoritarian parenting is a method used by parents in educating children and caring for children by using strict controls and making rules and restrictions that can and should not be done by children, and provide penalties if the child is guilty. authoritarian parenting is a way used by parents in educating children and caring for children by using strict controls and making rules and restrictions that can and should not be done by children, and couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu juliana, t., & barida, m. the influence of parenting parents on the personal ... | 112 indonesian counselor association (iki) | doi: 10.23916/0020200526030 provide punishment if the child is guilty. authoritarian parenting is revealed by using an authoritarian parenting scale consisting of aspects of behavioral guidelines, the quality of emotional relationships, supportive behavior and the level of conflict. the higher the score for parenting, the higher the authoritarian parenting, the lower the score, the lower the authoritarian parenting. independence is the child's ability to achieve something he wants after the child explores his surroundings. this encourages children to not be dependent on parents emotionally and transfer it to peers, able to make decisions, responsible and not easily influenced by others. this study also shows that there is an influence of parenting democratically on the personal hygiene independence of children with special needs in slb / g-ab helen keller indonesia. democratic care encourages children to be independent but still sets limits and controls over their verbal deliberative actions and parents show warmth and affection for the child. democratic parenting is parenting that involves and fully accepts children. this type of parent encourages their children to learn independently, but parents still set limits and supervision of the child. baumerind (in santrock, 2002) argues that democratic parenting encourages children to make children independent of personal hygiene but still sets limits and controls over the actions of the child and parents show their warmth and affection. this situation allows children to learn responsibly. democratic parents also see children as individuals who are growing and developing and have their own initiatives. this situation allows the independence of learning to foster children's confidence. in line with the above research, hasan (2012) mentions democratic parenting that parents provide freedom accompanied by a sense of responsibility to children to move and mingle with friends, acceptance attitude of parents who are responsive and very attentive to the needs of their children accompanied by reasonable restrictions so children are given the power to convey the problem. communication occurs in two directions, communication runs very smoothly, namely the discussion of children and parents. this study also shows that there is an effect of permissive parenting on the personal hygiene independence of children with special needs in slb / g-ab helen keller indonesia. permissive parenting is a style in which parents are very much not involved in children's lives. children who have parents who ignore their children feel that there is another aspect to their lives than they do. these children tend not to have independent abilities. they often have low self-esteem, are immature and may be alienated from family. in adolescence, they may display truant and naughty attitudes. permissive parenting is a style in which parents are very uninvolved in the lives of children where parents are very involved in the lives of their children but establish little limits or control over them. permissive parenting can be interpreted as a pattern of parental behavior in interacting with children, which frees children to do what they want to do without questioning. this parenting does not use strict rules and even less guidance is given, so there is no control or control and demands to children. freedom is given full and children are allowed to make decisions for themselves, without consideration of parents and behave according to what they want without any control from parents. the results of the above research are in line with winarsih (2010) which states that one of the factors that influence children's independence is parenting. parents are the closest environment to children, people become an example or figure for children. this study shows that there is an influence of parenting in an authoritarian, democratic and permissive manner to the personal hygiene independence of children with special needs in slb / g-ab helen keller indonesia. authoritarian parenting has the highest influence on the personal hygiene independence of children with special needs in slb / g-ab helen keller indonesia. authoritarian parenting applied by parents can help the personal hygiene independence of children with special needs later through parental authoritarian parenting in the early stages of growth to train personal hygiene independence so that children do not depend on others and the child will get used to being independent in doing any activities. the efforts made by parents in developing the personal hygiene independence of children with special needs are expected so that children can develop properly in the aspect of independence. this independence is also one of the goals of guidance and counseling services. guidance and counseling teachers must play an active role in implementing counseling guidance services, especially in developing the personal hygiene independence of children with special needs. children with special needs have limitations that require the role of parents and teachers in achieving independence. the purpose of guidance and counseling for children with special needs is to help children with special needs in getting to couns-edu  the international journal of counseling and education vol.5, no.3, 2020 the influence of parenting parents on the personal ...| 113 indonesian counselor association (iki) | doi: 10.23916/0020200526030 know their talents, interests and abilities and to develop their potential optimally according to their abilities. guidance and counseling for children with special needs is a process of assistance to children with special needs carried out with the aim of helping children problems both personal, social, learning and career. guidance and counseling for children with special needs is carried out carefully and carefully because it involves the physical and mental limitations of the child or counselee. to carry out guidance and counseling, a counselor must uphold the principle that individuals are unique and different. through information services aim to equip individuals with a variety of knowledge and understanding of various things that are useful for knowing themselves, planning and developing patterns of life as students, family members and the community. understanding obtained through information is used as a reference in increasing personal hygiene in carrying out daily life. information services are provided to children with special needs in order to have provisions for their lives in the future according to the abilities and conditions of children with special needs. providing information about the independence of personal hygiene is considered beneficial for children with special needs through direct communication and is emphasized by using media that can help facilitate the learning of children with special needs. guidance and counseling services for children with special needs require counselors to have creativity and innovation so that the service delivery process runs smoothly according to the limitations of the child or counselee. guidance and counseling services can be implemented well if based on good planning, a counselor must have the competence and skills to carry out guidance and counseling without having competence and skills, guidance and counseling services must be carried out continuously with each other so that the implementation of services can run optimally according to what was expected. conclusions parental parenting in an authoritarian, democratic, and permissive manner partially has a significant and positive influence on the personal hygiene independence of children with special needs in slb / g-ab helen keller indonesia. authoritarian parenting has the most significant and positive influence on the personal hygiene independence of children with special needs in slb / g-ab helen keller indonesia. parents play an important role in the independence of personal hygiene of children with special needs in order to be able to shape the child into an independent person. the results of this study indicate that parenting in an authoritarian, democratic and permissive manner simultaneously has a significant and positive influence on the personal hygiene independence of children with special needs in slb / g-ab helen keller indonesia. based on the conclusions and discussion of the results of the study, the suggestion put forward in this study is that as a second parent at school, teachers are expected to provide examples of personal hygiene independence to students so that they can carry out personal hygiene independence wherever they are. for parents, the results of this study can be seen that the most authoritarian parenting influence on the independence of personal hygiene. at an early age parents who apply excessive authoritarian parenting will affect the independence of children, therefore parents who apply authoritarian parenting to their children should be combined with other parenting patterns such as democratic parenting. references adawiyah, r. (2017). pola asuh orang tua dan implikasinya terhadap pendidikan anak. jurnal pendidikan kewarganegaraan, 7(1), 33–48. cahya, l.s. (2013). adakah abk di kelasku? bagaimana guru mengenali anak berkebutuhan khusus. yogyakarta: familia. fatimah, e. (2010). psikologi perkembangan (perkembangan peserta didik). bandung: pustaka setia. hasan, m. (2012). pendidikan anak usia dini. yogyakarta: diva press. hidayati, n. i. (2014). pola asuh otoriter orang tua , kecerdasan emosi ,. jurnal psikologi indonesia, 3(01). couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu juliana, t., & barida, m. the influence of parenting parents on the personal ... | 114 indonesian counselor association (iki) | doi: 10.23916/0020200526030 lestari, d. d. (2018). hubungan pola asuh orangtua dan kemandirian anak autis. jurnal ortopedagogia, 4(1), 39–42. https://doi.org/10.17977/jo.v4i1.4404 mansur. (2005). pendidikan anak usia dini dalam islam. yogyakarta: pustaka pelajar. mustika diana pratiwi, m. m. (2018). hubungan antara pola asuh orang tua dengan tingkat kemandirian personal hygiene dalam mencuci tangan dan gosok gigi pada anak pra sekolah. darul azhar, 6(1), 39–47. https://doi.org/10.1017/cbo9781107415324.004 novita. (2007). melatih kemandirian anak. jakarta. tim. potter, p.a., and perry, a.g. (2009). fundamentals of nursing: concepts, process, and practice. (7th ed). st. louis: mosby. prasekolah, u., tk, d. i., pembina, n., & bataha, y. b. (2018). e-journal keperawatan (e-kp) volume 6 nomor 1, februari 2018 hubungan pola asuh orang tua degan kemandirian anak usia prasekolah di tk negeri pembina manado. 6, 1–8. santrock, j.w. (2002). life span development (perkembangan masa hidup). jilid 2, penerjemah: chusairi dan damanik. jakarta: erlangga. suririnah. (2010). buku pintar kehamilan dan persalinan. jakarta: pt. gramedia pustaka utama. syamaun, n. (2012). dampak pola asuh orangtua dan guru terhadap kecenderungan perilaku agresif siswa. yogyakarta: ar-ruzz media. terry, d. j. (2004). investigating the relationship between parenting styles and delinquent behavior investigating the relationship between parenting styles. parenting, 15(1), 1484–1487. https://doi.org/10.1016/j.sbspro.2011.03.315 vonny khresna dewi. (2017). hubungan pola asuh orang tua dengan tingkat kemandirian anak retardasi mental ringan. an-nadaa, 21–25. wibowo, a. (2012). pendidikan karakter anak usia dini. yogyakarta: pustaka pelajar. winarsih. (2010). hubungan pola asuh terhadap kemandirian belajar anak di ra/ba kecamatan grogol kabupaten sukoharjo tahun ajaran 2010 / 2011. skripsi thesis, universitas muhammadiyah surakarta. couns-edu the international journal of counseling and education vol.4, no.4, 2019, pp. 140-147 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020190424640 received on 09/11/2019; revised on 10/25/2019; accepted on 11/21/2019; published on: 12/30/2019 140 ingraining goal orientation behavior among malaysian adolescents using solution-focused group work (sfgw) ratnadevi r.shunmugam 1*) , sidek mohd. noah 2 , wan marzuki wan jaafar 3 123 university of putra malaysia, selangor, malaysia * ) corresponding author, e-mail: ratnashun@gmail.com abstract setting goals can be reviewed as aspirations for future betterment especially among adolescents. goal-setting process involves aspects like future planning, principles, values, priorities, application of knowledge and decision making. this process varies according to individual needs and requires different approaches and guidance. literature review prevailed that the essential ingredient of solution-focused approach is setting goals. solution-focused techniques found to be vital and crucial in assisting adolescents to set goals. two objectives were drawn through literature reviews. objective one is to determine the effectiveness of sfgw in increasing adolescent’s goal orientation behavior mean score between pre-test, post-test and follow-up test. and, the second objective is to compare the effects between sfgw intervention module (treatment group) and traditional module (control group) on goal orientation mean score for post-test and follow-up test. this is a true experimental with pre-test and post-test design using solution-focused module and administration of questionnaires for data collection. a total of 66 samples who met the inclusion requirement were assigned randomly to experimental (n = 32) and control (n = 34) groups using paired-matched design. the samples in experimental group were given treatment using the sfgw intervention program for seven weeks. after the completion of the treatment, posttest and followup test were carried out and data was collected using goal orientation scale. the collected data was analyzed using descriptive statistics, independent samples t-test, and one-way repeated measure anova. the study discloses that sfgw does significantly affect the level of goal orientation behavior among malaysian adolescents. keywords: adolescents, goal orientation behavior, solution-focused theory, goal setting how to cite: shunmugam, r., noah, s., & jaafar, w. (2019). ingraining goal orientation behavior among malaysian adolescents using solution-focused group work (sfgw). couns-edu: the international journal of counseling and education, 4(4), 140-147. doi:http:// doi.org/10.23916/0020190424640 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction it is timely that ministry of education has had introduced national educational blueprint (2013) with one of the focus is to produce a well-informed students, be it academically or non-academically. schools are encouraged to create a harmonious environment for students to explore themselves and provide opportunities for them to correct their behavior. since adolescence is a crucial stage to develop their strengths towards positive living, they need to be empowered with confidence and ability to figure out solutions for their own problems (morton & montgomery, 2013). razali, dokoushkani & rajendran (2013) clinched that malaysian adolescents face problems in schools and at home which in return challenges their adolescence life cycle. kuldas, hashim & hairul (2015) viewed adolescents involvement in at-risk activities are associated with factors like negative social environment, low self-concept, bad parental influence and disadvantaged socioeconomic background. current behavioral problems portrayed by malaysian adolescents are suicidal, internet addiction, drug offences, stealing, house-breaking (mohd. isa. hashim, kaur & ng, 2016; tin, jessemine khoo, wong & tan, 2017). lee (2014) reported that juvenile crimes show an increasing trend from 3700 cases in 2012 to 7816 in 2013. malaysian adolescents http://dx.doi.org/10.23916/0020190424640 couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 ingraining goal orientation behavior among malaysian adolescents ...| 141 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424640 also depicted as have no appropriate knowledge of life skills such as refusal skills, communication skills, anger control and coping mechanism with emotion (marjan & hayati, 2017). apart from this, malaysian adolescents facing mental illness like depression and various addictions like internet and substances uses. the cause of behavioral problems among adolescents is their failure to cope with daily life stressors. such failure leads adolescents to inability to control behaviors and involved in undesirable activities. despite all the hindrance factors, there are many adolescents who succeeded within same unfortunate background. they have shown satisfactory ability in using their cognitive tasks to face challenges and attain success. moshman (2011) affirmed that, despite the difficulties and stereotypes by the adults, adolescents often demonstrate remarkable competence in leading their adolescence world. this contradict view requires empirical evidence on what makes them to be successful despite all the challenges. hence, kuldas et al. (2015) recommend the development of a care giving relationship model for malaysian adolescents to boost their cognitive tasks performance and resilience. thus, all they need to grow as positive adolescents are be recognized, appreciated, and acknowledged by adults (moshman, 2011). in line with this, current study aimed to assist the adolescents to create their own goals and challenge their thoughts and ultimately achieve the goals set in a group setting. literature reviews (kuldas et al. 2015; abdullah, ortega, ahmad, ghazali, 2015; mohd isa, et al. 2016; tin, et al. 2017) suggested early psycho-educational interventions in schools to assist adolescents in coping with social issues. researchers suggest teachers and school counselors to help adolescents by increasing programs focusing on coping skills and emotional regulative strategies. as to laud the suggestions from previous researches, current study develops sfgw intervention program which aimed to increase adolescents’ goal orientation behavior. the dependent variable is found to be a core element in helping adolescents to create suitable social skills and ultimately lead to a successful adulthood. in grounding a theoretical framework for studying the instillation of goal orientation behavior using solution-focused group work, goal-setting theory of motivation provides a useful model. according to locke & lathem (1990), cognitive and motivational factors play vital role in determining human behaviors. human behaviors are constantly influenced by conscious purposes, plans, intentions, tasks and interest. in essence, human behaviors are the product of consciously goal directed and performed with intention. with acknowledgement that not all human behavior performed under fully conscious control, this theory ascertains that goals do play significant role in formation of human behavior. the module developed based on the solution-focused tenets and goal-setting theory could explain the significance of empowering the adolescents to focus on solutions to their problems. empowering adolescents can be done by encouraging them to plan, set goals, to experience, to review goals, to reframe obstacles and to celebrate little change that they observe is happening to them. solution-focused setting goals tenet encourages adolescents to frame their own goals which eventually they will practice and strive to achieve. effective goal setting will increase individual’s confidence, which ultimately develops their sense of competency and become productive regardless of their basis. apart from that, as mooted and practiced in the interventions by many researches (paul, 2017; zainudin, lee, ng & tan, 2014; carroll, gordon, haynes & houghton, 2013 & moeller, janine, theiler & wu, 2012), support is found to be important in assisting adolescents to achieve their goals. solution-focused techniques like compliment and exceptions are souls to provide support and encourage the adolescents to work more to achieve goals. in conclusion, even though other variables might influence the success of adolescents, personal goal-setting or goal orientation behavior (gob) found to be significant. this results in the formulation of h01 – there is no difference of goal orientation behavior means score at pre-test, post-test and follow-up test, h02 – there is no difference of goal orientation behavior means score between sfgw intervention module compared to traditional module towards adolescents at post-test and h03 there is no difference of goal orientation behavior means score between sfgw intervention module compared to traditional module at follow-up test. method the first step involves in the study is the formulation of research hypotheses. through literature reviews, three research hypotheses formulated and terms that used in the research were defined. secondly, experimental research design established. the internal and external threat were identified and verified accordingly. this is a very important aspect of experimental design as to ensure that independent variable is the only cause for the effect on dependent variables. and, based on sidek module development model (smdm), sfgw was developed and validated. couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu shunmugam, r.r. et al ingraining goal orientation behavior among malaysian adolescents ...| 142 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424640 after that, pilot study was carried out. pilot study is viewed as one of the significant steps in this study to ensure that the instruments developed measure the intended variables as proposed by the conceptual framework. the pilot study enables to the identification of inappropriate items and unanticipated problems in the instruments. the current study adapted the goal orientation scale and the administration on malaysian adolescents revealed .722 of alpha cronbach value. permission was obtained from the ministry of education to conduct the research. permission letter from the educational planning and research division (eprd) was secured and the letter to use the school platform for the experiment will be sent to participating school principal. upon obtaining the permission, a number of 30 students were recruited for the pilot study. finally, the researcher discussed with the supervisors of this study before an invitation to participate made to participants in selangor. as soon as the pilot study completed and the reliability and validity of the instruments established, the actual data collection procedure was implemented. determining sample size is an essential step in designing the research. it is important because adequate sample size ensures reliable results. to ensure that the study has sufficient statistical power to reduce type ii error, g-power 3.1 analysis was conducted. statistical power is a measure that a researcher identifies the statistical significance in a sample if the effect exists in the real population. power is a function factor like sample size, effect size, significance level, and the power of the statistic used. as to identify if there is statistically significant difference when the null hypothesis is rejected, power (cohen, 1988) justifies these levels of effect sizes. the result indicated that a total sample of 52 people needed to detect medium effects (d =.5) with using power of 80%, t-test between means with alpha at .05. f-test anova required 10 people to detect medium effects (d= .5) with using 80% power, means with alpha at .05. and, a total of 14 people needed to detect medium effects (d = .5) using 80% power using f-test manova between means with alpha at .05. a total of 66 samples were found sufficient to determine the effect of the intervention as in the study. therefore, the current study used 66 samples who had been assigned to experimental (n= 32) and controlled (n = 34) groups randomly. the selection of the samples conducted after the permission obtained from ministry of education, selangor state educational department and the schools. the announcement was made by the school counselors about the intervention program. researcher accompanied by school counselor distributed the consent form to all intended form 2 students. after that, school counselor made the arrangement for the researcher to meet the students who have obtained their parental approval. a relief slot of 1 hour 10 minutes was arranged by the relief teacher. the selection of the participants was based on following condition inclusive criteria: 1) all form 2 students in public secondary schools in the district of petaling perdana, and 2) participants are able to communicate and write in english language. when a list of interested and eligible participants secured, the questionnaire was administered. the school counselor assisted the researcher to gather all form 2 students in the school hall on the first day of meeting. after the introduction session by the school counselor, a briefing session about the intervention program was led by the researcher. once students are briefed about the purpose of the meeting, students were asked to respond to the questionnaire. the competency in english required as the instrument were prepared in english and treatment too carried out in english. students who are not interested and not competent in english withdrew from the pretest. after the completion of the pretest, the mean of each participant was determined using the spss version 24. participants who scored between -1 and +1 standard deviation from the mean will be selected as samples. this method ascertains that all the individuals from the population have the equal chance to participate and those who scored extremely low or high had been excluded. a total of 66 samples were selected and assigned to experimental (32 samples) and control (34 samples) groups using matched pair randomization. later, samples from experimental group were assigned to 4 sub-groups each group consists of eight to nine participants. then, experimental groups were treated with sfgw intervention for seven consecutive weeks and on 8th week the posttest was administered. lastly, on the 12th week participants were asked to answer the questionnaire again and follow-up data was collected. the data was analyzed using the spss. both descriptive and inferential statistics will be used to analysis data obtained. the study also sought to examine the relationship among sfgw (independent variable) and goal orientation behavior (dependent variable). table below illustrates the types of statistical analysis for this study based on the research hypotheses formulated. couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 ingraining goal orientation behavior among malaysian adolescents ...| 143 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424640 table 1. statistical analysis based on research questions/ hypotheses research hypotheses type of analysis sfgw is not a valid and reliable module descriptive statistic h01 there is no difference of goal orientation behavior means score at pre-test, post-test and follow-up test repeated measures anova h02 there is no difference of goal orientation behavior between sfgw intervention module (treatment group) and traditional module (control group) at post-test. independent sample t-test h03 there is no difference of goal orientation behavior between sfgw intervention module (treatment group) and traditional module (control group) at follow-up test. independent sample t-test results and discussions this study aimed to determine the effect of sfgw in increasing the goal-orientation behavior among malaysian adolescents. a total of three hypotheses derived from the research question; (1) h01 – to determine the effectiveness of sfgw in increasing adolescents’ goal orientation behavior mean score (pretest, posttest and follow-up test); (2) h02 – to compare the effects of sfgw intervention module compared to traditional module towards adolescents’ goal orientation behavior means score at posttest; (3) h03 – to compare the effects of sfgw intervention module compared to traditional module towards adolescents’ goal orientation behavior mean score for follow-up test. h01: there is no difference of goal orientation behavior means score at pre-test, post-test and follow-up test table 2. mean of goal orientation behavior means score in experimental and control group between pre-test, post-test and follow-up test evaluation treatment group control group n m sd n m sd pre-test 32 2.26 0.13 34 2.15 0.28 post-test 32 3.66 0.28 34 2.16 0.28 follow-up test 32 3.68 0.24 34 2.09 0.38 to test this hypothesis, one-way repeated measure anova was used. the use of one-way repeated measure anova is to analysis the difference between pretest, posttest and follow-up test of goal orientation behavior scores of same samples. table 5.11 indicates that there is a significant difference in self-efficacy between treatment group (m = 2.26 sd = 0.13) and control group (m = 2.15, sd = 0.28) at pretest. at post-test the scores for treatment group is (m = 3.66, sd = 0.28) and control group (m = 2.16, sd = 0.28). and, at follow-up test the result in treatment group is (m = 3.68, sd = 0.24) and control group is (m = 2.09, sd = 0.38). the results indicate that there is a difference in mean scores between pretest, post-test and follow-up test. mauchly’s test indicated that the assumption of sphericity had been violated, χ2 (2)= 39.333, p <.05. therefore degrees of freedom were corrected using greenhouse-geisser estimate of sphericity (ε = .685). the results show that the goal orientation behavior mean score was significantly affected by the time, f (1.37, 89.09) = 41.667, p < .001, ηp² = .391. couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu shunmugam, r.r. et al ingraining goal orientation behavior among malaysian adolescents ...| 144 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424640 table 3. the results of bonferroni comparisons tests for goal orientation behavior pairwise comparisons (i) factor1 (j) factor1 mean difference (i-j) std. error sig.b 95% confidence interval for differenceb lower bound upper bound 1 2 -.678* .090 .000 -.900 -.457 3 -.651* .103 .000 -.904 -.398 2 1 .678* .090 .000 .457 .900 3 .028 .050 1.000 -.095 .151 3 1 .651* .103 .000 .398 .904 2 -.028 .050 1.000 -.151 .095 ***. the mean difference is significant at the .001 level. b. adjustment for multiple comparisons: bonferroni. bonferroni comparisons tests show that there was a statistically significant difference in the goal orientation behavior mean score for the following pairs: pre-test and post-test (p < .001), pre-test and follow-up test (p < .001), but not for post-test and follow-up test (p = 1.00). therefore, we can conclude that the sfgw intervention module does affect adolescents’ goal orientation behavior between pre-test and post-test and remains unchanged between post-test and follow-up test. the analysis showed that the partial eta squared is .391 which is falls under the large effect size. thus, hypothesis one was rejected. the second objective of the study is to compare the effects between sfgw intervention module (treatment group) and traditional module (control group) on adolescent’s goal orientation behavior mean score for post-test and follow-up test. two hypotheses (h02 and h03) were drawn and tested using independent-samples t-tests. the analysis was conducted to compare the adolescent’s self-efficacy mean score for post-test and follow-up test between treatment group and control group. the results of the finding presented below. h02 there is no difference of goal orientation behavior between sfgw intervention module (treatment group) and traditional module (control group) at post-test. table 1.4. results of independent sample t-test between treatment group and control group on adolescents’ goal orientation behavior mean score at post-test. gos n m sd t sig-t treatment 32 3.66 0.28 21.642 .000* control 34 2.16 0.28 note: *** significant at α = .005 to answer the second hypotheses, independent-samples t-tests were conducted to compare the adolescent’s goal orientation behavior mean score for post-test and follow up test between treatment group and control group. for post-test, there was a significant difference in the adolescent’s goal orientation behavior mean score for treatment group (m = 3.66, sd = 0.28) and control group [m = 2.16, sd = 0.28; t (64) = 21.642, p < .000]. the effect size is large (d= 5.33). an inspection of the two means suggest the treatment group respondents have higher mean score compared to control group respondents. h03 there is no difference of goal orientation behavior between sfgw intervention module (treatment group) and traditional module (control group) at follow-up test. couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 ingraining goal orientation behavior among malaysian adolescents ...| 145 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424640 table 5. results of independent sample t-test between treatment group and control group on adolescent’s goal orientation behavior mean score for followup test gob n m sd t sig-t treatment 32 3.68 0.24 20.255 .000* control 34 2.09 0.38 note: *** significant at α = .001 for follow up test, there was a significant difference in the adolescent’s goal orientation behavior mean score for treatment group (m = 3.68, sd = 0.24) and control group [m = 2.09, sd = 0.38; t (64) = 20.255, p < .000]. the effect size is large (d= 4.99). an inspection of the two means suggest the treatment group respondents have higher mean score compared to control group respondents. overall, statistical analysis indicates that the intervention (sfgw) has been effective in increasing the goal orientation behavior in the experimental group. therefore, all three null hypotheses were rejected. the results reveal similarities with other findings of previous studies such as paul, (2017); zainudin, et al. (2014); carroll, et al. (2013); moeller, et al. (2012). in the cited studies, solution-focused approach has been effective in the intervention of increasing goal orientation behavior. their findings support the current finding that solution-focused approach had been a tool in assisting adolescents to achieve their goals. as literature reviews pointed out, solution-focused techniques like compliment and exceptions are souls to provide support and encourage the adolescents to work more to achieve goals (law & jacob, 2013; trepper, et al. 2011). it is evident that many researches viewed goal orientation behavior as a catalyst for children and adolescents well-being. such claim is broadly consistent with moeller, et al. (2012) longitudinal study which reveals that personal goal-setting and students’ achievement in spanish language class found to be interrelated. a short term longitudinal study of goal setting and decision making over 14 months of college life was deemed to established that goals changes over the year but setting goals lead a successful college life (katheleen & lacey, 2014). carroll, et al. (2013) suggest that a specific goal setting programs should be developed as to assist adolescents to set clear goals and provide essential support through the process. many findings found that solution-focused approach in the research has successfully managed adolescent’s academic stress (busari, 2016), enhance adolescents social competency (ates, 2016), assisted both victims perpetrators of bullying in schools (paolini, 2016) and other aspects of adolescents well-being. goal orientation behavior plays an important role in assisting success in adolescent’s life. like guthrie, klauda & ho (2013) suggests in their study, the current result concludes that, goal orientation behavior is a must in adolescents to successfully achieve their desires. the study can confidently claim that sfgw intervention is at par to provide skills of setting goals, reframe the goals and foresee success in achieving the goals. current study is advocating the suggestion made where the results shows that sfgw intervention program is one of such goal setting program. the results show that the techniques in sfgw intervention increases goal orientation behavior in adolescents. as in this study, the analysis showed that the eta squared is .957 which is falls under the large effect size. these results can be illustrated based on literature reviews which ascertain that the essential ingredient of solution-focused approach is setting goals. solution-focused techniques found to be vital and crucial in assisting adolescent’s to set goals. from the initial stage, adolescents asked to set clear, specific and attainable goals. solution-focused setting goals tenet encourages adolescents to frame their own goals which eventually they will practice and strive to achieve. the goals can be measured using the scaling techniques, where the adolescents will scale from 0 – 10. scaling the goals helps the adolescent’s to see their confidence level in achieving goals (trepper, et al. 2011). apart from that, as mooted and practiced in the interventions by many researches (paul, 2017; zainudin, et al. 2014; carroll, et al. 2013; moeller, et al. 2012), support is found to be important in assisting adolescents to achieve their goals. couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu shunmugam, r.r. et al ingraining goal orientation behavior among malaysian adolescents ...| 146 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424640 conclusions with the references to literature reviews and the results of the study, researcher can ascertain that sfgw intervention program able to increase adolescent’s goal orientation behavior. the result of the study cannot be generalized to the population as a whole as the study limited to 66 participants from two schools in selangor. a larger number of participants needed to make generalization. hence, further research with larger number of participants and different research design like longitudinal study will be needed to validate the effectiveness of sfgw. this will further assist counselors or other stakeholders to groom a goal orientated young generations. references abdullah, h., ortega, a., ahmad, n., ghazali, s. (2015). aggressive and delinquent behavior among high risk youth in malaysia. asian social science. 11(16), 62-73. ates, b. (2016). effect of solution-focused group counseling for high school students in order to struggle with school burnout. journal of education and training studi. 4(4), 27-34. busari, a. o. (2016). solution focused social interest programme as treatment option. journal of mental disorders treatment. 2(2), 1-10. carroll, a., gordon, k., haynes, m & houghton, s. (2013). goal setting and self-efficacy among delinquent, at-risk and not at-risk adolescents. journal of youth and adolescence. 42(3), 431-443. guthrie, j. t., klauda, s. l. & ho, a. n. (2013). modeling the relationships among modeling the relationships among reading motivation, reading motivation , engagement and achievement engagement and achievement for adolescents. reading research quarterly. 48(1), 9–26. kathleen, m. g. & lacey, r. c. (2014). goals, styles, and decisions: changes and interactions during the first year of college. american journal of psychology. 127(3), 383–396. kuldas, s., hashim, s. & ismail, h. n. (2015). malaysian adolescent students’ needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. international journal of adolescence and youth. 20(1), 32–47. lee, l. t. (2014, april 14). juvenile crime on the rise. thestaronline, pp 2-3. retrieved from https://thestar.com.my/ locke, e.a. & latham, g.p. (1990). a theory of goal setting and task performance. new jersey, united states: prentice-hall. inc. marjan, m. & hayati, k. s. (2017). life skills education for malaysian institutionalized adolescents: knowledge needs and priorities: a qualitative pilot study. iranian journal of public health. 46(12), 1739– 1741. moeller, a. j., janine, m., theiler & wu, c. (2012). goal setting and student achievement: a longitudinal study. the modern language journal. 96 (2), 153-169. morton, m. h. & montgomery, p. (2013). youth empowerment programs for improving adolescents’ self efficacy and self-esteem: a systematic review. research on social work practice. 23(1), 22-33. moshman, d. (2011). adolescent rationality and development: cognition, morality and identity. (3rd ed). new york: psychology press. mohd. isa, s., hashim a.h., kaur, m., ng, cg. (2016). internet addiction among adolescents in malaysia: the prevalence and its association with attention deficit hyperactivity disorders (adhd) symptoms. malaysian journal of psychiatry e-journal. 25(1), 3-18. paolini, a. c. (2016). utilizing solution focused brief counseling with primary and middle school grades: helping the perpetrator and the victim mitigate effects of bullying introduction. overview of bullying. 10(2), 50-60. paul, d. g. (2017). the effects of a goal setting intervention on delinquent adolescent group treatment outcomes. (unpublished doctoral thesis). razali, a., dokoushkani, f. & rajendran, k. (2013). what does literature say about student at risk? psychology and behavioural sciences. 2(2), 51-58. tin zhi ling, jessemine khoo ai pheng, wong wan sin & tan soon-aun. (2017). the relationship between personality traits and behavioral problems among adolescents in malaysia. sains humanika. 3(2), 29-35. trepper, terry & mccollum, eric & de jong, peter & korman, harry & gingerich, wallace & franklin, https://thestar.com.my/ couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 ingraining goal orientation behavior among malaysian adolescents ...| 147 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424640 cynthia.(2011).solutionfocused_brieftherapy_treatment_manual1.10.1093/acprof:oso/978019 5385724.003.0015.https://www.researchgate.net/publication/290320627_solution_focused_bri ef_therapy_treatment_manual1. couns-edu the international journal of counseling and education vol.4, no.4, 2019, pp. 148-156 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020190424840 received on 09/09/2019; revised on 10/15/2019; accepted on 11/12/2019; published on: 12/30/2019 148 have school counselors assessed students’ anxiety? nur sholehah dian saputri 1 , rita eka izzaty 2 & heri retnawati 3 123 universitas negeri yogyakarta, indonesia * ) corresponding author, e-mail: nursholehah.2018@student.uny.ac.id abstract anxiety needs to be assessed and reduced so that it does not interfere with the mission of adolescent development. guidance and counseling services in formal education must be provided based on the assessment of needs, one of which is in dealing with anxiety. this study was qualitative research with a type of phenomenology. the data related to the implementation of anxiety assessment were collected using interviews and observations. the participants were 15 senior high school counselors in yogyakarta. the data analysis was conducted using qualitative data analysis. the results of the study showed that there were still many school counselors who had not deeply assessed students’ anxiety. there were still school counselors who experienced obstacles in assessing students’ anxiety, such as regarding the time, analytical skills, students’ openness problems, and there were no instruments that could be applied easily. keywords: assessment, students’ anxiety, school counselor how to cite: saputri, n., izzaty, r., & retnawati, h. (2019). have school counselors assessed students’ anxiety?. couns-edu: the international journal of counseling and education, 4(4), 148-156. doi:http://.doi.org/10.23916/ 0020190424840 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction adolescence is a transitional period or natural transition of human life span that bridges childhood and adulthood (santrock, 2012). during this period, adolescents experience several significant changes in various matters, including physical, mental, and emotional changes of the child. khemka & rathod (2016) stated that adolescence is a period of internal conflict, psychological balance, and uncertain behavior. adolescents fight different life pressures ranging from terrible life events, constant tension, and everyday problems (sharma; 2017). another problem that might occur is anxiety. anxiety is a heterogeneous disorder that has different etiologies and outcomes. furthermore, anxiety has different physiological characteristics (wiedemann; 2015). this is in accordance with dawood (2016) who defined anxiety as an unwanted and unclear feeling when someone predicts a dangerous situation. extreme levels of anxiety will influence an individual’s mental and physical health and also have a negative effect on their personal, social, family, work, and educational performance (dawood; 2016). high levels of anxiety resulted in a person’s normal life becomes difficult as disrupted activities and social life. anxiety is one of various emotional and behavioral disorders. vitasari (2010) mentioned that students with anxiety disorders show passive attitudes in their studies, such as lack of interest in learning, poor performance on examinations, and doing poorly on assignments. sharma (2017) also believed that anxiety and stress are caused by various existing problems, such as problems at school, financial problems, family problems, and problems around them. high levels of anxiety experienced by a number of adolescents are due to expectations and pressure for achievement that is not realistic from parents, facing evaluation, social comparison, and when experiencing failure (santrock; 2007) mailto:nursholehah.2018@student.uny.ac.id http://dx.doi.org/10.23916/0020190424840 couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 have school counselors assessed students’ anxiety?| 149 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424840 adolescents in formal education, especially at the senior high school level, need services provided so that learning activities and students’ potential can develop optimally. schools implement character education by providing models, interventions, consistent habituation, and reinforcement (zurqoni, 2018). character education has a positive impact on increasing the value of students’ characters including religiosity, personality, social attitudes, and competitive attitudes. the character guidance has so far existed in schools, such as in guidance and counseling services (arifin, 2017). within the scope of the school, the guidance and counseling services for students will be provided by school counselors. ebizi (2016) argued that guidance and counseling are important educational tools in shaping an increasingly more positive orientation to children because there are negative ideas or views instilled by their friends in the social environment. therefore, the school needs a counselor to help children to shape the future of students through guidance and counseling services. anyi (2017) mentioned that guidance and counseling is illustrated as a process that helps people by facilitating positive growth and adaptation through selfunderstanding. in the appendix of regulation of minister of education and culture number 111 of 2014, it is stipulated that guidance and counseling is a systematic, objective, logical, and sustainable as well as programmed effort carried out by the school counselor to facilitate the development of students/counselees to achieve independence in the form of the ability to understand, accept, direct, making decisions, and realize themselves responsibly s to achieve happiness and prosperity in their life. putra (2015) explained that the existence of guidance and counseling is required as a support to the learning process and includes the students’ adaptation. the duty of school counselors is very significant, so that in carrying it out, it requires a professional attitude from school counselors. in dealing with anxiety, school counselors need to choose the right strategy which suits the students’ needs. in the implementation of guidance and counseling, it requires a structured program started from the assessment. the assessment is important to be conducted because by doing it, the program made will be right on target and in accordance with needs. in the national education regulation number 27 of 2008 concerning the academic qualification standards and counselors’ competence in professional competence, it is stated that the counselor must master the concepts and praxis of the assessment to understand the condition, needs, and problems of the counselee. another study that had been conducted and related to this study states that school counselors provide services related to anxiety but is not structured. rosmawati (2016) stated that to overcome the anxiety of students at 3th senior high school of makassar, school counselors tended to use behavioristic counseling approaches and rational emotive therapy. however, the use of these approaches was still partial, incidental, routine, and had not been implemented systematically. based on the assessment of the students and the school counselors, the counseling service applied by the school counselors to deal with the students’ anxiety at sma negeri 3 makassar had not been maximized so that the expected behavioral change in students was also not optimal. moreover, mardiana (2017) stated that the role of school counselors in an effort to reduce the level of students’ anxiety when taking the national final examination at sma nusantara i tangerang banten was included in the moderate category. based on the problems that have been explained, this study is considered important. this study aims to determine whether the students’ anxiety has been understood and handled by school counselors in schools, especially in yogyakarta. method this study was qualitative research with a type of phenomenology. the phenomenon that would be revealed was the number of school counselors who have assessed anxiety and used interpretation in the process of providing guidance and counseling services in the guidance and counseling program. the data were collected using interviews and observations. the interviews were carried out by contacting the school counselors one by one. the interview material included the school counselors’ knowledge about anxiety assessment, the importance of anxiety assessment, the use of anxiety assessment, the use of interpretation of assessment results, and the program making based on the interpretation. in addition to the interviews, observations related to assessment tools in schools and their use were also made by the researchers. the participants were school counselors of senior high schools in yogyakarta. the teacher’s criteria were school counselors with work experience of more than 2 years and a minimum education of bachelor’s degree in guidance and counseling. the participants were school counselors in 15 schools in yogyakarta, indonesia. the researchers explained to the teachers that the interview and observation were couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu saputri, n.s.d. et al have school counselors assessed students’ anxiety?| 150 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424840 carried out only for research. all data related to the teachers were coded and kept for its confidentiality. the researchers also conveyed that the results of observation did not affect anything. the data analysis was carried out using quantitative and qualitative data analysis. the quantitative analysis was done by calculating the percentage of teachers who had conducted anxiety assessments by using data tabulation. an analysis was also carried out regarding the reasons whether the teachers conducted anxiety assessments or did not do it, as well as the obstacles and strategies for anxiety assessments and also the use of the results of anxiety assessments. the data of the interview results were then reduced and presented in tabular form and grouped into sub-themes in small groups. the data analysis was done by determining the relationship between themes which then found understanding which was analyzed by using bogdan & biklen’s model (1982). results and discussions information about the school counselors the school counselors are educators with academic qualifications of at least a bachelor’s degree in education (s-1) in the guidance and counseling field and have competence in the guidance and counseling field. (the regulation of minister of education and culture number 111 of 2014). in this study, the school counselors who are the subjects of the study are at least a bachelor’s degree in guidance and counseling with a minimum working period of two years. the results of the study showed that most were a bachelor’s degree in guidance and counseling and several others were from a master’s degree in guidance and counseling and bachelor’s degree in islamic guidance and counseling. the school counselors’ knowledge about anxiety assessments the school counselors need to have knowledge about anxiety assessments because if there are students experiencing anxiety, the teachers know the services to be provided and can prevent students’ anxiety. in this study, data was obtained that most teachers understood about anxiety and ways to detect anxiety. some teachers already know but some are hesitant in answering. the teachers also know an anxiety tool that can be used in assessing students’ anxiety. the results of reduction regarding the school counselors’ knowledge about anxiety assessments. most school counselors understand the importance of assessing students’ anxiety. next, the school counselors were given questions about the relation of anxiety with aspects of students’ achievement. the results of the study showed that most teachers have understood the concept of anxiety and the impact that occurs when a student experiences anxiety. the anxiety that is experienced by students will influence students’ achievement because anxiety is associated with students’ concentration, psychological comfort, and focus which will ultimately reduce students’ achievement. table 1. the results of reduction regarding the relation of anxiety with aspects of achievement no. sub-theme relation between sub-themes 1 not all anxiety is related to students’ achievement most teachers have understood the concept of anxiety and the impact that occurs when a student experiences anxiety. anxiety that is experienced by students will influence students’ achievement because anxiety is associated with students’ concentration, psychological comfort, and motivation which will ultimately reduce students’ achievement. 2 anxiety can interfere students’ concentration 3 anxiety makes a small thinking space so that it does not give the mind a chance to develop 4 anxiety makes students difficult of concentrate 5 psychological comfort will be disrupt because of anxiety and ultimately disrupt students’ behavior 6 anxiety influences the students’ learning comfort 7 anxiety influences in choosing the priority of what action will be taken 8 anxiety will reduce one’s confidence in reaching achievement 9 anxiety makes students’ motivation to learn to be low couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 have school counselors assessed students’ anxiety?| 151 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424840 the importance of anxiety assessment anxiety assessment is a way to detect students’ anxiety. this is considered important because school counselors need to help students in dealing with their problems. all school counselors understand the importance of anxiety assessment. teachers can position themselves when they know the level of students’ anxiety by providing services as needed. the services can be preventive and curative services. examples of school counselors’ opinions related to the importance of assessing students’ anxiety are as follows “so if we already understood the extent to which students experience anxiety, we can determine what we should do next ...” (teacher 8) “there are preventive and curative guidance and counseling services, to determine it, it needs an assistive device. anxiety measure can be used as an alternative ...” (teacher 14) table 2. the results of reduction regarding the benefits of using anxiety assessment no. sub-theme relation between sub-themes 1 to find out how much we experience anxiety, then we will be able to position ourselves more calmly the school counselors understand the anxiety assessment as an assistive device to determine students’ anxiety levels 2 as an assistive device to determine students’ anxiety levels 3 helping students deal with anxiety problems that arise anxiety assessment is used to help students in dealing with problems through guidance and counseling services 4 detect anxiety in students so that it can be helped by optimizing guidance and counseling services 5 detect individuals who have excessive anxiety, so they can be helped 6 detect if individuals have excessive anxiety or not, if they experience it, the follow-up must be done by taking a preventive or curative action for the student assessments as prevention of the impacts of anxiety and solution when students experience anxiety 7 as a reference medium for anxiety prevention and solution 8 to find out what factors can reduce excessive anxiety assessments help the school counselors in determining factors to reduce anxiety the use of anxiety assessment in this study, there are many opinions regarding the timing of anxiety assessment. some think that the time to carry out an anxiety assessment can be done flexibly according to students’ needs, considering that not all students experience anxiety. however, there are those who argue that the assessment is carried out programmatically within a predetermined period, for example at the beginning of the semester or the beginning of the year and when they will take the exam. in terms of the strategies taken to assess students’ anxiety, some teachers do not understand. during this time, the teachers use test kits passed from generation to generation and automatic data collection applications so they do not know the specific strategies in dealing with anxiety. the school counselors use a curative approach in assessing anxiety. in addition, some teachers understand the strategy to conduct an anxiety assessment which is understood as a test tool and implementation time. couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu saputri, n.s.d. et al have school counselors assessed students’ anxiety?| 152 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424840 table 3. the results of reduction regarding the use of anxiety assessment no. sub-theme relation between sub-themes 1 the assessment is carried out when needed the period to use anxiety assessment can be done flexibly according to students’ needs 2 anxiety assessment is good to carry out at the beginning, middle, and end of the semester 3 the assessment in the form of an interview is carried out when the children starts to show symptoms of anxiety 4 when children do not seem eager to learn 5 the assessment is carried out when facing a problem 6 when someone will face a situation that is considered difficult, an assessment can be carried out 7 the assessment can be carried out at the beginning of the academic year according to some school counselors, the assessment should be carried out programmatically within a predetermined period. 8 the assessment is carried out at the beginning of the academic year and before the students take the exam 9 the assessment should be carried out routinely, once every 6 months 10 anxiety assessment is carried out at least once a year table 4. the results of reduction regarding strategies undertaken to assess anxiety no. sub-theme relation between sub-themes 1 if there are students who experience anxiety, the teacher starts to assess the anxiety with a variety of test and non-test tools the school counselors use a curative approach in assessing anxiety 2 when the teacher sees something different in children in everyday life, the teacher takes non-test assessments, such as interviews and observations 3 determine the respondent’s difficult situation through interviews and observations, and then give solutions for anxiety experienced by students 4 give assessments to students and interpret it. the interpretation is then used for the guidance and counseling service process 5 the assessment is carried out by adapting the assessment scale questionnaire the strategy to conduct an anxiety assessment implementation is understood as a test tool and implementation time 6 the assessment is carried out by using instruments based on test and non-test assessments through guidance and counseling services 7 understanding students’ anxiety based on observations from several people 8 in addition to tools, interviews are usually used as identification of students’ anxiety 9 in addition to using integrated tools, observations are also used as an assistive device to determine the students’ anxiety levels 10 students’ anxiety is assessed periodically and or at the right time couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 have school counselors assessed students’ anxiety?| 153 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424840 table 5. the results of reduction of obstacles encountered when making assessments no. sub-theme relation between sub-themes 1 not all students convey that they experience anxiety, so sometimes the school counselors are confused students are less open to the school counselors 2 students are still shy in expressing their anxiety sometimes 3 not every time the respondents face a difficult situation 4 if a lot of instruments are used, the data overlaps, so the analyze should be done from the results of the statements given and it is difficult to do the school counselors have difficulty inserting several instruments in one guidance and counseling program 5 interpretation of the results of assessment tools and follow-up is difficult to apply in the guidance and counseling program there are still problems in the interpretation of anxiety assessment results 6 accuracy of input is very necessary in analyzing students’ anxiety 7 interpretation of results and follow-up is difficult to do 8 not every day dealing directly with the children time is an obstacle in the process of carrying out assessments due to several things, including the absence of classical time, the amount of responsibility received by the school counselors, and no time to analyze 9 there is not enough time to identify students’ anxiety one by one 10 11 the schedule in class to provide classical guidance and interact with students are not too clear the time available is too limited due to the many works delegated to the school counselors 12 human resources available or school counselors in schools do not have the ability to assess students’ anxiety competence to take assessments is still lacking 13 there is no specific instrument for assessing anxiety instrument of anxiety is not widely known so that the teachers have not been directed in anxiety assessment 14 making questions that represent someone’s psychological is very difficult in guidance and counseling, there are many services that must be carried out so that anxiety is equated with other symptoms. many obstacles faced by school counselors, in which students are less open to the school counselors, difficulties in inserting several instruments in a guidance and counseling program, problems in interpreting anxiety assessment results, time of implementation of anxiety services, assessment competencies that are still lacking and lacking instrument of anxiety that makes the teachers not yet directed in assessing anxiety. the following are examples of teachers’ statements related to implementation obstacles: “i know anxiety needs treatment, but i’m confused when i need to do it ...” (teacher 13) “actually, i don’t know how to use anxiety instruments ...” (teacher 14) “there is no standard instrument, so what should i do? ...” (teacher 5) the use of assessment interpretation results the results show that the school counselors use results quickly which is using counseling services (individual and group counseling) because anxiety is considered as something that requires immediate treatment. the interpretation results are used as a basis for making annual programs, and prioritize and classify results. in practice, anxiety is not a priority to deal with sometimes because of the many problems couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu saputri, n.s.d. et al have school counselors assessed students’ anxiety?| 154 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424840 faced by students. the results show that (1) school counselor use the results as a determinant of the service to be provided. the service is fast-response because anxiety is considered as something that requires immediate treatment. (2) the interpretation results are used as a basis for making an annual program. (2) the use of interpretation by prioritizing and grouping so that sometimes anxiety is not a priority treatment the school counselors are educators with academic qualifications of at least a bachelor’s degree in education (s-1) in the guidance and counseling field and have competence in the guidance and counseling field. (the regulation of minister of education and culture number 111 of 2014). the results of the study showed that all school counselors were a bachelor’s degree in guidance and counseling. this means that the conditions in the field are in accordance with the regulation of the ministry of education and culture number 111 of 2014. furthermore, in the national education regulation number 27 of 2008 concerning the academic qualification standards and counselors’ competence in professional competence, it is stated that the counselor must master the concepts and praxis of the assessment to understand the condition, needs, and problems of the counselee. the american counseling association (aca) code of ethics (2014) in section e explains the counselors’ duties in carrying out evaluation, assessment, and interpretation. moreover, the council for accreditation of counseling and related educational programs (cacrep, 2009 in susan 2017; 3-4) stipulates that eight core areas are required of all students in the counseling accreditation program, one of which is the assessment. a study conducted by bunu (2016) stated that types of counseling services include helping clients develop polite behavior, helping overcome anxiety, and exploring students’ potential. based on the explanation above, a school counselor should have the ability to use assessments. in fact, not many school counselors have competence in non-test assessments. a thorough evaluation is required regarding the competencies of school counselors, specifically about anxiety assessment. anxiety has a negative relationship with several things. anxiety and motivation level of students have a negative relationship (widodo, 2017), meaning when anxiety is high, the level of students’ motivation is also high. besides, anxiety has a significant negative relationship with achievement (swadesi; 2015). furthermore, pratama (2018) stated that anxiety has a relationship with the concentration level. a significant negative relationship also occurs between self-confidence and anxiety (kristanto, 2014). the same thing was expressed by wahyuni (2014) who revealed that there is a negative relationship between self-confidence and anxiety in public speaking. this is in line as what was conveyed by the school counselors who are the subjects of this study. anxiety in students disturbs the level of motivation, achievement, concentration, and self-confidence. learning assessment functions as a way in the learning process used to determine the score and the reporting so that the overview of learning outcomes implemented by teachers can be known not only by students, but also by all parties (sudarwan, 2015). in anxiety, assessment is considered important because anxiety needs to be detected immediately so that anxiety disorders can be detected as early as possible and to help counselors or psychologists to assess the anxiety level of their clients (chrisnawati, 2019). many school counselors have not yet taken assessments due to a number of obstacles. the number of teachers who carry out authentic assessments is still small and requires improvement (kartowagiran, 2016). the obstacle most experienced by school counselors is the limited time they have. this is actually regretted by school counselors, including many schools that do not provide classical time in class. in the operational implementation guidelines of guidance and counseling, it is stated that each school counselor can provide services in the classroom. however, in the 2013 curriculum, it is mentioned that there is no schedule for guidance and counseling. actually, the 2013 curriculum aims to improve the quality of human resources and improve the competitiveness of the nation, and in line with the development of science, technology, and art (retnawati, 2015). however, in relation to guidance and counseling, it still needs improvement. this makes many schools do not provide the schedule for guidance and counseling in the classroom. this can be overcome by school counselors by implementing group guidance and group counseling. furthermore, the use of interpretation results also faces obstacles, in which the school counselors cannot use two or more instruments because there is an overlap in the interpretation results. this makes many teachers use integrated assessment because it is considered easier to interpret. there are many anxiety assessments that can be used, such as fear of negative evaluation (fne) and social avoidance couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 have school counselors assessed students’ anxiety?| 155 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424840 and distress (sad) (watson and friend, 1969). liebowitz’s social anxiety scale (lsas) (1987) and brief social phobia scale (bsps) are developed by davidson, potts, richichi, and ford (1991). in their use, the school counselors must cooperate with psychologists in terms of instrument analysis. this is related to the meaning of assessment in the discipline of psychology carried out in relation to the objectives of pure and applied science (hidayat, 2011) that the school counselors should not do. conclusion based on the results of the analysis, it is known that the school counselors actually understand anxiety and its impacts. however, there are many obstacles found in this study that make the school counselors not carry out anxiety assessment by themselves. in addition, there is no non-test instrument that can be used, such as a scale, which makes the school counselors consider it is enough to use interviews and observations. in this case, a new problem occurs because one school counselor teaches of at least 150 students, which makes not all students monitored. acknowledgments on this occasion, the researchers would like to thank school counselors of senior high schools in yogyakarta who were willing to become participants of this study. thank you to the state university of yogyakarta for providing the opportunity, facilities, and encouragement for writing this journal article. references anyi e.m.e (2017). the role of guidance and counselling in effective teaching and learning in schools: the cameroonian perspective. international journal of educational technology and learning, vol. 1, no. 1, pp. 11-15. doi: 10.20448/2003.11.11.15 arifin (2017). building character of students as a contribution to the character of the nation through psychological approach. jurnal edukasi sebelas april. retrieved from https://jurnal.stkip11april. ac.id/index.php/jesa/article/download/13/11 bunu, y.h. (2016). pemindaian penerapan bimbingan dan konseling dengan pendekatan multikultural di sma. jurnal cakrawala pendidikan. retrieved from https://journal.uny.ac.id/ index.php/cp/article/view/8892/pdf chrisnawati, g. & aldino, t. (2019) aplikasi pengukuran tingkat kecemasan berdasarkan skala hars berbasis android. jurnal teknik komputer amik bsi. retrieved from https://ejournal.bsi.ac. id/ejurnal/index.php/jtk/article/download/6312/pdf davidson, j. r. t., miner, c. m., de veaugh-geiss, j., tupler, l. a., colket, j. t., & potts, n. l. s. (1997). the brief social phobia scale: a psychometric evaluation. psychological medicine, 27(1), 161e166. http://dx.doi.org/10.1017/s0033291796004217 dawood eman, et al. (2016). relationship between test anxiety and academic achievement among undergraduate nursing students. journal of education and practice iiste. retrieved from https://files.eric.ed.gov/fulltext/ej1089777.pdf ebizie elizabeth nkechi, et al. (2016) the role of guidance and counselling in effective teaching and learning in schools. ray: international journal of multidisciplinary vol. i, no. 2, pp. 36-48. retrieved from https://www.researchgate.net/publication/324209919_the_role_of_guidance_and_ counselling_in_effective_teaching_and_learning_in_schools ekstrom, r. b., elmore, p. b., schafer, w. d., trotter, t. v., & webster, b. (2004). a survey assessment and evaluation activities of school counselors. professional school counseling, 8, 24–30 kartowagiran, b. & jaedun, a. (2016). model asesmen autentik untuk menilai hasil belajar siswa sekolah menengah pertama (smp): implementasi asesmen autentik di smp. jurnal penelitian dan evaluasi pendidikan. retrieved from https://journal.uny.ac.id/index.php/jpep/article /viewfile/10063/8450 kristanto, h.p, sumardjono, p.m., & setyorini. (2014). hubungan antara kepercayaan diri dengan kecemasan dalam menyusun proposal skripsi. jurnal satya widya. retrieved from: https://ejournal.uksw.edu/satyawidya/article/download/110/98/ liebowitz, m. r. (1987). liebowitz social anxiety scale. modern problems of pharmacopsychiatry, 22,141-173. mardiana, n. (2017). peranan guru bimbingan dan konseling dalam upaya mengurangi tingkat kecemasan siswa menghadapi ujian nasional. sosio-e-kons, vol. 9 no. 2, pp. 139-151. couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu saputri, n.s.d. et al have school counselors assessed students’ anxiety?| 156 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190424840 retrieved from http:// journal.lppmunindra.ac.id/index.php/sosio_ekons/article/download/ 1945/1502 ministry of education and culture. (2014). regulation of minister of education and culture number 111 concerning guidance and counseling in elementary school and junior high school. jakarta: ministry of education and culture. ministry of national education. (2008). national education regulation number 27 concerning the academic qualification standards and counselors’ competence. jakarta: ministry of national education. niti o. khemka & rajesh r. rathod (2016). a study of academic anxiety of secondary school students. techno learn, vol. 6: no. 1: p. 31-34. retrieved from https://www.researchgate.net/publication/ 315479794_a_study_of_academic_anxiety_of_secondary_school_students putra arb. (2015). peran guru bimbingan dan konseling dalam mengatasi kecenderungan perilaku agresif peserta didik di smk n 2 palangka raya tahun pelajaran 2014/2015. jurnal konseling gusjigang, vol. 1 no. 2. retrieved from https://media.neliti.com/media/publications/107513-idperan-guru-bimbingan-dan-konseling-dalam.pdf rahmawati, a.d, pratama, a.s.n (2016). pengaruh kecemasan terhadap konsentrasi pada atlet renang petrokimia gresik. journal of sport science and education (jossae). retrieved from https://journal.unesa.ac.id/index.php/jossae/article/view/2703/2424 retnawati, h. (2015). hambatan guru matematika sekolah menengah pertama dalam menerapkan kurikulum baru. jurnal cakrawala pendidikan. retrieved from http://staff.uny. ac.id/sites/default/files/penelitian/heri-retnawati-dr/cp-heri-retnawati-20153-7694-19613-1-pb.pdf rosmawati. (2017). penerapan layanan konseling untuk mengatasi kecemasan siswa. jurnal konseling andi matappa, vol. 1 no. 1. pp. 39-45. retrieved from https://media.neliti.com/media/ publications/177170-id-penerapan-layanan-konseling-untuk-mengat.pdf santrock, j. w. (2007). remaja. 2nd ed. translated by benedictine widyasinta. jakarta: erlangga. sharma rachna. (2017). relationship between academic anxiety and mental health among adolescents. impact: international journal of research in humanities, arts and literature (impact: ijrhal). retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3090227 sudarwan, r.e., retnawati, h. (2015). pengembangan perangkat assessment pembelajaran matematika pokok bahasan geometri dan pengukuran smp/mts. jurnal riset pendidikan matematika. retrieved from https://journal.uny.ac.id/index.php/jrpm/article/view/7344/6326 susan c. whiston. (2017). principles and applications of assessment in counseling, 5th ed. united state of america: cengage learning. swadesi, i.k.i (2015). hubungan kecemasan dan agresivitas atlet terhadap prestasi olahraga kabupaten buleleng dalam porprov bali 2011. jurnal olahraga prestasi. retrieved from: https://journal.uny.ac.id/index.php/jorpres/article/view/10253/7942 vitasari prima, et al. (2010). the relationship between study anxiety and academic performance among engineering students. procedia social and behavioral sciences, 8 (2010) 490–497. doi: 10.1016/j.sbspro.2010.12.067 wahyuni, sri. (2014). hubungan antara kepercayaan diri dengan kecemasan berbicara di depan umum pada mahasiswa psikologi. e journal psikologi fisip unmul. retrieved from: http://ejournal.psikologi.fisip-unmul.ac.id/site/wpcontent/uploads/2014/04/jurnal%20sri%20wahyuni%20(04-16-14-04-07-51).pdf watson, d., & friend, r. (1969). measurement of social-evaluative anxiety. journal of consulting and clinical psychology, 33(4), 448e457. doi: http://dx.doi.org/10.1037/h0027806 widodo, s.a, laelasari, sari, r.m., nur, i.r.d, & putrianti, f.g. (2017). analisis faktor tingkat kecemasan, motivasi dan prestasi belajar mahasiswa. taman cendekia: jurnal pendidikan ke-sdan. retrieved from: http://jurnal.ustjogja.ac.id/index.php/tamancendekia/article/view/1581/706 wiedemann (2015). anxiety and anxiety disorders. international encyclopedia of the social & behavioral sciences, 2nd ed., vol. 1. doi: http://dx.doi.org/10.1016/b978-0-08-097086-8.27006-2 zurqoni, , retnawati, h , arlinwibowo, j , apino, e . (2018). strategy and implementation of character education in senior high schools and vocational high schools. journal of social studies education research, 9 (3), 370-397. retrieved from https://dergipark.org.tr/en/pub/jsser/issue/43625/534243 couns-edu the international journal of counseling and education vol.4, no.2, 2019, pp. 59-68 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020190418720 received on 11/10/2018; revised on 07/05/2019; accepted on 07/06/2019; published on: 08/05/2019 59 the analysis of education principle implementation in an online counseling approach: a preliminary study based on analysis from a rasch modeling perspective zadrian ardi 1*) 1universitas negeri padang *)corresponding author, e-mail: zadrian@fip.unp.ac.id abstract education as part of universal human activities can occur in any form and situation, where it is seen through the learning process. the counseling process which is an integral part of education also undergoes a transformation of service processes and methods. however, the research about the application of the education principles in the long-distance counseling process has not been available well until now. this research aims to study the implementation of the principles of education in the online counseling process through a rasch modeling perspective. the sample in this study amounted to 174 people spread across indonesia with various types of demographics. the results of the study show that the application of the principle of education in online counseling services can significantly suppress the problematic condition of the respondent. in addition, in certain cases, online counseling services are carried out as a quick or first aid to the problematic conditions experienced by the client. the implementation that will be discussed from this approach relates to development of self potential, self-control, personality development, independence development, development of intelligence and skills keywords: education principle, online counseling, rasch model how to cite: ardi, z. (2019). an analysis of education principle implementation in an online counseling approach: a preliminary study based on analysis using the rasch model. couns-edu: the international journal of counseling and education, 4(2): pp. 59-68. doi: https://doi.org/10.23916/0020190418720 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction the individuals that have mental hygiene are individuals who lead effective lives with structured positive behavior patterns (hanum, prayitno, & nirwana, 2015; jayanti, romlah, & saregar, 2016; sudarsana, 2017). these individuals have a developing life, both from intellectual abilities, independence, having self-control, religious-spiritual abilities, and various skills that are useful for themselves, society and the country (arafani, ilyas, & zikra, 2018; hashim, 2018; wijaya & tori, 2018). this is reflected in the principles of implementing education in indonesia. however, various conditions from within and outside the individual could hinder such self-development, thus creating an effective daily life condition disrupted. psychologically healthy living conditions are important conditions that are often missed by individual and professional attention (ancker et al., 2015; owens et al., 2017; scheid & wright, 2017; segal, qualls, & smyer, 2018). exposure to data from the world health organization (who) suggests that mental health condition of indonesian adolescents shows that 5% of the population experiences anxiety, 7% experiences feelings of loneliness, and there are more than 20 % teenagers become victims of bullying (world health organization, 2017). this happens because of the high gap between the http://dx.doi.org/10.23916/0020190418720 couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu zadrian ardi the analysis of education principle implementation in an online counseling approach ... | 60 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190418720 availability of professional staff who can provide counseling services to help clients with the number of individuals experiencing problems. another issue that is the cause of the lack of optimal counseling services in indonesia is the low information obtained by individuals regarding acceptable services related to the problem. to overcome these conditions and the implementation of the principles of education through counseling services, it is necessary to develop an approach, method and media that supports the existence of remote (distance) counseling services, namely online counseling services (jones, 2018; mishna, fantus, & mcinroy, 2017; otten, birnie, ranchor, & van langen, 2016; stommel & te molder, 2015). online counseling services are the services that provided by professionals (counselors) to clients that aims to deal with disturbed daily conditions of effective life, the development of independence and self-control through the formation of positive behaviors structured in the frame of education principles with internet media and platforms that support them. (ardi, putra, & ifdil, 2017; ardi, viola, & sukmawati, 2018; ardi & yendi, 2013; ifdil & ardi, 2013). the implementation of online counseling services at the beginning of its development was carried out through web and system assistance that enabled the interaction of counselors and clients, but in its development there have been developed more interactive and real-time platforms, for example through the development of online counseling service applications with the android platform (cipolletta & mocellin, 2018; cipolletta, votadoro, & faccio, 2017; marchiori & cantoni, 2018; sweet et al., 2017). the basic of the online counseling approach development is based on the potential of internet media which has proven to have experienced a very significant increase in the last few decades. in terms of internet usage alone, currently in indonesia, there is an increase of 500% in 2015 compared to year, 2000. it is known that more than 50% of indonesia's population (120 million residents) are active internet users (arjadi, nauta, & bockting, 2018). in the latest developments, the use of smartphone as one of the most recent internet platforms constitutes 95% of the total internet users (asosiasi penyedia jasa internet indonesia, 2015). this great potential can be used as a counseling services with long distance formats (ardi et al., 2018). the implementation of remote counseling through internet media will open up opportunities for various clients who cannot meet the counselor in a short time (ardi et al., 2019; daharnis et al., 2018; fitria et al., 2018) (in the sense that the problems experienced are an important problem to immediately consult with the counselor) (amichai-hamburger, klomek, friedman, zuckerman, & shani-sherman, 2014; kofinas et al., 2014; wong, bonn, tam, & wong, 2018), clients who experience various obstacles in meeting counselors, reluctant clients meeting the counselor in the first session, as well as the conditions of other clients who need immediate treatment (ballesteros & hilliard, 2016; hintz, frazier, & meredith, 2015; pordelan, sadeghi, abedi, & kaedi, 2018; sampson & makela, 2014). in another point of view, the existence of online counseling will open the opportunity to expand information about various aspects that can be handled by the counselor, where these aspects have not been known or unknown by the wider community in indonesia. with these conditions, phenomena, and assumptions, various possibilities for online counseling services can be analyzed, which first conduct an acceptability service analysis and then examine various forms of implementation of the principle of education in online counseling services. this was done with the aim of strengthening online counseling hegemony and reviewing the legality, empirical basis, and theoretical online counseling services in the future. method participant in this research, the respondents that involved were 174 people with diverse demographic variants. this study involved respondents consisting of 25.85% men and 74.15% women, 31.79% working, and the remaining 68.21% are respondents who have not worked. measuring this study uses the acceptability of mental-health mobile app survey (amms) with cronbach alpha-kr20 value of 0.89. this inventory measures the level of acceptance of respondents to counseling services by using a remote/distance format based on the internet and measuring several aspects that related to the acquisition of respondents in the service. in addition, the validity condition of the measuring instrument is also known through the uni-dimensionality inventory value that produces raw variance couns-edu  the international journal of counseling and education vol.4, no.2, 2019 the analysis of education principle implementation in an online counseling approach ... | 61 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190418720 explained by measure conditions of 50.7% and the total unexplained variable in 11.1%, so that this meets instrument validation requirements, which is this instrument can explain the measured conditions well. data analysis the findings and field data were analyzed using rasch analysis. this test was aimed to obtaining robust and accurate data on the outcomes and conditions of the respondents. testing using rasch analysis is done through winstep software version 4.01 and datasets from research can be accessed in the open science framework. in addition to the analysis using the rasch model, testing was also conducted with an analysis of network psychometric through jasp software. this test is done to see the relationship conditions and the contribution between items in real-time and accurately through networks. results and discussions the measurement is done to see the condition of uni-dimensionality of the item and see the sense of bias of the item through a series of tests through knox cube test (kct) in figure 1. based on the conditions of the kct, it is known that in general the bias condition is not seen comprehensively, but there are some respondents who are thrown away from the mean line. this condition can be seen from the dash line that shows the trend-line of research data. the black curved shows an estimate of 95% of the trust value and significance of the data collected, this is obtained because each point has its own confidence interval. the interpretation of this condition shows that there are some respondents who experience gender bias (y-axis and x-axis). there was one respondent from a female who was biased towards the response item, and three respondents from the male who experienced a bias response. with the condition that at least there is a bias in the respondents, it can be concluded that the acquisition of respondents' acceptability conditions for online counseling services is more reliable. this will affect the analysis process and the level of acceptance of the research conclusions. in the condition of the data in figure 1, it can be concluded that the level of acceptance of the measurement results (logit measure) on items for each respondent is acceptable. this is based on the condition that respondents who experience bias are not classified as numerous and include error measurement that can be tolerated (the boundary conditions will also be supported by the outfit measure data in table 1. the next analysis that needs to be done on the acceptance of respondents to take part in online counseling sessions is in terms of the characteristics of the items answered by respondents and then seen the empirical score conditions, compared to the expected item response model and the test of information function (tif) carried out in one test. the test results are presented in figure 2. figure 1 item contrast 1 person measures for clusters 1 and 2 003 004 005 006 007 009 012 013 014 015 018 019 024 025 028 035 036 040 042 049 050 055 065 066 069 072 079 083 097 100 101 108 119 112 114 123 132 141 144 152 157 158 160 165 167 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 it e m c o n tr a s t 1 p e rs o n m e a s u re s f o r c lu s te r 2 item contrast 1 person measures for cluster 1 couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu zadrian ardi the analysis of education principle implementation in an online counseling approach ... | 62 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190418720 there are several items with extreme answers when compared to other items. this condition becomes an important reference in analyzing the items and conditions of the respondents so that in the end they will be able to see how their implementation in counseling practices is part of the education process. figure 2 item characteristic curves based on score item and measure relative to item difficulty the achievement conditions in figure 2 show that items a6 and a9 are two items with extreme characteristic conditions when compared to the model curve and the tif curve. the achievement of items through item characteristic charts will affect the condition of item categorization through variable map items (wrights map). this map will display the level of acceptability of the respondent's conditions for online counseling services. as explained in figure 3, it is known that there are respondents who have a high, moderate and low acceptability level in online counseling services. the finding that all items are in a moderate condition can be interpreted that items can clearly divide clearly which respondents are close to the mean logit and which ones are at high and low levels clearly and robustly. this is a strong basis for grouping respondents on the based on question items. on the other hand, the high level of respondents' acceptance of online counseling services can be interpreted that this service with remote formats can be one of the accurate media to help clients solve their problems. with the high interest of respondents in accepting the format of online counseling services, this will have an impact on the substance of the provision of counseling services as an integral part of education. in other words, the implementation of the educational process which is currently experiencing dynamics along with technological changes and unlimited distance and time, counseling services can also carry out the same process. the next condition that can encourage the occurrence of online counseling services in implementing education is to conduct psychometrics network analysis of the conditions of acceptability of online counseling services, the results of the analysis in figure 4. couns-edu  the international journal of counseling and education vol.4, no.2, 2019 the analysis of education principle implementation in an online counseling approach ... | 63 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190418720 measure person map item <more>|<rare> 6 12 + | | 07 15 | | 5 + | 15 | | | 4 02 + | | | 00 t| 3 + 09 13 | 00 02 17 | | 02 05 09 10 | 2 04 04 09 11 15 17 + | 00 00 01 01 02 05 14 15 s| 03 08 08 09 10 13 13 16 16 16 |t | 1 00 01 03 07 10 10 11 11 13 13 13 14 14 14 16 + a3 a4 02 02 03 05 06 07 07 10 11 11 16 17 | |s a6 02 02 04 04 06 07 08 09 10 12 14 | a8 00 01 01 02 03 04 05 | a5 0 01 03 03 03 04 04 04 06 08 09 12 12 12 12 13 14 m+m a2 00 03 03 06 06 07 13 13 14 15 15 16 17 | a10 | 05 05 06 06 07 07 08 09 17 |s a7 a9 01 09 15 | -1 06 07 08 12 14 15 16 17 + a1 a11 02 03 05 05 07 09 10 11 13 | 00 04 05 08 11 12 12 14 15 16 |t 01 05 08 10 10 s| | -2 09 11 11 15 + 06 | 01 06 | | 16 | -3 08 16 + t| 04 08 11 14 | | | -4 + 00 12 | | | | -5 01 + <less>|<freq> figure 3 wright map of online counseling acceptability psychometric network analysis shows that there are some related items and indicators of online counseling services and their relation to the respondent's behavior towards the service. through this analysis, we can see a strong correlation with the green line as a correlation with a positive direction, and a red line that indicates the opposite condition. in figure 4, it can be seen that some conditions that have a strong correlation are in items a2 and a7, where this condition means that the respondent has a strong desire to find important information about his mental health condition, where the conditions and solutions regarding the disruption of his life want they found through online counseling services and smartphone applications. when viewed based on the acquisition conditions of logit values on items that have a strong correlation with each other, it is known that in general the respondent's logit value for online counseling services and the availability of mental health information through applications are classified as high and tend to be above the mean. this indicates directly that online counseling services are one of the alternative service formats that have great potential, especially in the face of the segmentation of generations who are currently accustomed to using internet technology. the study of the implementation of the format of online counseling services in the study of its implementation of education will be discussed further in the section discussion. high acceptability moderate acceptability low acceptability couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu zadrian ardi the analysis of education principle implementation in an online counseling approach ... | 64 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190418720 figure 4 the acceptability network model of respondents who had received mental health intervention by internet the study of the education principle implementation through counseling services began with a study of the conditions of acceptability of the online counseling service. this is based on the condition of the respondents' high acceptance of online counseling services, so that the level of acceptance will facilitate the process of implementing the education process itself. in accordance with the study presented in the introduction, the implementation of the value of education in counseling services is in accordance with the educational foundation of the national education system. the application of the educational principle cannot be separated from the grid or blueprint revealed by inventory. the analysis and study related to the application of the principles of education are outlined as follows: development of self potential as an integral part of education, counseling services aim to develop the client's self-potential when the service takes place in a condition that is disrupted or in a condition to be optimally developed (ardi, 2017; ardi & maizura, 2018). the results showed that respondents' desire to seek counseling services through online (long distance) format was in the high category, this was evidenced by the acquisition of logit for the condition of respondents wanting to obtain information about self-development and mental health through online counseling applications of -0.51 (logistic rescaling value 44.91, with mnsq 0.75 outfit). this proves that with the existence of remote formats, the process of developing self potential can still be done, which in this case is proven by the high interest of respondents to gain knowledge and information about their potential. self-control self-control is the ability to guide behavior and suppress impulses that arise from within that can result in maladaptive behavior (ardi & erlamsyah, 2017; ardi & sukmawati, 2017; daharnis, ardi, & ifdil, 2018). in another definition, self-control is a regulation of a person's physical, psychological and behavioral processes. the counseling process basically addresses and intervenes in the development of selfcontrol abilities. based on the research findings, it is known that respondents prefer to contact counselors through an online counseling application to raise the issue, this can mean that instead of channeling disrupted daily effective conditions through other media (such as social media), respondents prefer to seek online counselors. couns-edu  the international journal of counseling and education vol.4, no.2, 2019 the analysis of education principle implementation in an online counseling approach ... | 65 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190418720 personality development one of the most crucial aspects in the counseling process is the development of the client's personality. this also happens in the process of online counseling services (chung, 2014; galassi, 2017). the client's need for positive personality development is evidenced by the achievement in terms of the desire that the psychological condition is always monitored by the counselor through online counseling with a logit value of 0.53, 52.9 rescaling logit and mnsq outfit of 0.87, meaning that the implementation of the principle of education in developing personality respondents through online counseling services are very possible. various approaches to counseling can be done through the use of the internet-based remote format. an empirically proven approach can help clients in developing personalities and alleviating problems through online media such as the cognitive behavior therapy (cbt) approach, rational emotive behavior therapy (rebt) and solution focused brief counseling (sfbc). these various approaches, especially sfbc, are approaches that are in line with the characteristics of long-distance counseling services, given the objectives and objectives of the approach and the value of match interventions with the media counseling used (franklin, zhang, froerer, & johnson, 2017; kramer, conijn, oijevaar, & riper, 2014; pichot & coulter, 2014). independence development one of the objectives of national education is independent individuals. the development of independence is in the area of counseling services, both from individual counseling services as well as classical formations. with these various formats, the development of independence can also be done through online counseling services. so that the development of independence with characteristics; (1) understand and accept themselves positively and dynamically, (2) understand and accept the environment objectively and dynamically, (3) make appropriate decisions, (4) direct themselves according to the decision, (5) realize themselves optimally, can be done effectively (hanum et al., 2015; marjohan, 2012; prayitno, 2009; prayitno & amti, 2004). the conditions of independence that are realized through online counseling services can be carried out efficiently, this is supported by the enthusiasm of the respondents to get services through the remote format. of course the service is supported by a variety of effective approaches used through this format. development of intelligence and skills intelligence and skills are two aspects that support each other in individual self-development (ardi & sisin, 2018; daharnis et al., 2018). the educational process in essence leads to the condition that individuals can survive in various conditions that require the use of intelligence and skills. one of the real efforts in developing intelligence and skills is by providing counseling services. through an online counseling service approach, the development of intelligence and client skills will be optimized through various advantages of online counseling services, such as ease of information and the speed of response of counselors in responding to client problems. but the thing that needs to be considered in this approach is that not all types of client problem conditions can be intervened through remote formats. in some conditions, online counseling services are as initial aid or first aid for problematic conditions in clients. conclusions online counseling services basically also carry out the principle of education, in accordance with the basis of counseling services in conventional / face-to-face counseling. the difference between online counseling and conventional approaches is on service delivery media, service settings, service formats and approaches taken. in this regard, online counseling services use an effective approach to this type of problem with short and powerful interventions. some of these approaches include the approach to solution focused brief counseling (cbt), cognitive behavior therapy (cbt) and rational emotive behavior therapy (rebt), in which various approaches have been examined for use through a series of previous researches. further on the implementation of the principle of education in online counseling services is also related to the conditions of acceptability of online counseling services. the application of the principle of education will only occur with the acceptance of the service by the client. the condition of clients who are more comfortable interacting with counselors and the need to obtain services from counselors through online media opens up a great opportunity in the process of implementing the online counseling service. by analyzing the conditions of acceptability, it can be concluded that the implementation of education in online counseling services can be effectively and efficiently carried out. couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu zadrian ardi the analysis of education principle implementation in an online counseling approach ... | 66 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190418720 however, in some aspects and cases of clients, not all problems can be resolved thoroughly through online counseling sessions. in this case, it still requires further sessions in face-to-face format. references amichai-hamburger, y., klomek, a. b., friedman, d., zuckerman, o., & shani-sherman, t. (2014). the future of online therapy. computers in human behavior, 41, 288–294. ancker, j. s., witteman, h. o., hafeez, b., provencher, t., van de graaf, m., & wei, e. (2015). the invisible work of personal health information management among people with multiple chronic conditions: qualitative interview study among patients and providers. journal of medical internet research, 17(6). arafani, a., ilyas, a., & zikra, zi. (2018). learning management of unp’s students and its implication to guidance and counseling. international journal of research in counseling and education, 1(3), 1–7. https://doi.org/10.24036/0022za0002 ardi, z., rangka, i. b., ifdil, i., suranata, k., azhar, z., daharnis, d., … alizamar, a. (2019). exploring the elementary students learning difficulties risks on mathematics based on students mathematic anxiety, mathematics self-efficacy and value beliefs using rasch measurement. in journal of physics: conference series (vol. 1157, p. 32095). iop publishing. ardi, z., sukmawati, i., ifdil, i., afdal, a., rangka, i. b., & suranata, k. (2018). exploring the acceptability of internet-based mental health mobile app services using network psychometrics analysis. in journal of physics: conference series (vol. 1114, p. 12106). iop publishing. ardi, z. (2017). unsuitable majoring: does the reorientation would help the student for revitalize learning activities? in proceedings of the 9th international conference for science educators and teachers (icset 2017). paris, france: atlantis press. https://doi.org/10.2991/icset-17.2017.69 ardi, z., & erlamsyah, e. (2017). peningkatan kualitas penulisan artikel ilmiah bagi kepala sekolah. jurnal aplikasi iptek indonesia, 1(1), 25–34. ardi, z., & maizura, n. (2018). the psychological analysis of divorce at early marriage. international journal of research in counseling and education, 1(3), 27–32. ardi, z., putra, m. r. m., & ifdil, i. (2017). ethics and legal issues in online counseling services: counseling principles analysis. jurnal psikologi pendidikan dan konseling: jurnal kajian psikologi pendidikan dan bimbingan konseling, 15–22. ardi, z., & sisin, m. (2018). the contribution of assertive technique behavioral counseling to minimize the juvenile delinquency behavior. jurnal konseling dan pendidikan, 6(2), 67–77. ardi, z., & sukmawati, i. (2017). social media and the quality of subjective well-being; counseling perspective in digital era. open science framework. october. ardi, z., viola, k., & sukmawati, i. (2018). an analysis of internet abuses impact on children’s moral development. jppi (jurnal penelitian pendidikan indonesia), 4(1), 44–50. retrieved from http://jurnal.iicet.org/index.php/jppi/article/view/192 ardi, z., & yendi, f. m. (2013). konseling online: sebuah pendekatan teknologi dalam pelayanan konseling. jurnal konseling dan pendidikan, 1(1), 1–5. arjadi, r., nauta, m. h., & bockting, c. l. h. (2018). acceptability of internet-based interventions for depression in indonesia. internet interventions, 13(april), 8–15. https://doi.org/10.1016/j.invent.2018.04.004 asosiasi penyedia jasa internet indonesia. (2015). profil pengguna internet indonesia. jakarta: asosiasi penyedia jasa internet indonesia. ballesteros, j. l., & hilliard, r. c. (2016). us-based latina/o college students’ attitudes toward online counseling. international journal for the advancement of counselling, 38(4), 269–285. chung, j. e. (2014). social networking in online support groups for health: how online social networking benefits patients. journal of health communication, 19(6), 639–659. cipolletta, s., & mocellin, d. (2018). online counseling: an exploratory survey of italian psychologists’ attitudes towards new ways of interaction. psychotherapy research, 28(6), 909–924. cipolletta, s., votadoro, r., & faccio, e. (2017). online support for transgender people: an analysis of forums and social networks. health & social care in the community, 25(5), 1542–1551. daharnis, d., ardi, z., alizamar, a., ifdil, i., rangka, i. b., & suranata, k. (2018). adaptation and validation of mathematics anxiety: rasch and network psychometrics analysis. in journal of physics: conference series (vol. 1114, p. 12113). iop publishing. couns-edu  the international journal of counseling and education vol.4, no.2, 2019 the analysis of education principle implementation in an online counseling approach ... | 67 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190418720 daharnis, d., ardi, z., & ifdil, i. (2018). the improved of counselor competencies through scientific article writing training using digital citation application. jurnal konseling dan pendidikan, 6(1), 8. fitria, l., ifdil, i., erwinda, l., ardi, z., afdal, a., sari, a. p., … churnia, e. (2018). exploring internet addiction on adolescents. in 2018 workshop on multidisciplinary and its applications: applied mathematics, computer science, information systems, and information technology, wma-mathcomtech 2018 (vol. 1114). universitas putra indonesia yptk, padang, indonesia: institute of physics publishing. https://doi.org/10.1088/1742-6596/1114/1/012076 franklin, c., zhang, a., froerer, a., & johnson, s. (2017). solution focused brief therapy: a systematic review and meta‐ summary of process research. journal of marital and family therapy, 43(1), 16– 30. galassi, j. (2017). strengths-based school counseling: promoting student development and achievement. routledge. hanum, m., prayitno, p., & nirwana, h. (2015). efektifitas layanan konselingperorangan meningkatkan kemandirian siswa dalam menyelesaikan masalah belajar. konselor, 4(3), 162– 168. hashim, h. (2018). application of technology in the digital era education. international journal of research in counseling and education, 1(2), 1–5. https://doi.org/10.24036/002za0002 hintz, s., frazier, p. a., & meredith, l. (2015). evaluating an online stress management intervention for college students. journal of counseling psychology, 62(2), 137. ifdil, i., & ardi, z. (2013). konseling online sebagai salah satu bentuk pelayanan e-konseling. jurnal konseling dan pendidikan, 1(1), 15–22. retrieved from http://jurnal.konselingindonesia.com/index.php/jkp/article/viewfile/4/193 jayanti, r. d., romlah, r., & saregar, a. (2016). efektivitas pembelajaran fisika model problem based learning (pbl) melalui metode poe terhadap kemampuan berpikir tingkat tinggi peserta didik. in seminar nasional pendidikan (pp. 208–214). jones, j. (2018). combining the creative therapies with technology: using social media and online counseling to treat clients. taylor & francis. kofinas, j. d., varrey, a., sapra, k. j., kanj, r. v, chervenak, f. a., & asfaw, t. (2014). adjunctive social media for more effective contraceptive counseling: a randomized controlled trial. obstetrics & gynecology, 123(4), 763–770. kramer, j., conijn, b., oijevaar, p., & riper, h. (2014). effectiveness of a web-based solution-focused brief chat treatment for depressed adolescents and young adults: randomized controlled trial. journal of medical internet research, 16(5). marchiori, e., & cantoni, l. (2018). applying the counseling-learning approach to a tourism-related massive open online course. journal of teaching in travel & tourism, 18(1), 58–74. marjohan. (2012). biografi keilmuan prayitno dalam ranah konseling dan pendidikan. padang: unp press. mishna, f., fantus, s., & mcinroy, l. b. (2017). informal use of information and communication technology: adjunct to traditional face-to-face social work practice. clinical social work journal, 45(1), 49–55. otten, e., birnie, e., ranchor, a. v, & van langen, i. m. (2016). online genetic counseling from the providers’ perspective: counselors’ evaluations and a time and cost analysis. european journal of human genetics, 24(9), 1255. owens, j., entwistle, v. a., cribb, a., skea, z. c., christmas, s., morgan, h., & watt, i. s. (2017). “was that a success or not a success?”: a qualitative study of health professionals’ perspectives on support for people with long-term conditions. bmc family practice, 18(1), 39. pichot, t., & coulter, m. (2014). solution-focused brief therapy: its effective use in agency settings. routledge. pordelan, n., sadeghi, a., abedi, m. r., & kaedi, m. (2018). how online career counseling changes career development: a life design paradigm. education and information technologies, 1–18. prayitno. (2009). wawasan profesional konseling. padang: unp padang. prayitno, & amti, e. (2004). dasar-dasar bimbingan dan konseling. jakarta: rineka cipta. sampson, j. p., & makela, j. p. (2014). ethical issues associated with information and communication technology in counseling and guidance. international journal for educational and vocational guidance, 14(1), 135–148. scheid, t. l., & wright, e. r. (2017). a handbook for the study of mental health. cambridge university press. segal, d. l., qualls, s. h., & smyer, m. a. (2018). aging and mental health. john wiley & sons. couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu zadrian ardi the analysis of education principle implementation in an online counseling approach ... | 68 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190418720 stommel, w., & te molder, h. (2015). counseling online and over the phone: when preclosing questions fail as a closing device. research on language and social interaction, 48(3), 281–300. sudarsana, i. k. (2017). optimalisasi pemahaman ajaran tri hita karana dalam meningkatkan karakter siswa sekolah dasar (perspektif psikologi pendidikan). prosiding senada 2, 250–256. sweet, k., hovick, s., sturm, a. c., schmidlen, t., gordon, e., bernhardt, b., … scheinfeldt, l. (2017). counselees’ perspectives of genomic counseling following online receipt of multiple actionable complex disease and pharmacogenomic results: a qualitative research study. journal of genetic counseling, 26(4), 738–751. wijaya, h. e., & tori, a. r. (2018). exploring the role of self-control on student procrastination. international journal of research in counseling and education, 1(2), 6–12. https://doi.org/10.24036/003za0002 wong, k. p., bonn, g., tam, c. l., & wong, c. p. (2018). preferences for online and/or face-to-face counseling among university students in malaysia. frontiers in psychology, 9, 64. world health organization. (2017). mental health status of adolescents in south-east asia: evidence for action. retrieved from http://www.who.int/iris/handle/10665/254982 couns-edu the international journal of counseling and education vol.4, no.2, 2019, pp. 69-77 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020190421620 received on 07/07/2019; revised on 08/12/2019; accepted on 09/11/2019; published on: 10/08/2019 69 psychological well-being of youth inventory on domestic violence victims: rasch model analysis * ) corresponding author, e-mail: rima@konselor.org abstract domestic violence is a long-standing phenomenon in society with physical and psychological impacts on the victims, witnesses and observers. this research, therefore designed an instrument to examine the psychological well-being of adolescents living with parents experiencing domestic violence. the instrument designed, was tested with 30 students of the vocational high school in padang city, and analyzed using rasch models. the test results describe that the instrument is feasibility utilized to measure the psychological well-being of adolescents living with domestic violence victims with a reliability value of 0.89 and 0.91 for individuals. keywords: psychological well-being, domestic violence, rasch model, youth how to cite: fadli, r. p., alizamar, a., afdal, a., & ifdil, i. (2019). psychological well being youth inventory for domestic violance victims: rasch model analysis. couns-edu: the international journal of counseling and education, 4(2), 69-77. doi: https://doi.org/10.23916/0020190421620 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction family is the smallest social miniature in a community which comprises of adults, adolescents and children with each responsible of the well-being of the other (kurniawan, 2015; tutwiler, 2017). its problems are quite worrisome to the community (afdal, 2015; berg, kiviruusu, karvonen, rahkonen, & huurre, 2017; tseng & hsu, 2018). the most rife phenomenon is the discovery of cases of violence (herzberger, 2019; roberson & wallace, 2016), carried out against wives (women) and their children (anjani, 2016; borneo, 2016; merung, 2016; rasool, 2016; utama hs, 2017). this does not only affect the perpetrators (cantos, goldstein, brenner, o’leary, & verborg, 2015; mcmurran & gilchrist, 2008; ulloa & hammett, 2016) but also victims, witnesses and observers (kimball, 2016; mardiyati, 2015; montgomery, just-østergaard, & jervelund, 2019; novianti, 2008; ulloa & hammett, 2016; van der kolk, 2017). domestic violence on victims, especially family members, has a profound physical and psychological impact (afdal, 2015). according to the 2017 women’s commission data in indonesian, domestic violence/ personal relations, and violence against wives was ranked first with over 5,784 cases, which was followed by 2,171 courtship violence cases, 1,799 cases of violence against girls and the remaining were attributed to exhusband, ex-boyfriend, and against domestic workers (azriana, chuzaifah, y., nurherwati, s., indraswari, & amiruddin, 2017). similarly, a report from the electronic media antara sumbar in 2018 reported that violence against women in the city of padang was predominately domestic (nasution, 2018) with 73 cases in 2017 (utama hs, 2017). reports from the west sumatra news electronic media which were also reported by the rima pratiwi fadli 1*) , alizamar alizamar 2 , afdal afdal 3 , ifdil ifdil 4 1234 universitas negeri padang, indonesia http://dx.doi.org/10.23916/0020190421620 couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu fadli, r. p. et al psychological well-being of youth inventory on domestic violence victims: rasch model analysis| 70 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421620 chairperson of the padang pariaman family welfare consultation institution (lembaga konsultasi kesejahteraan keluarga/lk3), stated that family issues were related to domestic violence (redaksi, 2018). domestic violence affects both victims and perpetrators (espinoza & warner, 2016). its impact comprises of direct victims, and witnesses such as parents (callaghan, alexander, sixsmith, & fellin, 2018). its various forms on children in the household include physical, psychological, sexual and social violence, which means that its greatly affects them in the family (cook et al., 2017; katz, 2016; kimball, 2016). kondisi psikologis anak yang tinggal dengan orang tua kdrt seringkali mendapatkan stresor dari kondisi keluarga (perkins, wood, varjas, & vanegas, 2016). such conditions are also influenced by other factors which triggers the emergence and symptoms of stress in individuals (alizamar et al., 2018). stress tends to arise due to pressure or tension which comes from dissonance between a person and the surrounding environment (zola, fadli, & ifdil, 2018). the impact of domestic violence on children both physically and psychologically includes wounds, bruises, lumps, ashamed of meeting other people, alienating themselves from the environment, and the loss of relations such as its perpetrators and victims (anggraeni, 2013). in addition, children living with violent parents have psychological problems (anderson & saunders, 2003; callahan, tolman, & saunders, 2003; ham-rowbottom, gordon, jarvis, & novaco, 2005; tolman & rosen, 2001; victor, grogan-kaylor, ryan, perron, & gilbert, 2018) and tent to be always unhappy. the research findings also explain that they experience psychological trauma (mardiyati, 2015). according to hupper, psychological well-being is showed to have a well-functioning state of life which is a combination of feelings and proper self-functioning (megawati & megawati, 2015). however, the psychological well-being of adolescents living with domestic violent parents, are yet to be identified. the existing instruments are related to the measurement of psychological well-being of students (children and adolescents) with reading difficulty(lindeblad, svensson, & gustafson, 2016) using an instrument known as the back youth inventory. furthermore, other existing instruments related to victims of domestic violence measures the comparison of socio-economic status, social support, mental status of women victims using domestic violance inventory (vameghi, akbari, majd, sajedi, & sajjadi, 2018). studies related to this topic uses its inventory (avdibegovic, brkic, & sinanovic, 2017; cunha & goncalves, 2016; white & satyen, 2015) with no instruments measuring the psychological well condition of adolescents living with domestic violence parents. based on this, it is necessary to have a measurement instrument to identify the condition of the psychological well-being of respondents, such as children. therefore, this article discusses the instruments for measuring the psychological well-being of adolescents experiencing domestic violence. method this instrument measures the condition and psychological well-being of adolescents with a specific population experiencing domestic violence. this instrument was developed using the theory of psychological well-being based on the following self-acceptance, positive relations with others, environmental mastery, purpose in life, personal growth and autonomy (lópez-torres hidalgo et al., 2010; ryff, 1984; ryff & singer, 2008). this instrument contains measurements of the psychological wellbeing and condition of adolescents living domestic violent parents. this instrument consists of a total of 50 items which were all positive statements, analyzed using the rasch model. however 8 items were not utilized, therefore, only 42 items with a reliability value of 0.89 and 0.91 for a person. the sampling were 30 students (17 girls and 13 boys) chosen based on the criterium questionare of domestic violance victims. the data is accessible at osf.io/mv6e8. results and discussion validity the validity of an instrument means the extent to which it is measured . hence, the validity of this instrument examines the extent to which it measures the psychological well-being of adolescents. its analysis uses a pca (principal component analysis) of residuals which analyzes the extent to which the diversity of instruments should be measured. pca analysis has two parameters, the first is the total raw variance in observation value (<20%) with both consisting of total raw unexplained variance values (<15%) (linacre, 2011). this is detailed in table 1. couns-edu  the international journal of counseling and education vol.4, no.2, 2019 psychological well-being of youth inventory on domestic violence victims: rasch model analysis| 71 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421620 table 1. standardized residual variance in eigenvalue units = item information units eigenvalue observed expected total raw variance in observations = 76.9101 100.0% 100.0% raw variance explained by measures = 26.9101 35.0% 35.7% raw variance explained by persons = 7.2747 9.5% 9.6% raw variance explained by items = 19.6353 25.5% 26.0% raw unexplained variance (total) = 50.0000 65.0% 100.0% 64.3% unexplned variance in 1st contrast = 6.7363 8.8% 13.5% unexplned variance in 2nd contrast = 5.1573 6.7% 10.3% unexplned variance in 3rd contrast = 4.4602 5.8% 8.9% unexplned variance in 4th contrast = 4.1814 5.4% 8.4% unexplned variance in 5th contrast = 3.4074 4.4% 6.8% based on table 1, it is seen that the total raw variance result is 35.0% which is not much different from the expected value of 35.7%. this shows that the minimum unidimensional requirement of 20% has been fulfilled based on criteria (linacre, 2011). the results of the unexplained variance of all (1st to 5th) are below 15% which shows that the level of independence of items in the instrument is good. therefore, this result states that the unidimensional requirements which illustrates what this instrument measured, such as the psychological well-being of adolescents living with violent parents are measured. item validity the measure item reveals a statistical fit, with the parameters used to show the match between infit and outfit from the mean square using a middle squared value of 1.0 or the ideal range 0.5> mnsq<1.5, z-standardized values with a square value of 0.0 or with an ideal range of -2.0> zstd<+2.0 (bond, fox, & lacey, 2007; boone, staver, & yale, 2013; sumintono & widhiarso, 2015) and point measure correlation (pt mean corr) with a value range of 0.4 <pt measure corr <0.85 (sumintono & widhiarso, 2015). a more detailed information is seen in table 2. table 2. item statistic (outfit mnsq. outfit zstd, pt measure corr no number of item construct item outfit mnsq outfit zstd pt measure corr inform. self acceptance 1 15 remain grateful even though the family is not harmonious 1.84 2.8 .33 not used 2 17 keep listening to other people's talk about parents 1.71 2.4 .06 not used 3 33 aware of the shortcomings that are owned, including family conditions 1.07 .4 .26 used 4 16 able to understand other people's talk on family 1.20 .9 .39 used 5 18 parental fights at home do not interfere with well-being 1.00 .1 .22 used 6 34 feel worthy of being treated well by others .77 -1.0 .30 used 7 1 learn many things about life .64 -1.4 .43 used 8 19 parenting patterns make adults mature to face problems 1.43 1.7 .44 used 9 35 accepting family conditions that are being experienced 1.11 .5 .44 used positive relations with others 10 2 easily familiar with new people 1.32 1.3 .21 used 11 20 speak well to others even when they are angry 1.14 .6 .69 used 12 36 parents motivate to care for friends that are suffering .77 -.9 .46 used 13 3 confidence in establishing closeness with other people .68 -1.4 .29 used 14 21 with the present conditions, it's normal to be friends with anyone .78 -.9 .63 used 15 37 take pleasure in seeing others happy .68 -1.3 .49 used 16 42 friendships last a long time even though family conditions are problematic .86 -.5 .57 used 17 4 participate in activities carried out in the home environment 1.20 .9 .39 used 18 22 parents participate in every activity that 1.25 1.1 .44 used couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu fadli, r. p. et al psychological well-being of youth inventory on domestic violence victims: rasch model analysis| 72 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421620 requires their presence 19 38 opinions are heard during classroom activities. 1.43 1.7 .44 used autonomy 20 5 plan something that is carried out, thanks to parental support 1.14 .6 .69 used 21 23 capable of carrying out plans made even though they are constrained by costs .63 -1.7 .67 used 22 39 keep expressing opinions despite conflicting with the opinions of many people .79 -.9 .54 used 23 43 not affected by mockery and ridicule about family 1.38 1.5 .44 used 24 6 able to make decisions without being influenced by others 1.13 .6 .30 used 25 24 feel proud of parents and help in choosing and making independent decisions .83 -.6 .65 used 26 40 look for various information before making a decision .50 -2.4 .72 used 27 7 ask the opinions of close friends people on family conditions 1.93 3.1 -.01 not used 28 25 think of the good and bad ways of solving family problems .75 -1.0 .58 used 29 41 able to determine a way out of every problem .73 -1.2 .51 used purpose in life 30 8 ensure the family is better before fixing .88 -.4 .39 used 31 26 have life goals .63 -1.2 .70 outlier (not used) 32 44 trying to improve self competence .86 -.5 .57 used 33 9 able to live life well despite parental problems 1.07 .4 .26 used 34 27 the current family condition is a valuable lesson for .77 -.9 .63 used 35 45 gained a lot of experience while trying to help improve family conditions .67 -1.4 .60 used personal growth 36 10 able to socialize with other people .50 -2.5 .68 used 37 28 family circumstances make a useful experience in future .59 -1.8 .46 used 38 46 receive input from friends to help improve family conditions 1.76 2.6 .31 not used 39 11 love to learn many positive things .45 -2.5 .69 not used 40 29 determined to make parents proud 1.52 1.7 .26 not used 41 47 looking for additional income to help the family income 1.26 1.1 .49 used environmental mastery 42 12 able to avoid people that make you uncomfortable .77 -.9 .46 used 43 30 capable of carrying out activities , even though there are a lot of distractions 1.00 .1 .41 used 44 48 able to study properly despite the poor learning facilities 1.01 .1 .49 used 45 13 accepted in friendship groups despite knowing about family conditions 2.07 3.5 .17 not used 46 31 understand the treatment of classrooms 1.15 .7 .25 used 47 49 try not to be emotional assuming your friend alludes to the conditions at home 1.18 .8 .51 used 48 14 complete the tasks given by the teacher despite living in an non-conducive environment .92 -.3 .57 used 49 32 able to study well at home even irrespective of any form of interference .56 -2.0 .52 used 50 50 keep trying to make the task as good as possible to acquire good grades .91 -.2 .55 used couns-edu  the international journal of counseling and education vol.4, no.2, 2019 psychological well-being of youth inventory on domestic violence victims: rasch model analysis| 73 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421620 table 2 shows that 5 items were misfit because mnsq and zstd outfits its value, while the pt measure correlation passed the ideal range, of 7, 13, 15, 17, 46. furthermore, item 11 is misfit because its mnsq and zstd passed the ideal range. item number 29 mnsq outfit misfit, while the pt measure correlation passed the ideal range. furthermore, the mnsq, and zstd outfit along with the pt measure correlation items, each passes through the ideal range. therefore , items are maintained because they are still very good at measuring the psychological well-being of students. based on explanation, the items considered not to be used numbers 7, 11, 13, 15, 17, 29 and 46. person validity the determination and validity of respondent instruments using variable maps shows the distribution and ability of respondents on the left and the distribution of difficulty levels of items on the right (sumintono & widhiarso, 2015). this is seen in figure 1. measure person map item <more>|<rare> 3 + | | | t| p p | 2 p + 18 l p s| p p p | l p p p |t 7 l l p p p | 47 m| 1 l p p p + 32 l p | 17 p p p s|s 3 9 | 15 23 30 4 48 49 p | 12 2 20 39 43 46 6 p | 16 19 22 38 0 p t+m 10 13 14 21 31 41 p | 25 34 35 45 5 | 42 | 33 40 |s 36 | 24 27 28 37 44 50 -1 + 1 11 8 | 29 | |t 26 | | -2 + <less>|<freq> figure 1. person map based on figure 1, the first left wright map shows that there are three students (women) with higher level of ability (more than +2 logit). while the lowest level of respondent's ability is below 0 logit which shows that their respondent's ability to answer questions is high. secondly, on the right wright map explains the distribution of item logit values, with item 18 having the highest difficulty level (+2.04 logit), conducted by 3 students with the above ability (+2 logit) which means that students have the probability to work on this problem correctly. meanwhile, item number 26 is a problem that almost all students tend to carry out correctly, a low logit value (-1.49 logit) or means that the question is too easy compared to the respondent's ability. it quotes that students have goals in life. thirdly, comparing the distance between ms-t (mean, 1sd and 2sd) in the variable maps above shows that on the left side of the map the distribution of students' ability is smaller than the level of item effectiveness on the right. in this context a person’s ability shows little diversity compared to items. this means that the level of ability of respondents in working on instruments is high, which means that the instrument tends to measure the ability high, medium and low respondents. in conclusion, based on the results of misfit items and a person’s ability, 8 items were aborted, namely 7, 11, 13, 15, 17.26, 29 and 46. reliability reliability means the consistency or stability of a measurement instrument. the information on the reliability of people and items is seen in the summary statistics in table 3. couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu fadli, r. p. et al psychological well-being of youth inventory on domestic violence victims: rasch model analysis| 74 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421620 table 3. summary of 30 measured person ------------------------------------------------------------------------------ | total model infit outfit | | score count measure s.e. mnsq zstd mnsq zstd | |-----------------------------------------------------------------------------| | mean 191.1 50.0 1.20 .19 1.04 -.1 1.00 -.3 | | p.sd 18.6 .0 .61 .01 .49 2.3 .45 2.2 | | s.sd 18.9 .0 .62 .01 .50 2.4 .46 2.3 | | max. 219.0 50.0 2.23 .22 2.33 5.1 2.14 4.6 | | min. 145.0 50.0 -.21 .17 .35 -4.6 .34 -4.7 | |-----------------------------------------------------------------------------| | real rmse .21 true sd .57 separation 2.78 person reliability .89 | |model rmse .19 true sd .58 separation 3.10 person reliability .91 | | s.e. of person mean = .11 | ------------------------------------------------------------------------------ person raw score-to-measure correlation = 1.00 cronbach alpha (kr-20) person raw score "test" reliability = .91 sem = 5.47 table 4. summary of 50 measured item ------------------------------------------------------------------------------ | total model infit outfit | | score count measure s.e. mnsq zstd mnsq zstd | |-----------------------------------------------------------------------------| | mean 114.7 30.0 .00 .24 .98 -.2 1.00 -.1 | | p.sd 12.9 .0 .72 .02 .39 1.5 .39 1.5 | | s.sd 13.0 .0 .72 .02 .40 1.5 .40 1.5 | | max. 137.0 30.0 2.04 .32 2.00 3.3 2.07 3.5 | | min. 73.0 30.0 -1.49 .21 .41 -2.8 .45 -2.5 | |-----------------------------------------------------------------------------| | real rmse .26 true sd .67 separation 2.58 item reliability .87 | |model rmse .24 true sd .67 separation 2.78 item reliability .89 | | s.e. of item mean = .10 | ------------------------------------------------------------------------------ item raw score-to-measure correlation = -.99 the table 3 can be simplified as shown in table 5. table 5. summary statistics measured person and item summary statistics measured measure mnsq reliabilit y cronbach alpha (kr-20) infit outfit measured person 1.20 1.04 1.00 .91 .91 measured item .00 .98 1.00 .89 table 4 shows that the mean values of 30 and 50 people are 1.20 and .00 respectively, which is above the mean item. furthermore, their reliability scores are .91 and.9, which shows that the quality of the answers provided by the respondent is excellent and the quality of the items used in the measurement is also good. the cronbach alpha value (kr-20) is .91 which indicates that the interaction between people and item is good. besides that, the sensitivity value of people + 1.04 logit (infit mnsq) answer pattern and the sensitivity value is +1.00 logit (mnsq outfit). while the item has a +.98 logit (infit mnsq) sensitivity value with an overall value of +1.00 logit (mnsq outfit) which indicate that it is still in the couns-edu  the international journal of counseling and education vol.4, no.2, 2019 psychological well-being of youth inventory on domestic violence victims: rasch model analysis| 75 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421620 ideal range (+0.5> mnsq<+1.5) (sumintono & widhiarso, 2015). this shows that the items have a very good quality for the conditions of measurement performed (bond & christine m. fox, 2015; boone et al., 2013; sumintono & wahyu widhiarso, 2015) which indicates that 30 people are serious in working on the instrument. conclusions this instrument meets the validity and reliability requirements of, both item and individuals. a total of 8 items were considered misfit while 7, 11, 13, 15, 17.26, 29 and 46 were utilized. acknowledgments i wish to express my gratitude to the school counselor and the headmaster for their assistance in carrying out and testing the research instrument. special thanks to the vocational high school students in padang city for their time and support. references afdal, a. (2015). pemanfaatan konseling keluarga eksperensial untuk penyelesaian kasus kekerasan dalam rumah tangga. jurnal educatio: jurnal pendidikan indonesia, 1(1). alizamar, a., ifdil, i., fadli, r. p., erwinda, l., zola, n., churnia, e., … rangka, i. b. (2018). the effectiveness of hypnotherapy in reducing stress levels. addictive disorders & their treatment, 17(4), 191–195. anderson, d. k., & saunders, d. g. (2003). leaving an abusive partner: an empirical review of predictors, the process of leaving, and psychological well-being. trauma, violence, & abuse, 4(2), 163– 191. anggraeni, r. d. (2013). dampak kekerasan anak dalam rumah tangga. artikel ilmiah hasil penelitian mahasiswa, 1(1). anjani, s. d. (2016). penegakan hukum tindak pidana kekerasan dalam rumah tangga dengan menggunakan konsep hukum progresif (studi kasus pada polsek natar). universitas lampung. avdibegovic, e., brkic, m., & sinanovic, o. (2017). emotional profile of women victims of domestic violence. materia socio-medica, 29(2), 109. azriana, chuzaifah, y., nurherwati, s., indraswari, & amiruddin, m. (2017). lembar fakta catatan tahunan (catahu) 2016: kekerasan terhadap perempuan meluas: mendesak negara hadir hentikan kekerasan terhadap perempuan di ranah domestik, komunitas dan negara. jakarta. berg, n., kiviruusu, o., karvonen, s., rahkonen, o., & huurre, t. (2017). pathways from problems in adolescent family relationships to midlife mental health via early adulthood disadvantages–a 26-year longitudinal study. plos one, 12(5), e0178136. bond, t. g., & christine m. fox. (2015). applying the rasch model fundamental measurement in the human sciences third edition. new york: routledge taylor and francis group. bond, t. g., fox, c. m., & lacey, h. (2007). applying the rasch model: fundamental measurement. in the social sciences (2nd. citeseer. boone, w. j., staver, j. r., & yale, m. s. (2013). rasch analysis in the human sciences. springer. borneo, j. (2016). analisis kriminologi terhadap kekerasan dalam rumah tangga di kecamatan pontianak utara. jurnal hukum prodi ilmu hukum fakultas hukum untan (jurnal mahasiswa s1 fakultas hukum) universitas tanjungpura, 4(3). callaghan, j. e. m., alexander, j. h., sixsmith, j., & fellin, l. c. (2018). beyond “witnessing”: children’s experiences of coercive control in domestic violence and abuse. journal of interpersonal violence, 33(10), 1551–1581. callahan, m. r., tolman, r. m., & saunders, d. g. (2003). adolescent dating violence victimization and psychological well-being. journal of adolescent research, 18(6), 664–681. cantos, a. l., goldstein, d. a., brenner, l., o’leary, k. d., & verborg, r. (2015). correlates and program completion of family only and generally violent perpetrators of intimate partner violence. behavioral psychology/psicologia conductual, 23(3). cook, a., spinazzola, j., ford, j., lanktree, c., blaustein, m., cloitre, m., … liautaud, j. (2017). couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu fadli, r. p. et al psychological well-being of youth inventory on domestic violence victims: rasch model analysis| 76 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421620 complex trauma in children and adolescents. psychiatric annals, 35(5), 390–398. cunha, o. s., & goncalves, r. a. (2016). severe and less severe intimate partner violence: from characterization to prediction. violence and victims, 31(2), 235–250. espinoza, r. c., & warner, d. (2016). where do we go from here?: examining intimate partner violence by bringing male victims, female perpetrators, and psychological sciences into the fold. journal of family violence, 31(8), 959–966. ham-rowbottom, k. a., gordon, e. e., jarvis, k. l., & novaco, r. w. (2005). life constraints and psychological well-being of domestic violence shelter graduates. journal of family violence, 20(2), 109– 121. herzberger, s. d. (2019). violence within the family: social psychological perspectives. routledge. katz, e. (2016). beyond the physical incident model: how children living with domestic violence are harmed by and resist regimes of coercive control. child abuse review, 25(1), 46–59. kimball, e. (2016). edleson revisited: reviewing children’s witnessing of domestic violence 15 years later. journal of family violence, 31(5), 625–637. kurniawan, m. i. (2015). tri pusat pendidikan sebagai sarana pendidikan karakter anak sekolah dasar. pedagogia: jurnal pendidikan, 4(1), 41–49. linacre, j. m. (2011). a user’s guide to winsteps-ministep: rasch-model computer programs. chicago, il: winsteps.com. lindeblad, e., svensson, i., & gustafson, s. (2016). self-concepts and psychological well-being assessed by beck youth inventory among pupils with reading difficulties. reading psychology, 37(3), 449–469. lópez-torres hidalgo, j., bravo, b. n., martínez, i. p., pretel, f. a., postigo, j. m. l., & rabadán, f. e. (2010). psychological well-being, assessment tools and related factors. psychological well-being (edited by ingrid e. wells). hauppauge: nova science publishers, 77–113. mardiyati, i. (2015). dampak trauma kekerasan dalam rumah tangga terhadap perkembangan psikis anak. raheema, 2(1). mcmurran, m., & gilchrist, e. (2008). anger control and alcohol use: appropriate interventions for perpetrators of domestic violence? psychology, crime & law, 14(2), 107–116. megawati, e., & megawati, e. (2015). hubungan antara perilaku prososial dengan psychological well-being pada remaja. universitas udayana. merung, p. v. (2016). kajian kriminologi terhadap upaya penanganan kasus kekerasan dalam rumah tangga (kdrt) di indonesia. veritas et justitia, 2(2), 397–423. montgomery, e., just-østergaard, e., & jervelund, s. s. (2019). transmitting trauma: a systematic review of the risk of child abuse perpetrated by parents exposed to traumatic events. international journal of public health, 64(2), 241–251. nasution, m. s. (2018, march 8). kekerasan terhadap perempuan di padang didominasi kdrt. antara sumbar. novianti, i. (2008). fenomena kekerasan di lingkungan pendidikan. insania, 13(2), 324–338. perkins, c., wood, l., varjas, k., & vanegas, g. (2016). psychological well-being of children and youth in mexico. in international handbook of psychological well-being in children and adolescents (pp. 115– 135). springer. rasool, s. (2016). help-seeking after domestic violence: the critical role of children. journal of interpersonal violence, 31(9), 1661–1686. redaksi. (2018). banyaknya permasalahan keluarga membuat lk3 padang pariaman prihatin. berita sumbar. retrieved from http://beritasumbar.com/banyaknya-permasalahan-keluarga-membuat-lk3padang-pariaman-prihatin/ roberson, c., & wallace, p. h. (2016). family violence: legal, medical, and social perspectives. routledge. ryff, c. d. (1984). personality development from the inside: the subjective experience of change in adulthood and aging. life-span development and behavior, 6, 243–279. ryff, c. d., & singer, b. h. (2008). know thyself and become what you are: a eudaimonic approach to psychological well-being. journal of happiness studies, 9(1), 13–39. sumintono, b., & wahyu widhiarso. (2015). aplikasi pemodelan rasch pada assesment pendidikan. cimahi: trim komunikata publishing house. sumintono, b., & widhiarso, w. (2015). aplikasi pemodelan rasch pada assessment pendidikan. trim komunikata. tolman, r. m., & rosen, d. (2001). domestic violence in the lives of women receiving welfare: mental couns-edu  the international journal of counseling and education vol.4, no.2, 2019 psychological well-being of youth inventory on domestic violence victims: rasch model analysis| 77 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421620 health, substance dependence, and economic well-being. violence against women, 7(2), 141–158. tseng, w.-s., & hsu, j. (2018). culture and family: problems and therapy. routledge. tutwiler, s. j. w. (2017). teachers as collaborative partners: working with diverse families and communities. routledge. ulloa, e. c., & hammett, j. f. (2016). the effect of gender and perpetrator–victim role on mental health outcomes and risk behaviors associated with intimate partner violence. journal of interpersonal violence, 31(7), 1184–1207. utama hs, a. (2017). hak-hak istri siri yang mengalami kekerasan dalam rumah tangga (kdrt) perspektif undang-undang no 23 tahun 2004 tentang penghapusan kekerasan dalam rumah tangga (uu pkdrt). uin sunan ampel surabaya. vameghi, r., akbari, s. a. a., majd, h. a., sajedi, f., & sajjadi, h. (2018). the comparison of socioeconomic status, perceived social support and mental status in women of reproductive age experiencing and not experiencing domestic violence in iran. journal of injury and violence research, 10(1), 35. van der kolk, b. a. (2017). developmental trauma disorder: toward a rational diagnosis for children with complex trauma histories. psychiatric annals, 35(5), 401–408. victor, b. g., grogan-kaylor, a., ryan, j. p., perron, b. e., & gilbert, t. t. (2018). domestic violence, parental substance misuse and the decision to substantiate child maltreatment. child abuse & neglect, 79, 31–41. white, m. e., & satyen, l. (2015). cross-cultural differences in intimate partner violence and depression: a systematic review. aggression and violent behavior, 24, 120–130. zola, n., fadli, r. p., & ifdil, i. (2018). chromotherapy to reducing stress. osf preprints, 26. couns-edu the international journal of counseling and education vol.5, no.2, 2020, pp. 71-80| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020200526820 received on 03/06/2020; revised on 04/24/2020; accepted on 05/11/2020; published on: 06/30/2020 71 learning achievement reviewed from self regulated learning, future orientation, and parental support yuzarion yuzarion 1*) , aulia kartika agustiana 2 , alfaiz alfaiz 3 , hengki yandri 4 , musdizal musdizal 5 , rahmadianti aulia 6 12 universitas ahmad dahlan, indonesia 3 stkip pgri sumatera barat, indonesia 45 iain kerinci, indonesia 6 universitas islam negeri imam bonjol padang, indonesia * ) corresponding author, e-mail: yuzarion@psy.uad.ac.id abstract this study aimed to answer the main problem whether learning achievement could be viewed from self-regulated learning, future orientation and parental support to obtain empirical support. this research used quantitative methods, the sample of 103 people. the data was collected with instruments, scale (1) self-regulated learning, (2) future orientation and (3) parental support. learning achievement used report card grades. the results showed that learning achievement could be viewed from self-regulated learning, future orientation and parental support. it got very significant empirical support., score f reg=43,155 dan p=0,000 (p<0,01). self-regulated learning, future orientation, and parental support provided an effective contribution of 55.4% to learning achievement. the biggest se was from parental support 37.4%, followed by self-regulated learning 12.7%, and future orientation 6.6%. based on the findings, the researcher suggests: (1) parents need to maximize learning support for children, strengthen emotional support, instrumental, and informative support. (2) teachers need to introduce self-regulated learning to students. (3) teachers and parents to explore the future orientation of children or students well, so that they grow stronger for a more planned future. and (4) researchers recommend the following research in elementary, junior high, senior high school and pt. keywords: learning achievement, self-regulated learning, future orientation, and parental support. how to cite: yuzarion, y., agustiana, a., alfaiz, a., yandri, h., musdizal, m., & aulia, r. (2020). learning achievement reviewed from self regulated learning, future orientation, and parental support. couns-edu: the international journal of counseling and education, 5(2), 71-80. doi: http://dx.doi.org/10.23916/0020200526820 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction the problem of learning achievement until now has never faded to be studied, it is not infinite the number of studies that make learning achievement variables. there are still many reports that explain the problem of low students’ achievement including the trends in international mathematics and science study (timss) report in 2017, it still shows the low achievement in mathematics of indonesian students, data obtained from 50 indonesian student countries ranks fifth lowest with a score an average of 379 (nces.ed.gov/timss, accessed november 2019). the measurement program for the international student assessment (pisa) of indonesia in 2018, carried out by the organization for economic cooperation and development (oecd), of 12.098 students http://dx.doi.org/10.23916/0020200526820 couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu yuzarion, y. et al. learning achievement reviewed from self regulated learning ... | 72 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526820 spread across 399 schools throughout indonesia, indonesian-sponsored mathematics and science scores below the average flat. indonesian students are only able to obtain an average score of 379 in mathematics and an average score of 396. this pisa score is below the mathematics and science scores obtained by singapura students, an average of 591 and 569 (kompas.com, accessed november 2019) . the results of the umbrella research survey of 6 september 2019, also obtained information from the deputy head of the curriculum of student learning achievement. it is still the most in the medium category as much as 68.77 percent of 143 students who took the final exam. from the student's point of view, it is really very worrying, the findings of previous research also identify behaviors that illustrate low learning achievement. cheating behavior is also still rife among students, even though the national examination competition was not as heavy as five years ago. thorpe's research (yuzarion, 2015a) explains that cheating behavior occurs due to low student achievement, besides the ability of the participants is indeed low, while they have a desire to get higher learning achievement. based on the problems above, when analyzed using social cognitive theory from bandura. the causes of low learning achievement can be explained through internal and external factors of students. internal factors of students can be caused by weak self-regulated learning and future orientation that has not been formed properly, this corresponds to the process of forethought aspects that are potential in learners that must be formed (alfaiz, et, al, 2015, 2018, 2019). external factors can also be caused by students not functioning properly with parental support. look deeper into social cognitive theories, especially those relating to one-way relationships. previous research findings can explain the factors that influence learning achievement. the results of the cekolin experiment (2010), the academic achievements of students who take self-regulated learning training are higher than those who do not attend training. yuzarion's research (2015a) also proves that there is a relationship between self-regulated learning and the learning achievements of malang city high school students. then it can be understood that learning achievement can be viewed from self-regulated learning. self regulated learning is the ability of individuals to organize themselves in learning. self regulated learning is also understood as a learning skill, a skill to set learning goals, self-control in learning, seeking learning assistance, learning motivation, learning strategies, and self-evaluation in learning yuzarion (2015b). this further strengthens learning achievement can be viewed from self-regulated learning. besides self-regulated learning variables, future orientation also influences learning achievement, some previous studies can explain. research conducted by sunarti (2013) the success of students in learning can be seen from themselves as individuals who play a direct role in learning activities. future orientation as a form of self that plays a role in students' learning activities. nurmi (2005) and nurmi (1989) also explained that the orientation of the future is an image that the individual has about himself in the future context. likewise alfaiz's research (2019) that the potential for future orientation and forethought mindset determines the ability to visualize goals and behaviors to achieve these goals (alfaiz et al, 2019). self-regulated learning and future orientation as internal factors that can review learning achievement. parental support part of external factors also contribute to student learning achievement. yuzarion research (2014) explains the attitudes of parents towards children have a positive and significant effect on student achievement, the better the attitude of parents towards children, the better the learning achievement of students. the attitude of parents towards children is an inseparable part of the form of parental support for children in learning, of course the right support will greatly affect their learning achievement. yuzarion's research findings (2015) also strengthen the relationship of self-regulated learning with learning achievement, along with the explanation that parents' attitudes towards children have a positive and significant effect on student learning achievement through self-regulated learning variables. it can be understood that either separately or independently parental support and self-regulated learning affect the learning achievement of students. this is in line with the word of allah swt in al-quran surah al-hasyr (59), verse (18); o you who believe, fear allah and every individual should pay attention to what he has done for tomorrow (the hereafter); and fear allah, indeed allah is all-knowing what you do. in this verse humans are given couns-edu  the international journal of counseling and education vol.5, no.2, 2020 learning achievement reviewed from self regulated learning ... | 73 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526820 learning about the importance of future orientation. this means that the dimensions of life of anyone who has a future orientation will affect the results achieved, of course so also with students who have a future orientation will directly affect the achievements they obtain. then it can be understood that learning achievement can be viewed from a future orientation. based on the results of the study above, it is still rarely investigated as to what the condition of the findings is if learning achievement is viewed from internal and external aspects in the context of the school environment for students. then the researchers set this research formula as follows; to find out whether learning achievement can be viewed from self-regulated learning, future orientation and parental support to obtain empirical support, with the title of the study; "learning achievement judging from self regulated learning, future orientation, and parental support". method the identification of research variables might be determined before the data collection method was determined. research variable is an attribute, nature or value of people, objects or activities that have certain variations determined by researchers to be studied and drawn conclusions (sugiyono, 2017). in this study, the researchers set four variables as psychological attributes, consisting of three independent variables and one dependent variable. the variables used in this study can be seen in the following table: table 1. identification of research variable variable psychology atribute acronim (x1) self regulated learning srl (x2) future orientation fo (x3) parents support ps (y) learning achievement la explanations relating to each psychological attribute in this study could be followed by an explanation in the section of the research instrument. the subjects of this study were female active students in the xi class yogyakarta yuallimaat in even semester 2018/2019. subjects totaling 103 students were drawn using the stratified total sampling technique. this research instrument used a scale that was assembled by a research teamas at the height of a writing supervisor, the scale referred to as follows: 1) self-regulated learning measurement instruments. measuring students' self-regulated learning used an instrument in the form of a scale developed by the research umbrella team elaborated on the characteristics of self-regulated learning from the rochester institute of technology (yuzarion, 2014). the instrument consisted of five indicators; (a) independent in doing the tasks, (b) able to make plans and strategies and control the time and learning process, (c) utilize various learning resources available, (d) able to maintain concentration and motivation to learn, and (5) know how to process various information by utilizing various cognitive strategies; 3) future orientation measurement instruments. measuring the future orientation of the students used an instrument in the form of a scale developed by the research umbrella team elaborated on the results of the modification of the scale of the future orientation of seginer, (2009). the instrument consisted of three indicators; (a) motivation, (b) planning, and (c) evaluation; 4) instruments for measuring parental support. measuring parents' support students used instruments in the form of scales developed by the research umbrella team elaborated on aspects of social support from sarafino (1994). the instrument consists of four indicators; (a) emotional, (b) instrumental, (c) informative, and (d) assessment; 5) learning achievement instruments. student learning achievements used instruments in the form of x subjects for midterm classes 2018/2019. the data analysis techniques of this study are described as follows: 1) descriptive analysis. descriptive analysis is intended to determine the distribution of respondents' responses to the scale of the research submitted. sugiyono, 2017) explains descriptive analysis is a statistic used to analyze data by describing or describing data that has been collected as it is without intending to make conclusions that apply to the public or generalizations. data obtained from the results of the study were calculated the mean and standard deviation to determine the tendency of the distribution of data obtained. as for interpreting the data obtained in the classification of subjects interpreted by category.; 2) test prerequisite couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu yuzarion, y. et al. learning achievement reviewed from self regulated learning ... | 74 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526820 analysis. prerequisite testing was done to determine whether hypothesis testing used parametric and nonparametric statistics. this study used a prerequisite test that was data normality test, this stage was carried out as one of the requirements before doing a regression test. the provisions seen from kolmogorovsmirnov significance value greater than 0.05 in the normality test results indicated the distribution of normal data (hadi, 2012). linearity test was the relationship could be tested with test for linearity. the relationship between the two variables will be said to be linear when the value of p> 0.05 (hadi, 2012). multicollinearity test as a condition forregression analysis is justified when there is no relationship between independent variables. it can be known by the value of tolerance and vif (variance inflation factor). if the tolerance value> 0.1 and vif value <5, there will be no multicollinearity (hadi, 2012 and ghozali, 2013); 3) hypothesis test. based on the research objectives that had been formulated, data analysis used in this study was multiple linear regression analysis aided by the spss 22.0 program for windows evaluation version. multiple regression according to sugiyono (2017) was used by researchers, if the researcher intends to predict how the condition (ups and downs) of the dependent variable (criterium), if two or more independent variables as predictor factors are manipulated (raised the value down). results and discussions description of research data description of data with descriptive analysis was intended to determine the distribution of respondents' responses to the scale of the research submitted. descriptive analysis gives meaning descriptively, the tendency that arises about the research variables according to empirical data without drawing a conclusion. the research sample consisted of 103 students, all subjects were female. each description of the research variable data can be seen in the following table: table 2. the description of research data variabel n min max mean std. deviasion srl 103 70.00 114.00 93.31 7.93 fo 103 36.00 60.00 49.66 4.98 ps 103 82.00 127.00 105.10 11.29 la 103 59.00 99.00 81.91 9.32 description: srl : self regulated learning fo : future orientation ps : parents support la : learning achievement the table data above can be observed by the subject's response score on the self regulated learning (srl) scale ranging from 70.00 to 114.00, with an average subject response of 93.31 and a standard deviation of 7.93. subject responses on the future orientation scale (omd) ranged from 36.00 to 60.00, with an average subject response of 49.66 and a standard deviation of 4.98. subject responses on the parent support scale (dot) ranged from 82.00 to 127.00, with an average subject response of 105.10 and a standard deviation of 11.29. in the learning achievement data (pb), the subject's learning achievement scores ranged from 59.00 to 99.00, with an average subject response of 49.66 and a standard deviation of 4.98. the diversity of responses obtained from subjects in each study variable, was used to determine the tendency of the subject's response to each research variable. the response trends of the subjects were grouped into three categories; high, medium and low. the standard used to describe the subjects in this study was an objective standard using empirical data of research findings with regard to the average value and standard deviation (standard deviation). the data table categorization of research variables can be explained the majority of subjects' scores on the self-regulated learning variable are in the medium category of 68 (66.02%) respondents, 23 (22.33%) respondents in the high category, and 12 (11.65%) respondents in low category. the score of subjects in the future orientation variable is in the medium category of 54 (52.43%) respondents, 34 (33.01%) couns-edu  the international journal of counseling and education vol.5, no.2, 2020 learning achievement reviewed from self regulated learning ... | 75 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526820 respondents in the high category, and 15 (14.56%) respondents in the low category. the highest score of subjects in the parent support variable was in the high category 79 respondents (76.70%), 17 (16.50%) respondents in the low category, and 7 (6.80%) respondents were in the medium category. table 3. the catagories of research variable kategori srl fo ps la f percent f percent f percent f percent high 23 22.33 34 33.01 29 28.16 79 76.70 medium 68 66.02 54 52.43 50 48.54 7 6.80 low 12 11.65 15 14.56 24 23.30 17 16.50 based on the description above, it can be concluded that the subject's response is in the medium category for the scale of self regulated learning, future orientation, and parental support, while students' learning achievement is in the high category. test analysis prerequisites analysis prerequisite test was a prerequisite before hypothesis testing, testing the correlation value so that the conclusions drawn do not deviate from the truth they should. the analytical prerequisite tests include normality tests, linearity tests, and multicollinearity tests, which can be explained in the following sections: first normality test, this data normality test was done to find out whether the data of each research variable was normally distributed or not. the normality test was carried out using the kolmogorovsmirnov technique assisted by the spss application. significance values greater than 0.05 in the normality test results indicated the distribution of normal data (hadi, 2012). the results of the normality test calculation can be seen in the following table: table 4. the result of normality data variabel kolmogorov-smirnova description statistic df sig. srl .070 103 .200 normal fo .080 103 .099 normal ps .062 103 .200 normal la .065 103 .200 normal the data table explains the results of normality testing data with the kolmogorov-smirnov technique obtained all the significance values of variables greater than 0.05. then it can be concluded that the data has a normal distribution. second linearity test, linearity test was performed to determine whether the relationship between independent variables and dependent linear or not, and to see the effect of independent variables on the dependent variable was directly or inversely proportional. data was said to be linear if the sig. deviation from linearity> 0.05 (hadi, 2012). the results of the linearity calculation can be seen in the following table: the data above explains the results of testing data normality with anova technique obtained all the significance values of variables greater than 0.05. so it can be concluded that the research variables have a linear relationship. third multicollinearity test, multicollinearity test aims to test the linear relationship between independent variables. multicollinearity can be known by reading the value of tolerance and variance inflation factor (vif). if the tolerance value> 0.1 and the vif value <5, there will be no multicollinearity. conversely, if the tolerance value <0.1 and the vif value> 5, there will be multicollinearity (hadi, 2012 and ghozali, 2013). multicollinearity test results can be seen in the following table 5: the data can be explained for multicollinearity test results by reading the tolerance value and variance inflation factor (vif). tolerance values for all independent variables> 0.1 and vif values <5 are couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu yuzarion, y. et al. learning achievement reviewed from self regulated learning ... | 76 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526820 also all independent variables, so it can be concluded that there is no multicollinearity between the independent variables. table 5. the result of multicolinearity data variables collinearity statistics description tolerance vif srl .756 1.323 unmulticolinearity fo .866 1.155 unmulticolinearity ps .751 1.331 unmulticolinearity based on the description of the results of the normality test, linearity test and the multicollinearity test above, the research data can be continued in the next test. research hypothesis test the major hypothesis proposed in this study was that learning achievement could be viewed from self regulated learning, future orientation and parental support. whereas the first minor hypotesis; positive and significant learning achievement in terms of self-regulated learning, second; positive and significant learning achievement in terms of future orientation, and thirdly positive and significant learning achievement in terms of parental support. the data can be explained by the results of hypothesis testing showing learning achievement can be viewed from self-regulated learning, future orientation and parental support, as to the calculated f value of 43.155, with a significance level of 0,000. significance level of 0,000 <0.01 this can explain that very significant learning achievement can be viewed from self regulated learning, future orientation and parental support, so that the major hypothesis proposed in this study learning achievement can be viewed from self regulated learning, future orientation and parental support can get empirical support. look at the coefficient of determination in the table (r square) of 0.567. this figure explains that self-regulated learning, future orientation and parental support can simultaneously review learning achievement with an effective contribution of 56.7%. the results of the first minor hypothesis test shows learning achievement can be viewed from selfregulated learning, the level of significance p = 0.001 (p <0.05) and t value of 3.494 is significant, so positive and significant learning achievement can be viewed from self-regulated learning get empirical support. both learning achievement can be viewed from the future orientation, the level of significance p = 0.042 (p <0.05) and the value of t 2.059 is significant, so positive and significant learning achievement can be viewed from the future orientation to get empirical support. all three learning achievements can also be viewed from parental support, the level of significance p = 0,000 (p <0.01) and the t value of 7.201 is significant, so positive and very significant learning achievements can be viewed from parental support for empirical support. the effective contribution of the three variables can be explained; first self regulated learning could review learning achievement, calculated with the formula se = β x zero x 100% with a value of se = 0.254 x 0.502 x 100% = 12.74%, thus self regulated learning can review learning achievement. the effective contribution of self regulated learning can review the learning achievement of 12.74%. both future orientations can review learning achievement, calculated by the formula se = 0.151 x 0.437 x 100% = 6.59%, thus the future orientation reviews learning achievement. the effective contribution of future orientation reviews 6.59% learning achievement. all three parental support can review learning achievement, also calculated with the formula se = 0.539 x 0.692 x 100% = 37.35%, thus the support of parents ahead to review learning achievement. the effective contribution of parental support reviewed 37.35% learning achievement. students who get high scores from study results or exams, say they have high learning achievements for study results or tested subjects, and conversely students who get low scores from study or exam results, say they have low learning achievements for study results or subjects tested (yuzarion, 2014). this is in line with alsa, 2005 learning achievement is a quantitative result obtained by students from the learning activities they obtain in the form of numbers. couns-edu  the international journal of counseling and education vol.5, no.2, 2020 learning achievement reviewed from self regulated learning ... | 77 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526820 learning achievement both qualitative and quantitative abilities, when analyzed using social cognitive theory from bandura (1986), learning achievement can be explained through internal and external factors of students. internal factors of students, learning achievement can be viewed from or influenced by self-regulated learning and future orientation. external factors of student learning achievement can be reviewed from or influenced by parental support. these three variables, the variables of self-regulated learning, future orientation, and parental support are the main focus of this study. the major research hypothesis proposed in this study is that learning achievement can be viewed from self regulated learning, future orientation and parental support. whereas the first minor hypotesis; positive and significant learning achievement in terms of self-regulated learning, second; positive and significant learning achievement in terms of future orientation, and thirdly positive and significant learning achievement in terms of parental support. hypothesis test results of learning achievement can be reviewed from self-regulated learning, future orientation and parental support. the research findings explain that very significant learning achievement can be viewed from self regulated learning, future orientation and parental support. in a simpler formula it can also be explained that learning achievement can be significantly influenced by self regulated learning, future orientation and parental support. as a conclusion of testing the research hypothesis, the major hypothesis in this study is acceptable, with a total effective contribution of the three variables of selfregulated learning, future orientation and parental support of 56.7 percent. the results of the first minor hypothesis test also show learning achievement can be viewed from self-regulated learning. the results of the first minor hypothesis test of positive and significant learning achievement can be reviewed from self regulated learning. the effective contribution of self-regulated learning to learning achievement is 12.74 percent. the results of the second minor hypothesis test of learning achievement can be viewed from future orientations. the results of the second minor hypothesis test of positive and significant learning achievement can be viewed from future orientations. the effective contribution of future orientation towards learning achievement is 6.59 percent. the results of the third minor hypothesis test of learning achievement can also be viewed from parental support. the results of the third minor hypothesis test of positive and very significant learning achievement can be reviewed from parental support. effective contribution of parental support for learning achievement 37.35 percent. the results of this study strengthen bandura's (cognitive) social cognitive theory, focusing on the one-way model. according to bandura (1977b) the concept of two-way interaction in triadic reciprocality can be used the concept of one-way interaction with a focus on the most determining factor (the strongest influence) on the variables affected. in this study, the strongest influence was on the parental support variable. this means that learning achievement can be reviewed most strongly from the parent support variable. as well as reinforcing the research findings of yuzarion (2014) that parents' attitudes towards children have a positive and significant effect on student achievement, the better the attitude of parents towards children, the better the learning achievement of students. the attitude of parents towards children is an inseparable part of the form of parental support for children adalam learning, of course the right support will greatly affect their learning achievement. the findings of these two studies empirically reinforce the findings of previous studies as described in the introduction to this study. the findings of this study study achievement can be reviewed positively and significantly from self regulated learning, this strengthens the research findings of yuzarion (2014) relating to self regulated learning, both as an independent variable and as an intermediate variable to learning achievement. parents' attitudes towards children have a positive and significant effect on student achievement through the selfregulated learning variable. it can be understood that either separately or independently parental support and self-regulated learning affect the learning achievement of students. when internal factors such as future orientation are a potential for self-efficacy in visualizing learning experiences, they will help achieve learning behavior (alfaiz, 2014; alfaiz et al, 2017, 2019). this finding is also corroborated by research by nurafifah, djamal and hikmawati (2009). there is a positive and significant correlation between future orientation and self regulated learning as a predictor of learning achievement. although this research does not specifically explain the relationship between future orientation and learning achievement. students who have been independent in working on couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu yuzarion, y. et al. learning achievement reviewed from self regulated learning ... | 78 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526820 assignments, making plans and strategies as well as controlling the time and learning process, utilizing various learning resources available, maintaining concentration and motivation to learn, and managing various information by utilizing various cognitive strategies. then they will have a higher learning presentation compared to other students. this can be seen from the average distribution of subjects' response scores on a self regulated learning (srl) scale ranging from 70.00 to 114.00, with an average subject response of 93.31 and a standard deviation of 7.93. likewise with the parent support variable as the variable with the greatest contribution to learning achievement. students who have the desire to believe in someone, as well as the attachment to someone, is caused by the belief that someone is able to give love, in this case parents. parents' readiness in providing suggestions for learning in the form of learning equipment and various other facilities. likewise with the provision of advice, explanations in the form of direction and provide information to overcome a problem and try to provide feedback provided by parents on the basis of support provided. then the results of research conducted by yandri and juliawati (2018) also showed that adolescents who did not get the love of their parents tended to have problems in learning. all of these indicators positively contribute to reviewing learning achievement in the subjects of this study, this is evidenced from the findings of the third minor hypothesis of learning achievement can also be viewed from parental support. the results of the third minor hypothesis test of positive and very significant learning achievement can be reviewed from parental support. this result is also reinforced by the average distribution of subject response scores on the parental support scale ranging from 82.00 to 127.00, with an average subject response of 105.10 and standard deviation of 11.29. future orientation variables also contribute positively and significantly to learning achievement. students who have a good future orientation, this is in line with proper motivation, planning, and selfevaluation. motivation is an indicator of self which shows strong interest from individuals for a better future. manat will be the director for setting educational goals in the future. along with motivation and strong interest will affect learning achievement. a clear future orientation on students functions in making self-planning. planning functions as the process of forming future goals to be achieved. both simple goals and more complex goals relate to the future. along with the placement of the right goals this will affect learning achievement. future orientation also involves evaluation as a process that functions to evaluate the plans and goals set by individuals. appropriate and correct evaluation in guarding the participant's future orientation certainly contributes to learning achievement. the research findings and findings above are supported by the following studies; research conducted by sunarti (2013) the success of students in learning can be seen from themselves as individuals who play a direct role in learning activities. future orientation as a form of self that plays a role in students' learning activities. nurmi (2005) also explains that the orientation of the future is an image that an individual has about himself in the future context. furthermore, the research findings of jembarwati (2015) describe students who have a strong orientation or desire to succeed in the academic field will show good academic performance in completing academic tasks well as well. students who have a good future orientation will be useful will make individuals pay close attention to future results with the acquisition of current achievements (seginer, 2009). based on the discussion outlined above, the empirical findings of this study could be justified. first, a very significant learning achievement can be reviewed in terms of self-regulated learning, future orientation and parental support that has received empirical support. second, parental support is the variable with the greatest contribution empirically reviewing learning achievement, because parents have a special emotional relationship with students and are also strengthened by the support of good learning infrastructure that has been given by parents. third, self-regulated learning and future orientation, each also partially contributes to reviewing the achievements of empirical support. conclusions based on the results of the study, it can be concluded as follows: first, learning achievement can be viewed from self-regulated learning, future orientation, and parental support is very significant empirical support. the three variables contributed an effective contribution of 55.4 percent to learning achievement. couns-edu  the international journal of counseling and education vol.5, no.2, 2020 learning achievement reviewed from self regulated learning ... | 79 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526820 second, positive and significant learning achievements can be reviewed from self-regulated learning. third, positive and significant learning achievements. it can be viewed from future orientations. fourth, positive and very significant learning achievement can be viewed from the support of parents. fifth, based on these findings, researchers suggest: first, parents need to maximize learning support for children, strengthen emotional support, instrumental, and informative. second, teachers need to introduce self-regulated learning to students. third, teachers and parents explore the future orientation of children or students well, so that they grow stronger for a more planned future. fourth, researchers recommend the following research in elementary school, junior high school, senior high school and pt. references al-quran. ar-rahman, tafsir qur’an perkata. dilengkapi terjemahan, asbabun nuzul, munasbah ayat, hadits seputar ayat, dan hikmah. penulis ahmad hatta. (2011). jakarta: magfirah pustaka. alfaiz. (2014). pembelajaran afektif merupakan salah satu strategi dalam pembentukkan karakter peserta didik. jurnal pelangi, vol. 7, no. 1, 94-105. http://ejournal.stkip-pgrisumbar.ac.id/index.php/pelangi/article/view/152. doi: https://doi.org/10.22202/jp.2014.v7i1.152. alfaiz, d., & yandri, h. (2015). self concept and self efficacy as a ground points in a social activities (an analysis of psychology perspective: a social cognitive theory). jurnal pelangi, 7(2), 45-52. http://ejournal.stkip-pgri-sumbar.ac.id/index.php/pelangi/article/view/203. doi: https://doi.org/10.22202/jp.2015.v7i2.203. alfaiz. a, rafiola. r.h, hariko. r, & zulfikar. z. (2017). condition and shaping of student personality in educational process through transpersonal psychology perspective. proceedings of the 3rd international conference on education and training (icet 2017). https://www.atlantispress.com/proceedings/icet-17/25883491. https://doi.org/10.2991/icet-17.2017.1 alfaiz. (2017). sufism approached in school counseling service: an analysis of perspective spiritual counseling. schoulid: indonesian journal of school counseling. 2(1): pp. 1-7. https://doi.org/10.23916/008621423-00-0. http://journal.konselor.or.id/index.php/schoulid/article/view/42. alfaiz, a. (2018). guidance and counseling profession: a philosophy and professional challenges in the future. couns-edu: international journal of counseling and education, 3(1): pp. 44-47. doi: https://doi.org/10.23916/0020180313420. http://journal.konselor.or.id/index.php/counsedu/article/view/134 alfaiz, yandri. h, kadafi. a, mulyani, r.r, nofrita, juliawati. d. (2019). pendekatan tazkiyatun an-nafs untuk membantu mengurangi emosi negatif klien. counsellia : jurnal bimbingan dan konseling, 9 (1): pp. 65-78. doi: https://doi.org/10.25273/counsellia.v9i1.4300. http://ejournal.unipma.ac.id/index.php/jbk/article/view/4300. alfaiz, a., yandri, h., yuzarion, y., lestari, l.p.s., & heriyani, e., (2019). persepsi agentik individu untuk mencapai prestasi pribadi dalam aktivitas karir: riset pendahuluan. psychocentrum review, vol. 1, no. 2, p.85–95. https://doi.org/10.30998/pcr.1276, https://journal.unindra.ac.id/index.php/pcr/article/view/76. alfaiz, hidayah, n, hambali, im, & radjah, c. l. (2019). human agency as a self-cognition of human autonomous learning: a synthesized practical of agentic approach. journal of social studies education research. vol. 10. no. 4. https://www.jsser.org/index.php/jsser/article/view/1370. https://doaj.org/article/0b2300a026e34cd0aa98a59161d05e7a. alsa, a. 2005. program belajar, jenis kelamin, belajar berdasar regulasi diri dan prestasi belajar matematika pada pelajar sma negeri di yogyakarta. disertasi. yogyakarta: pps ugm. bandura, a. 1977b. social learning theory. new jersey: prentise hall, inc. cekolin, c.h. 2010. the effect of self-regulated learning strategy instruction on strategy use and academic achievement. 18 (1) 213-225, (online), (http://www. outhalabama.edu/coe/bset/idd/dis/cekolin.htm), diakses 28 september 2019. ghozali, i. 2013. model persamaan struktural konsep dan aplikasi dengan program amos 21.0. semarang: badan penerbit universitas diponegoro. hadi, s. (2012). analisis butir untuk instrument. yogyakarta: andi https://edukasi.kompas.com/read/2019/12/04/13002801/skor-pisa-terbaru-indonesia-ini-5-pr-besarpendidikan-pada-era-nadiem-makarim?page=all http://ejournal.stkip-pgri-sumbar.ac.id/index.php/pelangi/article/view/152 http://ejournal.stkip-pgri-sumbar.ac.id/index.php/pelangi/article/view/152 https://doi.org/10.22202/jp.2014.v7i1.152 http://ejournal.stkip-pgri-sumbar.ac.id/index.php/pelangi/article/view/203 https://doi.org/10.22202/jp.2015.v7i2.203 https://www.atlantis-press.com/proceedings/icet-17/25883491 https://www.atlantis-press.com/proceedings/icet-17/25883491 https://doi.org/10.2991/icet-17.2017.1 https://doi.org/10.23916/008621423-00-0 http://journal.konselor.or.id/index.php/schoulid/article/view/42 https://doi.org/10.23916/0020180313420 http://journal.konselor.or.id/index.php/counsedu/article/view/134 https://doi.org/10.25273/counsellia.v9i1.4300 http://e-journal.unipma.ac.id/index.php/jbk/article/view/4300 http://e-journal.unipma.ac.id/index.php/jbk/article/view/4300 https://doi.org/10.30998/pcr.1276 https://journal.unindra.ac.id/index.php/pcr/article/view/76 https://www.jsser.org/index.php/jsser/article/view/1370 https://doaj.org/article/0b2300a026e34cd0aa98a59161d05e7a https://edukasi.kompas.com/read/2019/12/04/13002801/skor-pisa-terbaru-indonesia-ini-5-pr-besar-pendidikan-pada-era-nadiem-makarim?page=all https://edukasi.kompas.com/read/2019/12/04/13002801/skor-pisa-terbaru-indonesia-ini-5-pr-besar-pendidikan-pada-era-nadiem-makarim?page=all couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu yuzarion, y. et al. learning achievement reviewed from self regulated learning ... | 80 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526820 https://nces.ed.gov/timss/ jembarwati, o. (2015). pelatihan orientasi masa depan dan harapan keberhasilan studi pada siswa sma. humanitas, 12 (1), 45-51. juliawati, d. ayumi, r.t. yandri, h. & alfaiz, (2019). efektivitas relaksasi teknik meditasi untuk membantu siswa mengatasi stres sebelum menghadapi ujian nasional. “indonesian journal of learning education and counseling. vol. 2. no. 1. 37-45. https://journal.ilininstitute.com/index.php/ijolec/article/view/151. https://doi.org/10.31960/ijolec.v2i1.151. nurafifah, f., djamal, n.n., hikmawati, f. (2009). hubungan orientasi masa depan bidang pendidikan dengan keteraturan diri dalam belajar (self-regulated learning). jurnal ilmiah psikologi pendidikan dan perkembangan, 1(1), 1-14. nurmi, j.e. (1989). adolescents’ orientation to the future: development of interest and plans, related attributions and affects, in the life-span context. helsinki: finnish society of sciences. nurmi, j.e. (2005). thinking about and acting upon the future: development of future orientation across the life span. in a. strathman & j. joireman (eds.), understanding behavior in the context of time: theory, research, and application (p. 31–57). lawrence erlbaum associates publishers. sarafino, e.p. (1994). health psychology biopsychosocial interactions. new york: john kenedi. seginer, r. (2009). future orientation: developmental and ecological perspectives. new york, ny: springer. sugiyono. (2017). metode penelitian kuantitatif kualitatif dan r & d. bandung: alfabeta. sunarti. (2013). pengaruh intelegensi dan motivasi belajar terhadap prestasi belajar siswa kelas x sma negeri 6 purworejo. 331-336. yuzarion. (2014). model teoretis hubungan sikap orangtua terhadap anak, sikap guru terhadap siswa, dan selfregulated learning dengan prestasi belajar siswa (studi faktor yang mempengaruhi prestasi belajar siswa sman di kota malang). disertasi, tidak terbit , program pacasarjana: um malang. yuzarion. (2015a). studi teoretis faktor yang mempengaruhi prestasi belajar peserta didik. ilmu pendidikan jurnal kajian teori dan praktik kependidikan, 42 (2), 182-191. yuzarion. (2015b). studi tentang self-regukated learning (srl) peserta didik di sman kota malang. jurnal ilmiah ekotrans, 15 (2), 109-119. https://nces.ed.gov/timss/ https://journal.ilininstitute.com/index.php/ijolec/article/view/151 https://doi.org/10.31960/ijolec.v2i1.151 couns-edu the international journal of counseling and education vol.3, no.2, 2018, pp. 48-56| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180313520 received on 03/14/2018; revised on 03/15/2018/; accepted on 05/21/2018; published on: 05/26/2018 48 motivation and innovation role of school’s principal in improving teacher professionalism nellitawati nellitawati *) universitas negeri padang * ) corresponding author, e-mail: nellitawati@gmail.com abstract the main purpose of this study is to determine the motivation and innovation role of principals in improving the professionalism of teachers at smk negeri in padang city. the design of mixed methods. a total of 261 teachers were included as respondents to answer the distributed questionnaires, and a total of 12 respondents were included in the interview, consisting of principals and expert teachers. the findings indicate that the main role in improving the professionalism of teachers is still at a moderate level. this study also shows that the role of principal motivation and innovation has a significant influence in improving the professionalism of teachers in teaching and learning. based on qualitative results determined that the role of principal motivation and innovation is an important factor to improve the professionalism of teachers. this study emphasizes that the role of principal motivation and innovation in enlightening teacher professionalism is an absolute factor. keywords: motivation and innovation role, principal, teacher professionalism how to cite: nellitawati. (2018). motivation and innovation role of school’s principal in improving teacher professionalism. couns-edu: international journal of counseling and education, 3(2): pp. 48-56. doi: https://doi.org/10.23916/0020180313520 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction the main thing that must be done to improve the quality of human resources in indonesia is to improve the quality of education. however, the quality of education in indonesia is still relatively low with the percentage of 14,6 % (ayu, 2014). this case can be seen from indonesia's low human development index when compared with other countries around the world. indonesia's human development index is ranked 113 out of 188 countries (nugroho, 2017). it means indonesian’s human development is in medium level. one important aspect of the effort to improve the quality of education is to improve the quality of teachers by increasing teacher competency by maximizing the competency requirements of teachers to professional teachers. professional teachers mean that the teacher must have four competencies, namely pedagogical competence, competency, social competence and professional competence. teacher competence is the ability and skill of teachers in carrying out their duties for the smooth process of teaching and learning that takes place in the booths of the darling, as well as determines the stage of achievement of teaching and learning process of high quality (kodama, 2016; vanhear, 2016). therefore, the development of teacher competence needs to be done well (misbah, gulikers, maulana, & mulder, 2015), because teachers are the decisive factor in achieving educational brilliance. although there are a good curriculum and complete ease, but if there is no teacher who has high competence, then the brilliance of education is difficult to achieve (prestridge, 2012). to be able to improve their competence, a teacher http://dx.doi.org/10.23916/0020180313520 couns-edu  the international journal of counseling and education vol.3, no.2, 2018 motivation and innovation role of school’s principal in improving teacher professionalism| 49 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313520 must learn continuously while teaching, so that they can improve the skills and skills needed to carry out their duties (kitaabati, 2012). although there has been minister of national education regulation no. 13 year 2007 regarding standard of school principals explaining that the competence of school principal is important and is the main factor to achieve school organization's glory in improving the quality of education, but in indonesia especially, in padang the issue of the weakness of the role of principal in leading the school is not new issues. the main issue is the lack of leadership competence in the management of principal schools consequently the quality of education participate berk and down (kitaabati, 2012). in this case yukl (2013) expressed that in the leadership of the principal there are some weaknesses. the main disadvantage is the stere leadership leaders who tend to refer to the bureaucratic model as a result they forget the role as leaders who need to menjited komited subordinates to the school. thus, they tend to elicit formal rules that have autorative leadership stances, overemphasize academic achievement and set the role of a leader who can capitalize the skinned human beings for achievement of educational goals. research about the influence of the principal's managerial ability and the factors that influence the work motivation on the performance of slb teachers in subang regency by karweti (2010) shows principals play an important role in school leadership. then, study of the role of school counselors (bryan, day‐vines, griffin, & moore‐thomas, 2012; khansa, 2015), which focuses on the role of school-goers in madrasah aliyah towards teacher achievement in enhancing the quality of education found that the role of school principal has a significant relationship to teacher competence, when teacher competence mempuyai positive relationship with the quality of teaching and learning. referring to the case, the reviewer conducted an investigation into the role of school principal in enhancing the competence of teachers in vocational high school (smk) negeri padang indonesia. therefore, to achieve the richness of education required teachers to have high skills and competencies holistically, namely the competence pedagogy, keperibadian, professional, and social. mastery of competence is very important to improve the quality of teaching and learning, and so on the matlamat to produce quality education may be achieved. furthermore, the teacher's educational stage is also one of the factors influencing the low competence of teachers (karweti, 2010). furthermore, mu’min (2011) adds about the role of headmaster in improving teacher professionalism in sdi al-ihsan bamboo apus pamulang. the results of his research show that the implementation of the role of the principal is well enough. in this case the role to the school in order to improve the professionalism of teachers is very dominant. empowerment of faculty, staff, improvement of learning facilities, supervision of learning and teaching process all of which can run well enough, through the role of the school school’s principal. in addition, the mastery of the material and lesson methods are still lacking and the commitment of teachers in performing their duties has not been maximum (naderi anari, 2012). furthermore, the low quality and competence of teachers is caused by the absentee playing his/her maximum role in performing the task. because the role of the school principal as educators, administrators, pentadbir, leaders, supervisors, motivators and innovators have not been implemented properly then certainly have a negative impact on the competence of teachers in carrying out their duties (yudhistira, 2013). based on the background of this study problem that teacher professsionalism is one of the benchmarks of the quality of education (muhson, 2004). in addition, teacher competence has an important role in the teaching and learning process (bustari, 2010). therefore, to carry out quality learning, teachers need to master competencies as required by law no. ri. 14 (2005), pp 19 years (2005) and bsnp (2006). however, the lack of role of principal as educators, administrators, pentadbir, leaders, supervisors, motivators and innovators will have an impact on the declining competence of teachers (renstra kemendiknas, 2011). because of the lack of maximal role in running the task, it will have an impact on the decrease of teacher competence (yudhistira, 2013). thus the low role of the role of the counselor also leads to a low level of teacher competence. the role of school principal should do guidance to the teacher well so that teachers can complete the job well and get maximum results. in carrying out its duties, the role of principal role is caused by several factors including the stage of education and the period of his ritual. those who have high education stages may perform their duties well and vice versa likewise that the lower stage of education of couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati nellitawati manuscript title | 50 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313520 the principal then the pursuit of performing their duties is also not maximum (ahmad, 2014; setiyati, 2014). although the study run by settaraming, rahman and tahir (2012) found that some of the authors who have higher education stages are still not positively related to their ability to perform the task. is there a real difference in the role of the principal in carrying out his duties to follow the educational stage? therefore, the reviewer will analyze the same difference between the role of the leader as a leader in his educational stage. determining the role of principal role in improving teacher competence and competence of vocational high school teachers in the city of padang. determining the same there is a difference in the role of teachers and the competence of vocational high school teachers in the city of padang based on demography (stage of education and period of ritual). determine the problems faced by principal and teachers of state vocational high school in padang city in improving teacher competence. determining the role of the principal who becomes a predictor of the competence of vocational high school teachers in the city of padang. the innovation role of principal hallinger and moosung lee (2013) describe that the pursuit of success in school is inseparable from the role of the school counselors to give new ideas and to support teachers to have high knowledge, skill and motivation. consequently crow and peterson (2014) expressed that the schoolteacher as an innovator has the power to foster a matlamat to encourage and activate all the staff in the organization he leads to carry out his tasks as well as possible. school counselors should have new creative and thoughtful thoughts to facilitate interpreting the school's vision and mission as well as the ability of the school counselors to implement their role (soleimani, nader dan tebyanian, 2011). according to kidwall et al. (2013), the principal as an innovator should have a role to transfer knowledge supported by the sharing of cases that are shared together to find new ways of solving any current issues. so the principal does not appear as a 'one man show' and rivals may produce a staff that is able to describe the concept possessed by the principal. it is therefore desirable if the counselor has a delegative and integrative role. a delegative role model means that school leaders can run to their subordinates for a particular job. while integrative principal is principal who have keystayaan in integrating various activities in school. in addition, the school's principal must be capable of scientific rational and objective thinking (bass & bernard, 2006). the motivation role of principal nyaribo, misuko; prakash, ajai and edward (2012) describe that school administrations or organizations need to provide motivation as a staff with a gesture for the staff to be aware of the many benefits that will be obtained if we run our duties with passion. as an aging motivator it is necessary to have the right principle or strategy in order to provide reserves to followers to work properly. this role requires the constituent to create a good working/school environment atmosphere, a pleasant working atmosphere, a well-preserved discipline culture, a memorable gift to educational personnel (bass & bernard, 2006). motivation is one of the factors that can influence teacher competency stage. working feet with high work motivation will result in good quality work, because their tasks / work are done in earnest and heartfelt. in harmony with the opinion expressed by mangkunegara (2012) which states that factors that affect the competence of teachers that is; (i) factors that include the potential capability of iq and the reality of reality, and (ii) motivation factors can also be formed from the attitude (attitude) an organizational staff. robert l. martis and john h. jackson (2012) suggests that there are several factors that affect the stage of one's competence; (1) motivation, (2) received support, (3) the realization of the work they undertake, and (4) their relationship with the organization. in additon, murwati (2013) also suggested that factors that may affect the stage of one's competence is a factor of motivation. after that, dhermawan, sudibya, dan utama (2012) stated that motivation is part of an element that may influence one's competence in performing its duties. furthermore, wardana (2013) also states that motivation is defined as the willingness of a person to show a high effort to achieve the organization's matlamat. couns-edu  the international journal of counseling and education vol.3, no.2, 2018 motivation and innovation role of school’s principal in improving teacher professionalism| 51 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313520 teacher professionalism professionalsm of teacher is a competency that should be possessed by teachers in implementing the teaching and learning process in the dung room. teachers are required to understand their learning materials well. besides teachers are required to master the teaching materials, the teacher must also comprehensively comprehend and deepen the areas of expertise he or she taught that includes (1) concepts, structures, methods of knowledge, (2) learning materials in accordance with the school curriculum, (3) the relationship between related subjects, (4) the application of concepts in daily life, (5) competing professionally in a global context without abandoning the national cultural values (depkeu, 2005). being a professional teacher can not be done quickly and not something easy. before becoming an expert, the teacher must go through several stages of being a novice to advanced, competent, provident, and finally becoming an expert (wardana, 2013). a personal capability of a teacher who has elements of noble, steady, stable, and mature, wise and wise, be tauladan, reaping own achievements and awaken themselves and religious. basically learning is a change of behavior. in addition, teachers must have certain personal qualities that include responsibility, dignity, self-reliance, and discipline (mulyasa, 2009). social competence is a teacher's ability to connect with the surrounding community. such cultivation is the endeavor in communicating as well as oral and written, using functional communication technology, associating with students, co-workers, parents or guardians, and getting along well with the surrounding community (sudrajat, 2009). besides the existing social and personal competencies, the most important and essential things teachers need to master are idealism and ideals. idealism to be achieved through education such as teaching seriousness, interact or communicate directly with the community and express ideas through writing, especially in the article ihmiah (sukmadinata, 2014). method the research design used in this research is mixed method design (murwati, 2013) . the population is a group of people who have the quality and specific characteristics established by the researcher (sugiyono, 2010). researchers determine all teachers who teach in 10 vocational schools (smk) negeri padang indonesia as the population in this study for quantitative analysis. the total population of teachers at smk negeri 10 padang, according to the ministry of education in the city of padang is 865 people. based on a population that is large enough, especially for vocational teachers is needed in certain ways to select only part of the total population. the principles of sample problems and the population is a matter of representation. mechanical sampling should be selected appropriately so that the selected sample of the population may represent the characteristics of the population. when the characteristics of the sample was representative of the characteristics of the population, the conclusion can be made on the population (sugiyono, 2010). the determination of the number of samples multiplied by the total study population, 30 per cent of the total population of 865 multiplied by 30 per cent equals 261 teachers. all teachers selected as samples were then asked to provide answers about the role of school principals in enhancing the competence of teachers, as well as to assess the impact of the role of school principals to improve the competence of teachers in public vocational school in the city of padang. sampling technique used in this study is the technique of random sampling (random sampling). this technique is used to determine which teachers are selected for this study because all teachers have the same probability to be elected as a sample. according to creswell (2014) that specifies the number of samples in the qualitative requirements are based on respondents' answers saturation interviewed. researchers in this case chose six principals and six teachers to be interviewed as compliant with the number of interviews and the respondents expected that the answer will be found already aging. to determine the qualitative sample in this study we used purposive sampling technique (sibona & walczak, 2012; suen, huang, & lee, 2014) . this technique means that the study is intended to obtain information about the principal role in enhancing the competence of teachers. thus the main requirement is that the principals of vocational schools in the city of padang and some teachers considered eligible necessary in this study as experience in the service for at least five years and have attended workshops required. principals and teachers are also selected principals and teachers who have outstanding performance based on the reports received from the education department of the city of padang, indonesia. couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati nellitawati manuscript title | 52 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313520 quantitative data analysis in order to gain an appropriate research results, the researchers chose to adopt a joint investigation concurrent design between quantitative and qualitative disproportionately i.e concurrent embedded mixed method design. the choice of method is because in this method it is possible to collect data simultaneously and a study showing that both take advantage of the results of quantitative research data and data from qualitative research (creswell, 2010). the purpose of using a combination of methods is not balanced is to build strength between quantitative and qualitative research studies, as well as address the shortcomings inherent in both methods (gay, 2006). there are many benefits to be gained from combining quantitative and qualitative research, which provides a broader understanding of the issues contained in the study (creswell, 2010). in line with the research done, then there are two types of survey data analysis, ie the analysis of quantitative and qualitative data. especially for quantitative data analysis, the survey group b and group c, researchers are using the application program of statistical package for the social sciences (spss) for windows 21.0. in this case study analysis of the data was performed using descriptive analysis and multivariate analysis at the 0.05 significance level (alpha <0.05). explanation of the use of both types of statistical analysis is shown in the following description. descriptive statistics were used to describe the study as a reflection of the prevailing situation on the object under investigation and are not intended to take any conclusions (revelle, 2017; weiss & weiss, 2012). quantitative analysis was performed using frequency table’s description. the results are described in the form of frequency, percentage and average. low level of mean score is mean score of 1.00 to 2.33, and moderate level is 2.34 to 3.66 of mean score and the last is high level when the mean score is around 3.67 to 5.00 (sugiyono, 2010). use inferential statistical analysis aimed to test the hypothesis. correlation and regression statistical techniques are used to measure testing the hypothesis. this test is intended to test every hypothesis that has been previously established. in accordance with the nature of the test hypotheses, then in this case there will be two possibilities to test, namely whether the null hypothesis of the study is accepted, or rejected. testing based on a 95 percent confidence level (alpha 5 percent) means that the relationship between variables is significant or a = 0.05. if a significant value> 0.05 then the null hypothesis is accepted, otherwise if a significance value <0.05, the null hypothesis is rejected. quantitative data analysis qualitative data analysis of a continuous process that requires continuous reflection on the data, ask questions of analytical questions. qualitative data analysis can involve compiling data from interviews, interpret, and report their findings simultaneously and together. qualitative analysis is a technique for data collection using interviews to the parties concerned, so that the type of data is the data type categories (bryman & bell, 2015; sgier, 2012; vaismoradi, turunen, & bondas, 2013). the researchers started from the general to the specific in merging data analysis, (creswell, 2012). to facilitate researchers in running data analysis after data collection in the field concerned with the study in vocational schools in the city of padang, the researchers used a thematic analysis with the help of cross-case analysis (seijger, chris; dewulf, geert; tatenhove, jan van; otter, 2015). the data were analysed by cross-case analysis in order to facilitate the analysis of qualitative data because the process is performed initially by making the coding of data and then make a percentage of each frequency responder. results and discussions the result shows that the respondent school teacher in the city of padang city was good because of the level of education is quite good with lots of scholars and doctors. there tenure majority of teachers who have more experience and teachers also attended the workshop as a whole. descriptive analysis descriptive results show that the overall level of state high school principal role in padang is simple. the findings show the role of the principal is simple because it has a mean value of 3:50 with a standard deviation of .659. this finding means that the overall level is still modest principal role. therefore, that needs to improve in the future. this study found that the principal role as an innovator and motivator are also at a moderate level only. because the mean value of the principal role as an innovator is couns-edu  the international journal of counseling and education vol.3, no.2, 2018 motivation and innovation role of school’s principal in improving teacher professionalism| 53 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313520 3:55 with a standard deviation of .742 and as a motivator has a simple mean value of 3:53 with a standard deviation of .650. this finding also means that the principal role in enhancing the competence of teachers in terms of innovation and motivation they need to be improved. both the principal roles in this perception of teacher in majority are on a scale of 4 points but also found many teachers give the perception that disagrees with scale three points. the teacher professionalism found in the moderate level only since the mean value was 3.64 with a standard deviation of .579. frequency, the teacher professionalism was 140 (53.6 per cent). this finding meant that the personality of the professionalism of teachers and professionals is essential for the success of enhanced external students of the students. inferential analysis the result of multiple linear regression analysis showed that the overall effect of the principal roles of teacher professionalism is significant because of the significant f (12,984) is 0.000. the principal results of the significant role of teacher professionalism is significant and the fifth hypothesis cannot be accepted or rejected as sig 0.000 less than the value of 0.05. table 1: regression analysis results independent variables β t sig constanta 3.338 20.871 .000 innovator role .297 3.103 .002 motivator role .219 2.330 .021 dependent variable: teacher professionalism adjr2 = .287 r = .514 f = 12.984 r2 = .309 sig = .000 table 1 shows that the principal role as an innovator is a significant influence on teacher professionalism as t value of 3,103 with the significant level of .002. this can mean that the role of the principal innovation is essential in improving the professionalism of teachers. there appear also that the role of the principal motivations on teachers’ professionalism is significant at the level of .021 with a t value of 2,330. that means that with the motivation of the principals it will have an impact on the improvement of professionalism of teachers. both principal roles are important function in the process o f improving the ability of teachers in terms of professional. qualitative findings qualitative analysis of this study provides a thematic analysis by cross case analysis to ensure that the opinion of the principal and teachers at each theme is whether in the role of principal and teacher professionalism. the findings by professional teachers, then there are four aspects of teacher respondents indicated that this one is simple and there are two stages of respondents said that teachers have low level in terms of professionalism. that means that the whole can say that the level of teacher’s professionalism is gradually moderate related to the interviews findings of the respondents. although teachers already certified but still modest professional level there is even a low level. this finding is very clear to policy makers in particular to the departments concerned to take into account in improving the quality of teachers certified. based on the opinions of respondents said an interview that professional teachers are still modest, it means that professional teachers need to get serious attention from the government to improve the level of professionalism of teachers this one. overall, it seems that the principal motivators are experiencing serious difficulties in carrying out his duties at the school. the principal role in improving the professionalism of teachers certainly have some problems because some principal is rarely follow up workshops or self-study can add to his knowledge in the exercise of his duties. another problem is the addition of individual principal problems of the teachers who are less aware of the importance of following a workshop to gain knowledge and skills. indeed, these problems are not a serious problem because the principal can divide the inquiry in resolving problems with sharing to the deputy principal and to the teachers themselves. up hoped that the professionalism of teachers could be increase because of the support of the school principal as a motivator. one example of motivation that can give is "a person who stops learning is the owner of the past, but the couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati nellitawati manuscript title | 54 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313520 study is the owner of the future." this means that if teachers do not learn it will be left behind and do not have success in the present and future but has a grim past.” overall, it seems that the principal as an innovator is not experiencing serious difficulties in leading the school. however of course there are the problems but it is not a severe problem because the principal is able to look for a proper solution by first making the rules and standards that can support the administration in carrying out his task. in order to improve the professionalism of teachers should be not become a difficult thing since the teacher can join a workshop or short course. the problem occurs when teachers do not support the principal to make innovation such as teachers do not want to learn to upgrade their information and skill. conclusions the study found that the level of competence of teachers is at a moderate level and so is the principal role at a moderate level. the roles of school principals in improving the professionalism of teachers have been demonstrate with significance levels of statistical. this means that the principal role of motivation and innovation to increase the professionalism of teachers. this study can provide real implications on improving the professionalism of teachers in particular how the quality of teachers required for the successful outcome. at least, these findings may be a reference to the principal in improving the professionalism of teachers. further research could also have implications on the government in particular how the government provides rules and policies to support an increase in teachers' professionalism. references ahmad, s. (2014). problematika kurikulum 2013 dan kepemimpinan instruksional kepala sekolah. jurnal pencerahan, 8(2). ayu, l. r. (2014). kualitas pendidikan indonesia. retrieved from https://www.kompasiana.com/raralestari25/kualitas-pendidikan-diindonesia_54f995f6a3331118568b45bb bass, bernard, m. . r. r. e. (2006). transformational leadership (second edi). new jersey: lawrence erlbaum associates, inc., publishers. bryan, j., day‐vines, n. l., griffin, d., & moore‐thomas, c. (2012). the disproportionality dilemma: patterns of teacher referrals to school counselors for disruptive behavior. journal of counseling & development, 90(2), 177–190. bryman, a., & bell, e. (2015). business research methods. oxford university press, usa. bustari, m. (2010). kepemimpinan transformasional kepala sekolah dalam meningkatkan kinerja organisasi. uny. creswell, j. w. (2014). research design_ qualitative, quantitative, and mixed method approaches. california: sage publications, inc. crow, g.m. dan peterson, k. d. (2014). principals role in restructuring school. leadership and management –. politics and governance. depkeu. (2005). undang-undang nomor 14 tahun 2005. retrieved january 12, 2018, from www.sjdih.depkeu.go.id/fulltext/2005/14tahun2005uu.html dhermawan, a. a. n. b., sudibya, i. g. a., & utama, i. w. m. (2012). pengaruh motivasi, lingkungan kerja, kompetensi, dan kompensasi terhadap kepuasan kerja dan kinerja pegawai di lingkungan kantor dinas pekerjaan umum provinsi bali. matrik: jurnal manajemen, strategi bisnis dan kewirausahaan. gay, l. r. (2006). educational research: compentencies for analysis and applications. new jersey: pearson prentice hall. hallinger, p. dan l. m. (2013). exploring principal capacity to lead reform of teaching and learning quality in thailand. international journal of educational development, 33; 305-31. karweti, e. (2010). pengaruh kemampuan manajerial kepala sekolah dan faktor yang mempengaruhi motivasi kerja terhadap kinerja guru slb di kabupaten subang. jurnal penelitian pendidikan, 11(2), 77–89. kemendiknas, r. (2003). kemendiknas 2010-2014. kementerian pendidikan nasional. couns-edu  the international journal of counseling and education vol.3, no.2, 2018 motivation and innovation role of school’s principal in improving teacher professionalism| 55 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313520 khansa, r. (2015). teachers’ perceptions toward school counselors in selected private schools in lebanon. procedia-social and behavioral sciences, 185, 381–387. kidwell, c. s., jahan, r., gornbein, j., alger, j. r., nenov, v., ajani, z., … schwamm, l. h. (2013). a trial of imaging selection and endovascular treatment for ischemic stroke. new england journal of medicine, 368(10), 914–923. kitaabati. (2012). permendiknas ri no 19 tahun 2005 standar nasional pendidikan. retrieved from http://kitaabati.blogspot.co.id/2012/12/permendiknas-ri-no-19-tahun-2005.html kodama, m. (2016). the role of educational leadership on participation in the costa rican national program of science and technology fairs at escuela colòn in san josé oeste. university of southern california. mangkunegara., a. . a. p. (2012). evaluasi kinerja sumber daya manusia. bandung: refika aditama. mathis, r. l. dan j. h. j. (2012). manajemen sumber daya manusia. jakarta: salemba empat. misbah, z., gulikers, j., maulana, r., & mulder, m. (2015). teacher interpersonal behaviour and student motivation in competence-based vocational education: evidence from indonesia. teaching and teacher education, 50, 79–89. mu’min, a. (2011). peranan kepala sekolah dalam meningkatkan profesionalisme guru di sdi al-ihsan bambu apus pamulang. muhson, a. (2004). meningkatkan profesionalisme guru: sebuah harapan. jurnal ekonomi dan pendidikan, volume 2 n. mulyasa, e. (2009). manajemen berbasis sekolah. bandung: rosdakarya. murwati, h. (2013). pengaruh sertifikasi profesi guru terhadap motivasi kerja dan kinerja guru di smk negeri se-surakarta. jurnal pendidikan bisnis dan ekonomi (bise), 1(1), 1–10. naderi anari, n. (2012). teachers: emotional intelligence, job satisfaction, and organizational commitment. journal of workplace learning, 24(4), 256–269. nugroho, i. (2017). peringkat indeks pembangunan manusia ri turun, ini kata pemerintah. retrieved from https://finance.detik.com/berita-ekonomi-bisnis/d-3455970/peringkat-indeks-pembangunanmanusia-ri-turun-ini-kata-pemerintah nyaribo, misuko; prakash, ajai; dan edward, o. (2012). motivators of choosing a management course: a comparative study of kenya and india. the international journal of management education, elsevier. prestridge, s. (2012). the beliefs behind the teacher that influences their ict practices. computers & education, 58(1), 449–458. revelle, w. r. (2017). psych: procedures for personality and psychological research. seijger, chris; dewulf, geert; tatenhove, jan van; otter, h. s. (2015). towards practitioner-initiated interactive knowledge development for sustainable development: a cross-case analysis of three coastal projects. global environmental change, 34 (2015). setiyati, s. (2014). pengaruh kepemimpinan kepala sekolah, motivasi kerja, dan budaya sekolah terhadap kinerja guru. jurnal pendidikan teknologi dan kejuruan, 22(2), 200–206. settaraming, mohd., rahman, anuar abdul dan tahir, l. m. (2012). peranan kepimpinan principal sekolah dalam membina pembelajaran berpasukan guru di sekolah menengah daerah soppeng. jurnal pendidikan malaysia, 37(2): 1-9. sgier, l. (2012). qualitative data analysis. an initiat. gebert ruf stift, 19–21. sibona, c., & walczak, s. (2012). purposive sampling on twitter: a case study. in system science (hicss), 2012 45th hawaii international conference on (pp. 3510–3519). ieee. soleimani, nader dan tebyanian, e. (2011). a study of the relationship between principals’ creativity and degree of environmental happiness in semnan high schools. international conference on education and educational psychology (iceepsy 2011), procedia 2. sudrajat, a. (2009). peraturan pemerintah no. 74 tahun 2008 tentang guru. retrieved january 11, 2018, from https://akhmadsudrajat.wordpress.com/2009/01/16/peraturan-pemerintah-no-74-tahun-2008tentang-guru/ suen, l.-j. w., huang, h.-m., & lee, h.-h. (2014). a comparison of convenience sampling and purposive sampling. hu li za zhi, 61(3), 105. sugiyono. (2010). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r &d. bandung: alfabeta. sukmadinata, n. s. (2014). pengembangan kurikulum teori dan praktek. bandung: remaja rosdakarya. couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati nellitawati manuscript title | 56 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313520 vaismoradi, m., turunen, h., & bondas, t. (2013). content analysis and thematic analysis: implications for conducting a qualitative descriptive study. nursing & health sciences, 15(3), 398–405. vanhear, j. (2016). merging metacognitive tools for use in higher education to facilitate meaningful learning. staffordshire university. wardana, d. s. (2013). motivasi berprestasi dengan kinerja guru yang sudah disertifikasi. jurnal ilmiah psikologi terapan, 1(1), 98–109. weiss, n. a., & weiss, c. a. (2012). introductory statistics. pearson education london. yudhistira, d. (2013). menulis penelitian tindakan kelas yang apik. gramedia widiasarana indonesia. yukl, g. a. (2013). leadership in organizations. pearson education india. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 78-84 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: 10.23916/0020170210020received on 04/14/2017; revised on 04/28/2017; accepted on 05/13/2017; publishedon: 06/30/2017 78 mastery of primary school teacher pedagogy competency in curriculum 2013 implementation in indonesia alwen bentri universitas negeri padang *)corresponding author, e-mail: alwenbentri@fip.unp.ac.id abstract this study aims to examine how the mastery of teacher pedagogy competence in the implementation of the curriculum 2013 in the padang city. this research uses a quantitative approach by using purposive sampling technique. piloting school in question is spread over a number of districts in padang with a sample of 45 peoples. the results showed that in the mastery of pedagogy competence as 52.00% of teachers have been ready for the implementation of the curriculum 2013. traced deeper through an interview obtained results that are a weakness of teachers less able in; (1) managing the class, (2) enabling students trough the learning process, (3) varying the learning strategy. it is recommended that the training provided to teachers more intensive and sustainable so that the mastery of pedagogical competence is more optimal. keywords: mastery, competence, pedagogy, implementation, curriculum how to cite:bentri, a. (2017). mastery of primary school teacher pedagogy competency in curriculum 2013 implementation in indonesia.couns-edu: international journal of counseling and education, 2(2): pp. 78-84. doi: https://doi.org/10.23916/0020170210020 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction mastery of teacher competence is an important thing in learning. the teacher is the spearhead of the learning process within the classroom. in this concept, the ability of teachers has to be realized in their competence is the decisive factor for the successful implementation of curriculum 2013. in the curriculum 2013, there is a change of new paradigm for the learning process within the classroom. in its implementation, students need to be encouraged to be more active during the learning process. this is in line with the scientific approach that teachers do in the learning process to the class that starts from observing, asking, reasoning, analyzing, concluding and communicating. in relation to that matter, it takes the teachers who master the optimal learning process that they did. there are four aspects of teacher competence that need to be prepared in facing the implementation of the curriculum 2013. the first readiness in terms of teacher competence in the understanding of the substance teaching materials that is pedagogic competence. this competency becomes a priority in preparing teachers in implementing the curriculum 2013.. in the curriculum 2013, teachers should be able to facilitate students in implementing learning. in the required scientific approach, the students must have relevant learning experience, which enables them to construct their ability independently. information found on the field shows that the mastery of teacher competence in learning is low. report of ministry of national education of 2013 stated that the value in the implementation of teacher competency test (ukg) only reached the average of 44.46 and assessed has not reached the standard set. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 78-84 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: 10.23916/0020170210020received on 04/14/2017; revised on 04/28/2017; accepted on 05/13/2017; publishedon: 06/30/2017 78 mastery of primary school teacher pedagogy competency in curriculum 2013 implementation in indonesia alwen bentri universitas negeri padang *)corresponding author, e-mail: alwenbentri@fip.unp.ac.id abstract this study aims to examine how the mastery of teacher pedagogy competence in the implementation of the curriculum 2013 in the padang city. this research uses a quantitative approach by using purposive sampling technique. piloting school in question is spread over a number of districts in padang with a sample of 45 peoples. the results showed that in the mastery of pedagogy competence as 52.00% of teachers have been ready for the implementation of the curriculum 2013. traced deeper through an interview obtained results that are a weakness of teachers less able in; (1) managing the class, (2) enabling students trough the learning process, (3) varying the learning strategy. it is recommended that the training provided to teachers more intensive and sustainable so that the mastery of pedagogical competence is more optimal. keywords: mastery, competence, pedagogy, implementation, curriculum how to cite:bentri, a. (2017). mastery of primary school teacher pedagogy competency in curriculum 2013 implementation in indonesia.couns-edu: international journal of counseling and education, 2(2): pp. 78-84. doi: https://doi.org/10.23916/0020170210020 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction mastery of teacher competence is an important thing in learning. the teacher is the spearhead of the learning process within the classroom. in this concept, the ability of teachers has to be realized in their competence is the decisive factor for the successful implementation of curriculum 2013. in the curriculum 2013, there is a change of new paradigm for the learning process within the classroom. in its implementation, students need to be encouraged to be more active during the learning process. this is in line with the scientific approach that teachers do in the learning process to the class that starts from observing, asking, reasoning, analyzing, concluding and communicating. in relation to that matter, it takes the teachers who master the optimal learning process that they did. there are four aspects of teacher competence that need to be prepared in facing the implementation of the curriculum 2013. the first readiness in terms of teacher competence in the understanding of the substance teaching materials that is pedagogic competence. this competency becomes a priority in preparing teachers in implementing the curriculum 2013.. in the curriculum 2013, teachers should be able to facilitate students in implementing learning. in the required scientific approach, the students must have relevant learning experience, which enables them to construct their ability independently. information found on the field shows that the mastery of teacher competence in learning is low. report of ministry of national education of 2013 stated that the value in the implementation of teacher competency test (ukg) only reached the average of 44.46 and assessed has not reached the standard set. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 78-84 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: 10.23916/0020170210020received on 04/14/2017; revised on 04/28/2017; accepted on 05/13/2017; publishedon: 06/30/2017 78 mastery of primary school teacher pedagogy competency in curriculum 2013 implementation in indonesia alwen bentri universitas negeri padang *)corresponding author, e-mail: alwenbentri@fip.unp.ac.id abstract this study aims to examine how the mastery of teacher pedagogy competence in the implementation of the curriculum 2013 in the padang city. this research uses a quantitative approach by using purposive sampling technique. piloting school in question is spread over a number of districts in padang with a sample of 45 peoples. the results showed that in the mastery of pedagogy competence as 52.00% of teachers have been ready for the implementation of the curriculum 2013. traced deeper through an interview obtained results that are a weakness of teachers less able in; (1) managing the class, (2) enabling students trough the learning process, (3) varying the learning strategy. it is recommended that the training provided to teachers more intensive and sustainable so that the mastery of pedagogical competence is more optimal. keywords: mastery, competence, pedagogy, implementation, curriculum how to cite:bentri, a. (2017). mastery of primary school teacher pedagogy competency in curriculum 2013 implementation in indonesia.couns-edu: international journal of counseling and education, 2(2): pp. 78-84. doi: https://doi.org/10.23916/0020170210020 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction mastery of teacher competence is an important thing in learning. the teacher is the spearhead of the learning process within the classroom. in this concept, the ability of teachers has to be realized in their competence is the decisive factor for the successful implementation of curriculum 2013. in the curriculum 2013, there is a change of new paradigm for the learning process within the classroom. in its implementation, students need to be encouraged to be more active during the learning process. this is in line with the scientific approach that teachers do in the learning process to the class that starts from observing, asking, reasoning, analyzing, concluding and communicating. in relation to that matter, it takes the teachers who master the optimal learning process that they did. there are four aspects of teacher competence that need to be prepared in facing the implementation of the curriculum 2013. the first readiness in terms of teacher competence in the understanding of the substance teaching materials that is pedagogic competence. this competency becomes a priority in preparing teachers in implementing the curriculum 2013.. in the curriculum 2013, teachers should be able to facilitate students in implementing learning. in the required scientific approach, the students must have relevant learning experience, which enables them to construct their ability independently. information found on the field shows that the mastery of teacher competence in learning is low. report of ministry of national education of 2013 stated that the value in the implementation of teacher competency test (ukg) only reached the average of 44.46 and assessed has not reached the standard set. couns-edu  the international journal of counseling and education vol.2, no.2, 2017 mastery of primary school teacher pedagogy competency...| 79 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210020 the condition is supported by findings in the field through author observations at primary schools in padang, beginning october 2016. results show that teachers tend to do learning with conventional approaches and methods. teachers tend to lecture and very less accentuate the student activity in learning, so students tend to be less active in learning. teachers actually have a duty to be able to educate students with the knowledge and knowledge they have. the students will not get the knowledge that is useful for them, if the teacher does not do the job well, teachers should have social competence, because they are not only required to be smart and able to convey his scientific materials well, but also claimed to have adequate social competence, to the peers of students and to their environment. the profession of teachers in the community is a profession that is considered quite good and highly appreciated. in this connection, the teachers are required to be able to make them self as an example for the community to make the community able to appreciate the profession. khorooshi, et al (2016), the roles of teachers and schools are changing, and so are expectations about them. teachers must educate in progressively multicultural classrooms, coordinate students, in particular needs, utilize ict for teaching viably, engage in evaluation and accountability processes, and involve parents in schools. in such, this study aimed to identify and introduce ideal teacher competences in the islamic republic of iran based on the revolutionary documentations of its education and pedagogical system. this analysis facilitates codification of special criteria for recruiting efficient and effective personnel; planning, predicting and designing a curriculum based on teacher competences; and attracting the attention of experts and macro curriculum planners of universities responsible for teacher training. teachers as the spearhead of curriculum implementation, is expected to prepare and open themselves to some possibility of change. field phenomenon based on observation in february 2017 mentions that teachers are not given socialization related to the changes ktsp curriculum into curriculum 2013. besides, in order to increase competence, many teachers are given fewer opportunities for self-development through training activities and workshop, so most of them feel less get the latest information in education. this condition makes teachers less competent in learning. tambunan (2014) said the development of learning technology today, has a direct impact on improving teachers’ information technology competence. the analysis showed teachers’ competence in the field of information technology is influenced by the teacher interpersonal communication, use of information technology tools, teachers’ perceptions toward information technology and self-improvement of teachers either directly or indirectly. gerich and schmitz (2016) in research on parental involvement and teacher professionalization, counseling parents in supporting their children learning process is considered to be an increasingly important competence area of teachers. however, to date little research has been conducted during the development of appropriate approaches to the assessment of teachers’ counseling competence. the results provide numerous implications for teacher preparation and continuing education, for example, the us age of the counseling talk simulations as a didactical tool within the framework of teacher training programs. the results of interviews with a number of teachers indicate that the mastery of pedagogical competence is less, because the teacher admitted that they have not fully participated in the training to implement curriculum 2013. besides, the teacher also did not get the opportunity to add their knowledge because the busyness in the learning process made the teacher did not have time to try and discuss with each other, and also related teachers to improve their experience of learning methods and strategies. in the curriculum 2013 the most necessary in learning is an innovative of teacher to be able to make learning meaningful. teachers as educators, motivators in learning must have sufficient competence to be able to carry out the learning effectively. implementation of curriculum 2013, teachers' readiness is as important as teachers as the spearhead in learning. the changes that have impacted teachers previously accustomed to active in learning should now facilitate students to learn. this condition, of course, contrasts with the previous curriculum where teachers are more dominant in their learning. in connection with it is important to do research to see or describe it then conducted research on "mastery of primary teacher pedagogy competence in curriculum 2013 implementation in padang”. couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu alwen bentri mastery of primary school teacher pedagogy competency...| 80 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210020 method accordance with the purpose of research, the sampling is done by purposive technique. the number of samples from this study as many as 45 teachers included in the school that became the piloting curriculum 2013. the research data obtained through the spreading of the questionnaire to each teacher who became respondent. further data is processed by using the percentage. discussion curriculum 2013 is a new curriculum that demands student activeness in carrying out learning. in relation to above, it needs creative teachers for the implementation of learning. to improve the creativity of teachers in implementing of the learning required readiness or mastery of the main competencies by teachers in learning. competence is the minimal ability teachers must have in order to implement the teaching and learning process. competence referred to in this research is pedagogical competence. based on a questionnaire given to a number of teachers at a piloting school the following results show: figure 1 master of teacher pedagogic competencies pedagogical competence is related to teacher's understanding of teaching ability and learning across the curriculum of 2013. based on the questionnaire distributed to the respondents, it shows that 52.37% of teachers stated that they are ready for pedagogy to implement the curriculum 2013, 44.47% of teachers are ready, 2.89% teachers stated less ready and 26.00% of teachers stated that they did not have the readiness and mastery of pedagogical competence in implementing the curriculum 2013. the components in the questionnaire are about how the preparation of learning, implementation of learning and evaluation of learning. a number of questions asked about the preparation that is, whether the learning plan has been centered on the learner, whether the teacher has prepared the lesson plan based upon the theme of learning and make it sequentially, whether the teacher has integrated the environment as a source of learning, whether the teacher has prepared media that support the learning process and whether teachers have many thematic instruction manuals. furthermore, from the implementation side to the question asked whether the teacher has done the learning by maximizing the interaction with the students, whether the teacher has utilized the environment in school and outside school as a source of learning, whether the teacher has acted as a model of learning and facilitator, whether the teacher has implemented discussion activities during the learning and whether the teacher has conducted a scientific method study with observing, asking, associating, and communicating activities to be active. the final stage is about learning evaluation. the questions asked are whether the teacher has understood that the assessment of the students includes the assessment of knowledge, work and attitude, whether teachers already know the assessment is done in the form of performance appraisal, project, portfolio and written test, whether the teacher has understood the portfolio assessment that is created by very ready ready less ready not ready pedagogic competencies couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu alwen bentri mastery of primary school teacher pedagogy competency...| 80 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210020 method accordance with the purpose of research, the sampling is done by purposive technique. the number of samples from this study as many as 45 teachers included in the school that became the piloting curriculum 2013. the research data obtained through the spreading of the questionnaire to each teacher who became respondent. further data is processed by using the percentage. discussion curriculum 2013 is a new curriculum that demands student activeness in carrying out learning. in relation to above, it needs creative teachers for the implementation of learning. to improve the creativity of teachers in implementing of the learning required readiness or mastery of the main competencies by teachers in learning. competence is the minimal ability teachers must have in order to implement the teaching and learning process. competence referred to in this research is pedagogical competence. based on a questionnaire given to a number of teachers at a piloting school the following results show: figure 1 master of teacher pedagogic competencies pedagogical competence is related to teacher's understanding of teaching ability and learning across the curriculum of 2013. based on the questionnaire distributed to the respondents, it shows that 52.37% of teachers stated that they are ready for pedagogy to implement the curriculum 2013, 44.47% of teachers are ready, 2.89% teachers stated less ready and 26.00% of teachers stated that they did not have the readiness and mastery of pedagogical competence in implementing the curriculum 2013. the components in the questionnaire are about how the preparation of learning, implementation of learning and evaluation of learning. a number of questions asked about the preparation that is, whether the learning plan has been centered on the learner, whether the teacher has prepared the lesson plan based upon the theme of learning and make it sequentially, whether the teacher has integrated the environment as a source of learning, whether the teacher has prepared media that support the learning process and whether teachers have many thematic instruction manuals. furthermore, from the implementation side to the question asked whether the teacher has done the learning by maximizing the interaction with the students, whether the teacher has utilized the environment in school and outside school as a source of learning, whether the teacher has acted as a model of learning and facilitator, whether the teacher has implemented discussion activities during the learning and whether the teacher has conducted a scientific method study with observing, asking, associating, and communicating activities to be active. the final stage is about learning evaluation. the questions asked are whether the teacher has understood that the assessment of the students includes the assessment of knowledge, work and attitude, whether teachers already know the assessment is done in the form of performance appraisal, project, portfolio and written test, whether the teacher has understood the portfolio assessment that is created by very ready ready less ready not ready pedagogic competencies couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu alwen bentri mastery of primary school teacher pedagogy competency...| 80 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210020 method accordance with the purpose of research, the sampling is done by purposive technique. the number of samples from this study as many as 45 teachers included in the school that became the piloting curriculum 2013. the research data obtained through the spreading of the questionnaire to each teacher who became respondent. further data is processed by using the percentage. discussion curriculum 2013 is a new curriculum that demands student activeness in carrying out learning. in relation to above, it needs creative teachers for the implementation of learning. to improve the creativity of teachers in implementing of the learning required readiness or mastery of the main competencies by teachers in learning. competence is the minimal ability teachers must have in order to implement the teaching and learning process. competence referred to in this research is pedagogical competence. based on a questionnaire given to a number of teachers at a piloting school the following results show: figure 1 master of teacher pedagogic competencies pedagogical competence is related to teacher's understanding of teaching ability and learning across the curriculum of 2013. based on the questionnaire distributed to the respondents, it shows that 52.37% of teachers stated that they are ready for pedagogy to implement the curriculum 2013, 44.47% of teachers are ready, 2.89% teachers stated less ready and 26.00% of teachers stated that they did not have the readiness and mastery of pedagogical competence in implementing the curriculum 2013. the components in the questionnaire are about how the preparation of learning, implementation of learning and evaluation of learning. a number of questions asked about the preparation that is, whether the learning plan has been centered on the learner, whether the teacher has prepared the lesson plan based upon the theme of learning and make it sequentially, whether the teacher has integrated the environment as a source of learning, whether the teacher has prepared media that support the learning process and whether teachers have many thematic instruction manuals. furthermore, from the implementation side to the question asked whether the teacher has done the learning by maximizing the interaction with the students, whether the teacher has utilized the environment in school and outside school as a source of learning, whether the teacher has acted as a model of learning and facilitator, whether the teacher has implemented discussion activities during the learning and whether the teacher has conducted a scientific method study with observing, asking, associating, and communicating activities to be active. the final stage is about learning evaluation. the questions asked are whether the teacher has understood that the assessment of the students includes the assessment of knowledge, work and attitude, whether teachers already know the assessment is done in the form of performance appraisal, project, portfolio and written test, whether the teacher has understood the portfolio assessment that is created by very ready ready less ready not ready pedagogic competencies couns-edu  the international journal of counseling and education vol.2, no.2, 2017 mastery of primary school teacher pedagogy competency...| 81 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210020 students, whether the teacher already knows that the concept of assessment conducted refers to an indicator of each of the basic competencies of each subject. broke and stone cited mulyasa (2007: 25) said that the competence as a "teacher qualification of behavior appears to be entirely meaningful" the purpose of teacher competence is a qualitative picture about the nature of teacher behavior that describes the level of professionalism of teachers. in the law of teachers and lecturer’s article, 10 paragraphs 1 stated that pedagogical competence is the ability to manage learning, students that include understanding of the, design and implementation of learning, evaluation of learning outcomes, and development of learners to actualize potentials owned. furthermore, in the rpp on teachers quoted by mulyasa (2007) argued that pedagogical competence is the ability of teachers in learning management of students that at least include the following: understanding insights and educational foundations, understanding of students, curriculum development / syllabus, the design of learning, the implementation of educational and dialogical learning, the use of learning technology, evaluation of learning outcomes, the development of learners to actualize potentials owned. lower quality of education cannot be separated from the role of the teacher as a main manager of the educational process in addition the other factors, such as the quality and characteristic’s input, the environment and infrastructure (blazely, 1997). the study said that learning at school is very theoretical and not related with the environment when children learn. according to martinis and maisah (2010) factors that make performance include intrinsic factors (personal/individual) or human resources and extrinsic is the leadership, system, team, and situational. sudjana (2003) says the ability to manage learning is a pedagogical teacher's competence is something that needs to get more attention from teachers today. many criticisms are heard about teachers' inability to manage learning to be meaningfully to students. some teachers only deliver learning materials to students without considering the optimal involvement of students. wahyuddin (2015) says improvement the teacher performance due to increased and improvement the teacher competence and emotional intelligence. so therefore, it takes a real effort of various parties in improvement the teacher competence and emotional intelligence that held by teachers, improvement the teacher competence and emotional intelligence will give a positive result to the improvement and enhancement of the teacher performance for the learning process in schools. competencies related to the skills of teacher trough the learning process are included in the category of professional competence. professional competence is the mastery of learning material is broad and deep, covering mastery of curriculum content and substance of scientific subjects philosophically (jamal, 2009). while komara (jamal, 2009) states that professional competence is the ability of dealing with the adjustment tasks, and competence of lecturers is very important because it directly relates to the performance shown. according to wijaya (1992in saragih, 2008) that the ability of professionals to be possessed teacher in the learning process are: control of materials, manage to learn programs, managing the classroom, using a media source, mastering the foundations of education, managing the interaction of learning teaching, assessing student achievement for the sake of teaching participants, knowing the functions and programs, guidance and counseling services, and organizes the school administration, know and understand the principles and interpret the results of educational research for teaching purposes. indicators used to measure the level of professional competence, includes understanding of the teaching material’s appropriate curriculum, understand the concepts and linkages with other sciences, as well as mastering the steps in the research and critical analysis to explore teaching materials. basically, every learning management whose activities from planning, implementation to learning assessment, aimed at optimal learning of students, so that they are able to actualize their potential. therefore, understanding among the students is absolutely owned by a teacher. in connection with the implementation of the curriculum 2013, the most important thing is the change of learning paradigm. based on the questionnaire that has been distributed to obtain information that the readiness of teachers to the mastery of pedagogical competence is only 52.00% teachers are very ready and have mastery of this competence. in the mastery of pedagogical competence, the most important is the process of learning by using a scientific approach. this approach is quite different in the usual learning activities into the sbc curriculum. the scientific approach used across the curriculum 2013 of the usual couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu alwen bentri mastery of primary school teacher pedagogy competency...| 82 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210020 learning process that used a dialogical approach. in this case means to emphasize the implementation of learning must depart from the dialogical process among fellow subjects of learning, thus giving a birth to critical thinking and the occurrence of the communication process. without communication, there will be no real education. learning that includes educational and dialogical processes is a response to the practice of anti-reality education that should be directed to the process to the problem. the starting point for the preparation of educational programs must be moved from the present, existential and concrete that reflects the aspirations of the people. learning is essentially a process of interaction between students of the environment so that there is a change of behavior in a better direction. in learning, the main task of teachers is to condition the environment in order to support the change of behavior and the formation of competence of students. furthermore, no less important is the usage of information technology in learning. the usage of technology in education and learning, known as e-learning that is intended to facilitate or streamline learning activities. in this case is required to have the ability to use and prepare learning materials into a computer network system accessed by students. learning technology is a supporting tool to help facilitate the achievement of learning objectives and the establishment of competence, facilitate the presentation of data, information, learning materials, and cultural variations. basically, the teacher has the potential to develop the ability and creation, so that teacher performance is increasing. however, teachers often experience various factors that hinder the development of its potential. therefore, teachers need the guidance of their competence, to produce quality education. coaching or supervision activities are defined as the process of providing professional assistance services to teachers to improve their ability, to carry out the tasks of managing the learning process effectively and efficiently. furthermore, pidarta (1986) in mulyasa (2004) said that supervision was a process of developing teacher competence optimally in accordance with the level of ability to achieve the level of work efficiency. basically supervision activities aimed at improving the ability or competence of teachers, so that in performing tasks can be more effective and efficient. supervision is an activity or effort to stimulate or coordinate and guide the needs to the teacher to understand and more effectively its appearance in teaching and learning process. while sahihan cited mulyasa (2002) argued that supervision is the effort to initiate, direct, coordinate and guide the teacher changes continuously in school, both individually and collectively in order to better understand and more effective in realizing all the teaching functions that can stimulate and guiding the growth of each student continually, to participate more quickly in the modern democracy. one of the important activities in supervision is to provide an understanding of the curriculum. susilana et al. explains the quality of curriculum documents contributing simultaneously to the quality of the application of diverse curricula in primary schools. understanding of the curriculum is very important and that is the important point in the discussion between the teacher and the academic counselor or supervisor. from some of the above definition, it can be said that supervision contains several activities: continuous coaching to teachers and other education staff, developing professional skills of school personnel, improving situation and condition of learning, to achieve educational objectives and personality development of students. in other words in supervision, there is a service process to help or nurture teachers, this guidance leads to improvement or improvement of professional skills of teachers who ultimately can also improve teachers' achievement. assistance and coaching to teachers should be done assuming cooperation, participation and not assuming coercion. thus, the awareness arises and the development of initiatives from the teacher, so that will help teachers in developing their potential optimally. mulyasa (2002), states that the purpose of supervision is to help and provide a convenience for teachers to learn how to improve their ability to realize the learning tasks of students. to realize the achievement of supervisory goals above each supervisor needs to understand the main task. gwynn defines the ten main tasks of a supervisor as quoted by bafadal (2003), namely: (1) to help teachers understand and understand the learners, (2) to help develop and improve, either individually or collectively, (3) assisting all school staff to be more effective in implementing the teaching-learning process, (4) helping teachers improve effective learning, (5) helping teachers individually, (6) helping teachers to better assess learners, (7) stimulate (9) assisting t eachers in implementing the curriculum at school, (10) helping teachers to provide the community with the clearest information possible school progress. couns-edu  the international journal of counseling and education vol.2, no.2, 2017 mastery of primary school teacher pedagogy competency...| 83 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210020 based on the results from the study, found that teachers lack the readiness in pedagogical competence. this is partly because primary school teachers do not understand the context of the curriculum. yardakul (2015) in his research mentions elementary school teachers view the curriculum as a text theory, political text, scope of content, or as a guide book compiled by publishers, and that the curriculum is shaped in practice. in addition, in understanding the curriculum, there are two understandings that are adapted and adopted. the study found that in order for primary school teachers to adapt the curriculum during the teaching process, they must first understand the curriculum and competent philosophy in the curriculum parallel to the context. in other words, they need to understand the curriculum from the context and the philosophical basis. understanding the context of curriculum in philosophy will strengthen teacher’s pedagogy competence. the educational environment of pedagogical universities of russia becomes a factor of formation of professional competence of future teacher when: the content of trained disciplines is not interesting only, but also is focused on practice, reality; forms and methods of activity are clear, logical and are easily applicable in school’s practice; in the relations, arising between teacher and student is the principles of democracy and the evolving kind of learning; there are material opportunities within the organization of modern educational activity and development of pupils; there is an interaction with various subjects of teaching and educational process (akeshova et al., 2013). creation of basic educational platforms, carrying out research seminars and conferences, the organization of scientific laboratories, carrying out joint colloquiums of students, university teachers, of schools teachers and pupils will allow including all components of the educational environment (merzon, 2011). however, it is important to work not only over external factors of preparation of pedagogical staff, but also over internal factors. only at a harmonious combination of external and internal conditions it is possible to achieve the most effective result: the teacher who is a modern, perspective, easily adaptive in the changing conditions, capable in each child “to see the sun”. in this regard, it is recommended that teachers be given more training on the strategies and approaches used across the curriculum 2013 and optimize the process of mentoring teachers in teaching and learning activities. one effort to overcome the lack of understanding of teachers about the methods and strategies in learning that is by optimizing the mentoring program conducted by peer teachers and supervisors. in this case fellow, teachers can learn from each other about the methods and techniques in learning. teachers can become observers for other teachers in learning and can improve teachers' understanding of learning. conclusions the result shows that 52.37% of teachers are very ready for pedagogy to implement the curriculum 2013, 44.47% of teachers are ready, 2.89% of teachers stated less ready and 26,00% of teachers are not prepared and mastery of pedagogical competence in implementing curriculum 2013. the conclusion is recommended for related parties to optimize the training of teachers on strategies and approaches in learning and optimize, and also the mentoring process for teachers in teaching and learning activities. training is very effective to be able to update the information and knowledge of teachers to improve the quality into the learning process. acknowledgments this research can be implemented because of the assistance of all parties, especially the research institute of padang state university and elementary school teachers at the piloting school that became the research respondents. the piloting schools are sd agnes, sd kartika-10, sd kartika-11, sd kartika-12, sd baiturahmah i, sd baiturahmah ii, sd pgai, sd rk 2 fransiscus, sd teresia, yari school, sd yossudarso, sd tirtonadi, sd n percobaan, sd n 02 alai, sd n 05 padang pasir, sd n parakgadang, sd n 11 lubukbuaya, sd n ulugadut, sd n 23 pasirsebelah. references arikunto, suharsimi. (2010). manajemen penelitian. jakarta: rineka cipta. bafadal, ibrahim. (1992). supervisi pengajaran. jakarta: bumi aksara. couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu alwen bentri mastery of primary school teacher pedagogy competency...| 84 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210020 bafadal, ibrahim. (2003). peningkatan profesionalisme guru sekolah dasar dalam kerangka manajemen peningkatan mutu berbasis sekolah. jakarta: bumi aksara. blazely, l. d. et al. (1997). science study. jakarta: the japan grant fondation. gerich, mara and schmitz, bernhard. (2016). using simulated parent-teacher talks to assess and improve prospective teachers’ counseling competence. journal of education learning vol. 5 no. 2: canadian center of science and education. khorooshi, pooran. et al. (2016).explaining idea teacher competences in the islamic republic of iranbased on the revolutionary documentations of its education and pedagogical system. international education studies vol. 9 no. 12: canadian center of science and education. mulyasa. (2002). standar kompetensi dan sertifikasi guru. bandung: remaja rosdakarya. nasution, agusfidar & zelhendri zen. (2000). prinsip-prinsip dan penilaian hasil penelitian. padang: jurusan kurikulum dan teknologi pendidikan. saragih, a.h., (2008). competencies minimum of a master's in teaching. journal tabularasaunimed pps. vol. no. 5. june 1, 2008. sudjana, nana. (2003). dasar-dasar proses belajar mengajar. jakarta: sinar baru algesindo. sugyono. (2010). metode penelitian pendidikan (pendekatan kuantitatif, kualitatifdan r & d). bandung: alfabeta. susilana, rudi, asra, herlina. the contribution of the self-efficacy of curriculum development team and curriculum document quality to the implementation of diversified curriculum in indonesia. the malaysian online journal of educational science volume 2, issue 3. mojes. tambunan, hamonangan. (2014). factors affecting teachers’ competence in the field of information technology. international education studies volume 7, no 12: canadian center of science and education. wahyuddin, wawan. (2015). the relationship between of teacher competence, emotional intelligence and teacher performance madrasah tsanawiyah at district of serangbanten. canadian center of science and education. yardakul, bunyamin (2005). perceptions of elementary school teachers concerning the concept of curriculum. educational sciences: theory & practice. 2015 february. yurdakul, b. (2015). perceptions of elementary school teachers concerning the concept of curriculum. educational sciences: theory and practice, 15(1), 125-139. yusuf, a. muri. (2005). metodologi penelitian. padang: unp press. couns-edu the international journal of counseling and education vol.3, no.2, 2018, pp. 73-80 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180313220 received on 02/08/2018; revised on 02/20/2018; accepted on 05/23/2018; published on: 05/26/2018 73 how amazing music therapy in counseling for millennials dominikus david biondi situmorang *) 1 universitas katolik indonesia atma jaya * ) corresponding author, e-mail: david.biondi@atmajaya.ac.id abstract most of millennials college students in indonesia still think that undergraduate thesis is a terrifying final project. in the process of making the undergraduate thesis, they often do something non-productive, like procrastinating doing it and avoiding their supervisors. this excessive academic anxiety toward undergraduate thesis could lead them to do something irrational, e.g. suicide. as one of college’s internal agents of change, psychologists or educational counselors are expected to overcome the problem which frequently happens every year by giving the students an intervention in accordance with their interests and needs as millennials. music, as one of millennials’ essential needs, can be used as an alternative to therapeutic healing medium. conventional counseling strategy that has been conducted all this time, shows only ineffective result. that is why it is needed to be changed into modern approach that is more effective in reducing academic anxiety of the millennials college students, which is integrative approach through music therapy intervention in counseling. keywords: music therapy, counseling, millennials generation, college students, academic anxiety, undergraduate thesis, psychology of music, educational psychology how to cite: situmorang, d.d.b. (2018). how amazing music therapy in counseling for millennials couns-edu: international journal of counseling and education, 3(2): pp. 73-80. doi: https://doi.org/10.23916/0020180313220 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction nowadays, the undergraduate thesis is a terrifying final project for most millennials college students in indonesia (situmorang, 2017a, 2017b, 2018a, 2018b; situmorang, mulawarman, &wibowo, 2018). if examined more deeply, many of themillennials college students who still do not have a qualified skills to write, and have no interest in research. furthermore, the low motivation of achievement and creativity in the effort to finish this final project are some predictors that can be highlighted (situmorang, 2016). therefore, ultimately many of themillennials college students who do procrastination, avoiding supervisors, doing things that are non-productive, and the most extreme is to commit suicide (situmorang, 2017a, 2017b, 2018a, 2018b; situmorang, mulawarman, & wibowo, 2018). anxiety towards undergraduate thesis like that is a form of academic anxiety at the college level (ottens, 1991). if this continues to be allowed, it will be result in negative symptoms in the physical and psychological aspects that may hinder millennials collegestudents in their study process. most of the millennials collegestudents who experience academic anxiety to the undergraduate thesis will tend to do negative things that can harm themselves and others, one of the most extreme behavior that often happens is suicidal behavior. based on the news that was reported in the kompas.com media (2008), hendrawan winata, as a student of yai university-salemba committed suicide by jumping from the building of atma http://dx.doi.org/10.23916/0020180313220 couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu dominikus david biondi situmorang how amazing music therapy in counseling for millennials | 74 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313220 jaya university jakarta because his undergraduate thesis never finished. news reported by wika (2016)through kompasnasional.com, reported that one lecturer of the university of muhammadiyah sumatera utara (umsu) medan, named hj. nuraini lubis was killed by her own students in the toilet on may 2, 2016. murder motive committed by roy mandosah siregar against his lecturer is due to the issue of undergraduate thesis. the latest news released by indrawan (2016) via detik news.com on july 27, 2016, it was reported that one of the 8th semester students of multimedia nusantara university (umn) named efren ody ekiriandra was found “dead hang” in his own home using antenna cables. these three cases constitute a handful of cases occurring in indonesia in today's millennials, especially those experiencing academic anxiety against undergraduate thesis. scrutinizing more closely on such cases, it is important to undertake a preventative intervention service to prevent this phenomenon upstream, and to conduct curative intervention services to treat those who have experienced this downstream academic anxiety. psychologists or educational counselors at universities are expected to always be pro-active in preventing and treating millennials college students who had an experience of academic anxiety to the undergraduate thesis. in addition, psychologistsor educational counselors are expected to perform a more effective and optimal in counseling intervention service to solve this problem. one of the modern counseling intervention services offered by integrative approach is through music therapy (capuzzi & gross, 2011; sharf, 2012). music therapy in its application will be able to increase the production of all four positive hormones in the human body, i.e. endorphins, dopamine, serotonin, and oxytocin. the functions of these four positive hormones will able to make the body more relaxed, reduce anxiety or stress, increase happiness, improve intelligence, and increase self-esteem (mucci & mucci, 2002; djohan, 2006). the provision of music therapy as an intervention service to help millennials in reducing academic anxiety will be more effective than the conventional counseling intervention services that psychologists or educational counselors have done so far, because with the music therapy, the millennials collegestudents can reduce their anxiety towards undergraduate thesis and they can increase trust of themselves in completing the undergraduate thesis (situmorang, 2017a, 2017b, 2018a, 2018b; situmorang, mulawarman, &wibowo, 2018). discussions millennials generation and music after world war ii, demographic groups (cohorts) were divided into four generations: baby boomers, x (gen-xer), millennials (gen-y) and z. the baby boomer generation was born after the second world war (currently aged 51 to 70). this generation was called baby boomer because in that era the birth of baby was very high. then, the next generation was the generation x which was born in 1965 to 1980 (currently aged 35 to 50). after this generation, the next generation was the generation of millennials born between 1981 to 2000 (currently aged 15 years to 34). this generation of millennials (or gen-y) was a demographic group after generation x, while the z generation was born after 2000 to the present (ali & purwandi, 2016). each generation has its own characteristics. baby boomers tend to have an idealistic character. they tend to uphold the principles that they profess, especially with regard to traditions that have been hereditary. in addition, they also have a conservative mindset, which is why these generations tend to be more risk-taking than other generations. gen-xer is a "sandwich generation" before millennials. gen-xer is a child of baby boomers, so the values taught by baby boomers are more or less still attached to genxer. this generation has begun to be modern and not as conservative as baby boomers anymore because of the influence of technology has started to develop (ali & purwandi, 2016; lenhart, purcell, smith, & zickuhr, 2010; strauss, howe, & markiewicz, 2006). millennials generation is a unique generation, and unlike with other generations (ali & purwandi, 2016; brophy, 2007; lenhart et al., 2010;stein, 2013; strauss et al., 2006). this is much influenced by the emergence of smartphones, the widespread internet, and the emergence of social media. those three things affect the mindset, values, and behaviors adopted. millennials generation is a generation of "technology literate". the results of research released by pew research center (2010) explicitly explain the uniqueness of millennials generation compared with previous generations. the striking thing about this millennials generation compared to the previous generation is the very significant use of technology and pop or music culture. couns-edu  the international journal of counseling and education vol.3, no.2, 2018 music therapy for millennials generation students, is it necessary?| 75 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313220 millennials generation life can not be separated from technology (internet) and music (entertainment), because it has become an important need for this generation. this can be seen from the findings of research conducted by alvara research center (in ali & purwandi, 2016). the data show that millennials generation in internet consumption was much higher compared to other generations. that was that the internet has become a staple for generations of millennials for communication and selfactualization. in the context of communication relations between individuals and self-actualization processes that occur in millennials generation, this generation is greatly optimizing the use of the internet in accessing the music needs that they expect. various media and applications that can be accessed through desktop and smartphone such as youtube, itunes, joox, spotify, musically, dubsmash, smule, tiktok, and other platforms are very supportive millennials generation needs in terms of music, that is also indirectly used as a means of communication and self-actualization. today, quite a lot of millennials are able to actualize themselves by working in accordance with their passion, especially in the field of entertainment or music by becoming professional musicians through their works that have uploaded into the media and the applications. definition of music therapy etymologically, music therapy consists of two words, "music" and "therapy". "music" is used to describe media that is used exclusively in a series of therapies, whereas the word "therapy" is related to a series of attempts designed to assist an individual in eradicating the problem (wigram, pedersen, & bonde, 2002). usually, the "therapy" word is used in the context of individual problems that include both physical and mental aspects (dewi, 2015). in everyday life, therapy occurs in various forms, for example, psychologists will hear and talk with clients through the counseling stages that sometimes need to be accompanied by therapy assistance (ilie, 2013; lilley, & aurore; 2014), and physiotherapists will provide various physical exercises to restore certain muscle functions that an individual possesses (atiwannapat, thaipisuttikul, poopityastaporn, & katekaew, 2016; çiftçi & öztunç, 2015; giovagnoli, oliveri, schifano, & raglio, 2014). thus, a music therapist will use music and music activities to facilitate the therapeutic process in helping to alleviate the problems experienced by their clients (djohan, 2006; gladding, 2016; natalia, 2013; wigram et al., 2002). music therapy is a profession that has emerged over the past fifty years from various professional disciplines in various countries (djohan, 2006). therefore, the process of defining music therapy as both a profession and as a discipline may vary, depending on the orientation and perspectives of a particular group based on practitioners who work as therapists, treated clients, and cultural distinctions adopted (natalia, 2013). the general definition of music therapy is inclusive, and focuses on the function of music as a medium of therapy, as well as defining for whom therapy is intended (gladding, 2016). however, the process of defining music therapy is reflected in the way this profession is implemented into every culture that exists in each country. in this way, things to consider are the three main factors, which are the professional background of the practitioner, the client's needs, and the approach used in the treatment (wigram et al., 2002). in the formulation of the american music therapy association (in djohan, 2006), it is said that "music therapy is a profession that uses music and music activity to overcome various problems in the physical, psychological, cognitive, and social needs of individuals" (p.27) . from the physical aspect, music therapy is a technique used for the healing of an illness by the use of a particular sound or rhythm given by a person who is a doctor with a specialization of psychiatry (atiwannapat et al., 2016; bibb et al., 2015;çiftçi & öztunç, 2015; giovagnoli et al., 2014). from the psychological and cognitive aspects, music therapy is given by someone who is a psychologist or psychotherapist (ilie, 2013, laura et al., 2015; lilley et al., 2014). while from the aspect of individual social needs, music therapy can be given by someone who is a counselor (bradley et al., 2014; gladding et al., 2008; skudrzyk et al., 2009). in any of its professional practice, a music therapist may use certain types of music to assist clients in alleviating the problem by using classical music, instrumentalist, and slow music (potter & perry, 2005 in natalia, 2013). music therapy is a process that combines the healing aspects of the music with the counseling process to assist the counselee in eradicating the physical, emotional, mental, spiritual, cognitive, and social needs of a person (natalia, 2013). couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu dominikus david biondi situmorang how amazing music therapy in counseling for millennials | 76 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313220 the concept of music therapy in counseling practice in the guidance & counseling (educational psychology) science, music therapy can serve as a form of intervention that counselors can use in their counseling practice (capuzzi & gross, 2011; sharf, 2012). through music, rapport process between counselor and counselee can take place well, because music is a universal language and can penetrate multicultural boundaries (gladding, 2016). historically, since the past civilizations music has been used by humans in the healing process in various cultures of the world, so today music can be used in the modern counseling process (degges-white & davis, 2017). the current process of modern counseling has to be interesting and fun, because it can make counselee be more open and motivated to change in a better direction, so that counseling process becomes more effective (skudrzyk et al., 2009). the use of music in the counseling process is known as music therapy. the study of music therapy as a form of intervention of expressive therapy or creative arts in integrative approach counseling, which can be applied in counseling process is also explained concretely (capuzzi & gross, 2011; sharf, 2012). the effectiveness of the counseling process using music therapy is highly therapeutic, because through music therapy it can help counselor and counselee to reframing ideas, focusing perspectives, emotional externalization, and deepening understanding of an experience or problem (bradley et al., 2014). thus, there was a cathartic process that occurs in the counseling process through this music therapy. the counselee can find some solace and even some meaningful resolutions, especially if they share the words of a song with a counselor. in the counseling process, music can help counselors and counselees to find their goals to help them to see possible possibilities and to help them to become aware of the positive things that they can do (gladding et al., 2008). a counselor in every practice is required to have a sense of empathy, patience, sincerity to help others, wise, understanding, yet also flexible and has a great sense of humor (bradley et al., 2014;deggeswhite & davis, 2017; gladding, 2016; gladding et al., 2008; skudrzyk et al., 2009). all of the above requirements are important because in practice, the counselor works with individuals who are facing problems, suffering from illness, experiencing severe stress, requiring more attention due to their limitations, or being marginalized from reasonable social relationships for various reasons both internally and externally (dewi , 2015; zarate, 2016). a counselor should also uphold the ethics of the profession, which is to maintain the confidentiality of the counselee data, respect the rights of the counselee, perform proper counseling procedures, and maintain professional work ethics either with counselors or with other relevant professions (degges-white & davis; 2017; bradley et al., 2014;gladding, 2016;gladding et al., 2008; skudrzyk, 2014). therefore, education and training to become a counselor who can provide music therapy is cross-cutting, because music therapy is a multidisciplinary field that is closely related to areas of knowledge outside of music as well (capuzzi & gross, 2011; sharf, 2012) . it is imperative that a counselor understands musical psychology well, knowledge of the various hearing processes and processes of the brain is essential to the physiological processes of perception of music (gladding, 2016). in addition, by understanding musical psychology, a counselor may be able to explain various musical experiences and design the appropriate type of music for their counselee (deggeswhite & davis, 2017). techniques in music therapy in the counseling practice, the technique in music therapy is divided into two, i.e. passive music therapy and active music therapy (wigram et al., 2002). passive music therapy is a music therapy performed by inviting the counselee to listen to a particular instrument carefully. meanwhile, active music therapy is the process of giving music therapy that is done by inviting the counselee to play an instrument, singing, or creating a song (djohan, 2006; gladding, 2016; wigram et al., 2002;). these two techniques of music therapy can be done through individual and group counseling (gladding, 2016). the process of giving these two techniques in counseling practice, counselors can perform activities such as listening to the music to the counselee, improvisation, and create a song. by inviting counselees to listen to music, it can help counselee change their moods to be more positive, and reduce their level of anxiety. when the counselor works with a counselee using music, improvisations can be achieved concretely by asking the counselee to vary the musical theme (wigram, 2004, in gladding, 2016). couns-edu  the international journal of counseling and education vol.3, no.2, 2018 music therapy for millennials generation students, is it necessary?| 77 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313220 counselor can invite counselees to play their instruments and change the melody (i.e., make music faster, slower, or varied). the last technique that can be used is to create a song. the process of creating and developing a song, viewed as a therapy derived from within the counselee itself (nordoff & robbins, 1977). creating songs is a creative act that puts the counselee on their own feelings. it can be used as a way of healing inherent in creative action (schmidt, 1983). in actual practice, counselors can ask or encourage counselees to write or create a song work that represents themselves, so that in the next session the counselee can talk about the experience of creating a work of the song as a cathartic form. in addition, in active music therapy techniques, counselors can invite counselees to create a song lyric that matches the problems they are experiencing to help the counselee convey the feeling of pain experienced, so that it helps in the recovery process (gladding et al., 2008). music therapy is designed with a thorough introduction to the circumstances and problems experienced by the counselee, so that the techniques given will be different for each individual (bradley et al., 2014; skudrzyk et al., 2009). for example, some counselees who are more suited to using active music therapy techniques, but some are more helpful with passive music therapy techniques, or vice versa (zarate, 2016). any music therapy will also be different for everyone. the appropriateness of music therapy will be largely determined by individual values, philosophy embraced, education, clinical setting, and cultural background (gladding, 2016; wigram et al., 2002). however, all music therapy has the same goal, which helps express feelings, helps physical rehabilitation, positively affects mood and emotional conditions, improves memory, and provides a unique opportunity to interact and build emotional closeness between counselees and counselor (individual counseling and groups) as well as between counselees and counselees (group counseling) (djohan, 2006; illie, 2013; laura et al., 2015; lilley et al., 2014). thus, music therapy is also expected to help cope with stress, prevent disease and ease the pain experienced by an individual (djohan, 2006; gladding, 2016; natalia, 2013). effectiveness of music therapy to reduce the academic anxiety of millennials generation students the study of conventional services conducted by educational counselors proved to be less effective. the first research on the use of group counseling services with a cognitive approach done to millennials collegestudents at the university of hormozgan, iran, proved less effective in reducing collegestudent academic anxiety to undergraduate thesis (zarei, fini,& khajehzadeh fini, 2010). subsequent research is about the use of group counseling services with "systematic motivational counseling" (smc), proving that the results are less significant in reducing the academic anxiety experienced by millennialscollege students (ghasemzadeh, 2011). basically an individual with anxiety is caused by the high production of the thyroxine hormone in the human brain. a person who undergoes a negative emotional process will stimulate the hypothalamus to produce high levels of thyroxine hormone. this is what causes the individual easily tired, easily anxious, easily tense, easily afraid, and insomnia, so that the individual circumstances become less optimal (vianna, barbosa, carvalhaes, & cunha, 2011).to solve this problem, a person must be able to balance itself in every condition experienced. one human brain has four natural morphines of the body, there was the positive hormones that it can ease the disease and make life become happy. the morphinesis divided to four types, i.e. endorphin, dopamine, serotonin, and oxytocin. the function of those natural morphines wereable to make the body more relaxed, so it able to reduce anxiety or stress (mucci & mucci, 2002). one of the interventions to increase the production of endorphin and serotonin hormones is to relax by listening to music (wigram et al., 2002). psychologically, music has a positive relationship in human life that music is able to make a person more relaxed, to reduce stress, to create a sense of security and prosperity, to increase happiness, to improve the intelligence, to increase confidence, and to help release pain (djohan, 2006). this is reinforced also by research that proves that music is able to increase the production of endorphin and serotonin hormones that result in an individual can feel happier and reduce anxiety experienced (laura et al., 2015; zarate, 2016). music as an intervention that can be applied in helping an individual in reducing anxiety has been proven. research conducted by sharma and jagdev (2012) shows evidence that the use of music can be able to reduce the academic stress experienced by 30 millennials generation. furthermore, research conducted by lilley, oberle, and thompson (2014) also proves the effectiveness of music can be able to reduce anxiety before performing on millennials. the use of music can also be given in the counseling process. music can be used to help individuals to understand their emotional and cognitive development. individuals can listen to songs, or play an active musical instrument. through music, counselors can make the counseling process more interesting and effective, this is very appropriate in accordance with the couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu dominikus david biondi situmorang how amazing music therapy in counseling for millennials | 78 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313220 interests of the millennials (skudrzyk, 2009). there are several techniques that can help counselors and counselees in reframing ideas, focusing perspectives, emotional externalization, and deepening understanding of an experience or problem. one of them is through music (bradley et al., 2014). the use of music in the counseling process has many therapeutic benefits. music can be used as a counseling strategy in the form of relaxation techniques to reduce and to overcome anxiety and emotional tension (gladding, 2016; gladding et al., 2008). relaxation techniques asthe effective coping skills to reduce anxiety levels. music was used as the media to calm, and help counselees to feel comfortable, so the counseling process becomes more effective. music therapy performed at the college of notre dame, belmont, california. uses sound stimuli (sounds, music) to determine the effect of sound on stress and relax conditions experienced by a person, it was currently worldwide (djohan, 2006). but the application of music therapy is still rare, because it is still a new thing, especially in counseling. music therapy can have a positive impact on anxiety. music therapy is a technique that is very easy to do and affordable, but the effect is quite large. the meta-analysis study of music as a therapy media has been done in indonesia (dewi, 2015). from the results of these metaanalysis studies, it is suggested that music can be used as an approach in helping individuals who had experience physical, behavioral, and psychological barriers to be able to become better. research on the effectiveness of music as a media of therapy on academic anxiety of students of millennials generation has also been done (rosanty, 2014). from the results of this study, music can be used as an intervention to reduce the academic anxiety experienced by millennials. however, this study only proves the use of mozart music as passive music therapy only, and this study is not yet explain about the giving active music therapy. finally, in 2018, the first study in indonesia on the application of music therapy in integrated counseling practice with the conventional approach by comparing passive and active music therapy, finally performed by situmorang (2018). the results showed that the integration of cbt group counseling with music therapy proved to be effective in reducing academic anxiety and increasing the self-efficacy of millennials collegestudents. the study compared the effectiveness of cbt with passive music therapy and cbt with active music therapy techniques. furthermore, the results of this study was demonstrate that cbt group counseling with active music therapy was the most effective technique in reducing academic anxiety and improving self-efficacy, compared with passive music therapy. more details explain that passive music therapy has been shown to be more effective than active music therapy, especially during pretest vs. posttest. however, during pretest vs follow-up and posttest vs. follow-up, active music therapy is much more effective in reducing academic anxiety and improving the self-efficacy of millennials collegestudents who are preparing the undergraduate thesis. conclusions based on the above explanations, it can be concluded is that milliennials and music generation has a significant attachment. counseling interventions for millennialscollege students through music therapy are more effective than conventional counseling services, because music is one of the closest things to millennials. in addition, nowadays music becomes an important requirement for millennials generation in the process of self-actualization. if psychologist or educational counselor can do counseling services through music therapy, it will undoubtedly provide a new understanding for education in indonesia that it is time to move to one of the more effective modern approaches. hopefully, in the future no more news in the mass media aboutmillennialscollege students in indonesia who commit to suicide behavior due to excessive anxiety towards the undergraduate thesis. this review can be an interesting topic to be studied in the future for theoretical development of science that can be practically implemented. it is expected that further research on this subject be able to concretely discuss the effectiveness of counseling by using music therapy intervention in helping millenials college students to reduce their academic anxiety. in addition, this conceptual study is expected to provide a new insight for psychologists and educational counselors in indonesia to be able to develop a program design and intervention strategy, through counseling services using passive music therapy and active music therapy techniques to reduce academic anxiety and improve self-efficacy of millennials generation. in particular, this study is expected to provide an idea for the provision of music therapy training for psychologists and educational counselors who interested in expressiveor creative therapy in counseling. couns-edu  the international journal of counseling and education vol.3, no.2, 2018 music therapy for millennials generation students, is it necessary?| 79 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313220 references ali, h.,& purwandi, l. (2016). indonesia 2020: the urban middle-class millennials. jakarta: alvara research center. atiwannapat, p., thaipisuttikul, p., poopityastaporn, p., & katekaew, w. (2016). active versus receptive group music therapy for major depressive disorder: a pilot study. complementary therapies in medicine, 26, 141-145. bibb, j., castle, d., & newton, r. (2015). the role of music therapy in reducing post meal related anxiety for patients with anorexia nervosa. journal of eating disorders, 3(1), 50. https://doi.org/10.1186/s40337-015-0088-5 bradley, l.j., whiting, p., hendricks, b., parr, g., & jones jr., e.g. (2014). the use of expressive techniques in counseling. journal of creativity in mental health, 3(1), 44-59. brophy, t. (2007). understanding the net generation: millennials and music teacher education. in symposium on music teacher education, greensboro, nc. capuzzi, d., & gross, d.r. (2011). counseling and psychotherapy: theories and intervention (5th ed.). new jersey: merril prentice hall. çiftçi,h.,&öztunç,g.(2015).theeffectofmusiconcomfort,anxietyandpainintheintensive care unit: a case in turkey. international journal of caring sciences, 8(3),594–602. dewi, m.p. (2015). studi metaanalisis: musik untuk menurunkan stres. jurnal psikologi, 36(2), 106-115. degges-white,s.,&davis,n.l.(2017).integratingtheexpressiveartsintocounselingpractice: theory-based interventions. new york: springer publishingcompany. djohan. (2006). terapi musik teori dan aplikasi. yogyakarta: galang press. ghasemzadeh, a. (2011). effects of group “systematic motivational counseling” (smc) on university student's academic achievement and test anxiety. procedia-social and behavioral sciences, 30, 24822486. giovagnoli, a.r., oliveri, s., schifano, l., & raglio, a. (2014). active music therapy improves cognition and behaviour in chronic vascular encephalopathy: a case report. complementary therapies in medicine, 22(1), 57-62. gladding, s.t. (2016). the creative arts in counseling. alexandria, va – usa: american counseling association. gladding, s. t., newsome, d., binkley, e., & henderson, d. a. (2008). the lyrics of hurting and healing: finding words that are revealing. journal of creativity in mental health, 3(3), 212–219. ilie, g. (2013). effects of individual music playing and music listening on acute-stress recovery. canadian journal of music therapy, 19(1), 23-46. indrawan, a.f. (2016). stres skripsi ditolak, efren tewas gantung diri. retrieved december 2, 2017, fromdetik news website: https://www.news.detik.com/berita/3263003/stres-skripsi-ditolakefren-tewas-gantung-diri lenhart, a., purcell, k., smith, a., & zickuhr, k. (2010). social media & mobile internet use among teens and young adults: millennials. pew internet & american life project. kompas.com. (2008). hendrawan nekat bunuh diri karena masalah kuliah. retrieved december 2, 2017, fromkompas website: http://www.nasional.kompas.com/read/2008/12/15/17173291/hendrawan.nekat.bunuh.diri. karena.masalah.kuliah laura, d., sylvie, j., & aurore, s. (2015). the effects of music therapy on anxiety and depression. ann depress anxiety, 2(4), 1057. lilley, j.l., oberle, c.d., & thompson jr., j.g. (2014). effects of music and grade consequences on test anxiety and performance. psychomusicology: music, mind, and brain, 24(2), 184190.https://doi.org/10.1037/pmu0000038 mucci, k.,& mucci, r. (2002). the healing sound of music. findhorn press. natalia, d. (2013). terapi musik bidang keperawatan. jakarta: mitra wacana media. nordoff, p., & robbins, c. (1977). creative music therapy. new york, ny: john day. ottens, a.j. (1991). coping with academic anxiety. new york: the rosen publishing group. pew research center. (2010). millennials: a portrait of generation next: confident, connected, open to change. washington dc: pew research center. rosanty, r. (2014). pengaruh musik mozart dalam mengurangi stres pada mahasiswa yang sedang skripsi. journal of educational, health and community psychology, 3(2),71-78. schmidt, j. a. (1983). songwriting as a therapeutic procedure. music therapy perspectives, 1(2), 4–7. https://doi.org/10.1186/s40337-015-0088-5 https://www.news.detik.com/berita/3263003/stres-skripsi-ditolak-efren-tewas-gantung-diri https://www.news.detik.com/berita/3263003/stres-skripsi-ditolak-efren-tewas-gantung-diri http://www.nasional.kompas.com/read/2008/12/15/17173291/hendrawan.nekat.bunuh.diri.karena.masalah.kuliah http://www.nasional.kompas.com/read/2008/12/15/17173291/hendrawan.nekat.bunuh.diri.karena.masalah.kuliah https://doi.org/10.1037/pmu0000038 couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu dominikus david biondi situmorang how amazing music therapy in counseling for millennials | 80 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313220 sharf, r.s. (2012). theories of psychotherapy and counseling: concepts and cases (5th ed.). california: brooks/cole. sharma, m., & jagdev, t. (2012). use of music therapy for enhancing self-esteem among academically stressed adolescents. pakistan journal of psychological research, 27(1), 53. stein, j. (2013). millennials: the me me me generation. time magazine, 20, 1-8. strauss, w., howe, n., & markiewicz, p. g. (2006). millennials and the pop culture: strategies for a new generation of consumers in music, movies, television, the internet, and video games. lifecourse associates. situmorang, d. d. b. (2016). hubungan antara potensi kreativitas dan motivasi berprestasi mahasiswa program studi bimbingan dan konseling angkatan 2010 fkip unika atma jaya. jbki (jurnal bimbingan konseling indonesia), 1(1), 6-9. https://dx.doi.org/10.26737/jbki.v1i1.97 situmorang, d. d. b. (2017a). efektivitas pemberian layanan intervensi music therapy untuk mereduksi academic anxiety mahasiswa terhadap skripsi. jbki (jurnal bimbingan konseling indonesia), 2(1), 48. https://dx.doi.org/10.26737/jbki.v2i1.242 situmorang, d. d. b. (2017b). mahasiswa mengalami academic anxiety terhadap skripsi? berikan konseling cognitive behavior therapy dengan musik. jurnal bimbingan dan konseling arrahman, 3(2), 31-42. situmorang, d. d. b. (2018a). keefektifan konseling kelompok cognitive behavior therapy (cbt)dengan teknik passive dan active music therapy terhadap academic anxiety dan self-efficacy (unpublished master’s thesis). program pascasarjana universitas negeri semarang, indonesia. situmorang, d. d. b. (2018b). music therapy bagi mahasiswa generasi millenials, perlukah? buletin psikologi, an accepted manuscript for publication. situmorang, d. d. b., mulawarman, & wibowo, m. e. (2018). integrasi konseling kelompok cognitive behavior therapy dengan passive music therapy untuk mereduksi academic anxiety, efektifkah? jurnal kajian bimbingan dan konseling (jkbk), an accepted manuscript for publication. skudrzyk, b., zera, d.a., mcmahon, g., schmidt, r., boyne, j., & spannaus, r.l. (2009). learning to relate: interweaving creative approaches in group counseling with adolescents. journal of creativity in mental health, 4(3), 249-261. vianna, m. n. s., barbosa, a. p., carvalhaes, a. s., & cunha, a. j. l. (2011). music therapy may increase breastfeeding rates among mothers of premature newborns: a randomized controlled trial. jornal de pediatria, 87(3),206–212. wika. (2016). 10 fakta mahasiswa bunuh dosen di toilet. retrieved december 2, 2017, fromkompas nasional website: http://www.kompasnasional.com/10-fakta-mahasiswa-bunuh-dosen-umsudi-toilet/ wigram, t., pedersen, i.n., & bonde, l.o. (2002). a comprehensive guide to music therapy: theory, clinical practice, research and training. london: jessica kingsley publisher, ltd. zarate, r. (2016). clinical improvisation and its effect on anxiety: a multiple single subject design. the arts in psychotherapy, 48, 46-53. zarei, e., fini, a.a.s., &khajehzadeh fini, h. (2010). a comparison of effect of group counselling methods, behavioural, cognitive and cognitive-behavioural to reduce students: test anxiety in the university of hormozgan. procedia-social and behavioral sciences, 5, 2256-2261. https://dx.doi.org/10.26737/jbki.v1i1.97 https://dx.doi.org/10.26737/jbki.v2i1.242 http://www.kompasnasional.com/10-fakta-mahasiswa-bunuh-dosen-umsu-di-toilet/ http://www.kompasnasional.com/10-fakta-mahasiswa-bunuh-dosen-umsu-di-toilet/ couns-edu  the international journal of counseling and education vol.2, no.3, month 2017, , pp. 131-143 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020170210640 received on 04/21/2017; revised on 05/22/2017; accepted on 07/25/2017; published on: 09/30/2017 131 assessing outcomes and effectiveness of character education model based on classroom guidance services in junior high schools gendon barus*) 123 universiti sanata dharma *) corresponding author,  e-mail: bardon.usd@gmail.com abstract the aim of this study is to measure the gain and effectiveness of the character education model based on classroom guidance service in several junior high schools in indonesia. this research was designed by adopting the research and development model. the research stage began with preliminary research to construct conceptual maps for hypothetical model design that developed, supporting instrument design, and initial draft of character education module for junior high school volume 1, 2 and 3. limited product implementation trials were conducted on nine junior high schools nationwide across indonesia. implementation testing (limited) models showed encouraging results. from the analysis for the implementation of this model, there is an increase in character education outcomes between pre-and posttest on those nine junior high schools, and both teachers and students in the nine schools assessed that this model is much more effective than the integrated character education model. keywords: character education, classroom guidance services, experiential learning how to cite: barus, gendon. (2017). assessing outcomes and effectiveness of character education model based on classroom guidance services in junior high schools. couns-edu: international journal of counseling and education, 2(3): pp. 131-143. doi: https://doi.org/10.23916/0020170210640 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017. indonesian counselor association (iki). introduction this research is a part of product implementation trials in order to produce a character education model for junior high school that more effective by optimizing the school counselors role through classroom guidance services with experiential learning approach. collaboration of subject teachers with counselors or guidance and counseling teachers in optimizing the implementation and outcome of character education in junior high schools throughout the country are a necessity and increasingly urgent. through the guidance and counseling service, it is expected that schools can integrate intellectual education and values /character education more balanced (raybum, 2004), so that the students’ psychosocial needs to ensure the smoothness of their development tasks in a more comprehensive, harmonious and whole can be served better. the problem is, particularly in the context of integrated character education in junior high schools that the operations are charged to subject teachers; do teachers have explicitly characterized the content of characters into their learning? the virtue of this research lies in optimizing the role of counselors to http://dx.doi.org/10.23916/0020170210640 couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu gendon barus assessing outcomes and effectiveness of character… | 132 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 collaborate with subject teachers in developing and implementing character education in junior high school explicitly. the indonesian ministry of national education has developed a grand design of character education for every step, level, and type of educational unit. the grand design becomes the conceptual and operational reference of development, implementation, and assessment on every level of education. configuration of characters within the context of psychological and socio-cultural totality processes is grouped into: spiritual and emotional development, intellectual development, physical and kinesthetic development, and affective and creativity development. at the junior high school level, character education development is handled by the national education ministry directorate of junior high school development (2010). implementation of character education in junior high school is expected that students are able to improve and use their knowledge, review and internalize, and personalize the values of character and noble character so it can be embodied in everyday behavior. the problem is that character education in schools, especially in junior high schools throughout the country has only touched on the recognition level of norms or values, and not yet at the level of internalization and real action in everyday life (suyanto, 2011). the seeds of the implementation failure of character education in junior high school can be shown, among others, increased mischief, acts of crime, as well as the deterioration of values and morals that occur among adolescents. data from national narcotics agency states that 50-60% of drug users in indonesia are teenagers, i.e. students. total number of drug users based on that research is as much as 3.8-4.2 million. not only the drug-abuse case, student brawl also seemed to be an inseparable part of the behavior of juvenile delinquency students this year. from the national committee of children protection data, the total of student brawls has shown an increase in the first six months of 2012 until june. in the data, it is recorded 139 cases of the brawl in the jakarta, and 12 cases of them have caused death. data from a year earlier, i.e. in 2011, revealed that there have been 339 cases of the brawl which caused 82 children died (adriansah, a., 2012). the case of delinquency and moral /value decline in adolescents does not stop only in cases of drug abuse and student brawl alone. zoy amirin, an expert on sexual psychology at the university of indonesia (ui), cited the sexual behavior survey of 2011, the survey data shows that 64% of young people in big cities in indonesia "learn" sex through pirated porn movies or videos. from the same survey results, it showed data that 39% of teenager respondents aged 15-19 years claimed to have had sexual intercourse. in 2007 recorded 500 types of original local pornographic video production in indonesia. in 2010 the number jumped to 800 cases. the most alarming fact of the above phenomenon is the fact that about 90% of the video, the cast is students. base line survey conducted by bkkbn ldfe ui (2000) regarding the case of abortion, it is said that in indonesia there are 2.4 million cases of abortion per year and about 20% (700800 thousand) done by adolescents. a study also reveals the facts, that the increasing number of children and adolescents in indonesia trapped in the prostitution world in the last four years. the study data shows about 150,000 children under the age of 18 become sex workers (adriansah, a., 2012). based on the above phenomenon, it is an urgent need to do a comprehensive evaluation of the character education implementation, obstacles, and effectiveness that has been going on with an integrated system in junior high school since 2010. character education issues within the junior high school need to be examined immediately, and need to search for alternative solutions, and need to develop an implementation model in a more operational and effective way to make it easy to implement in schools. schools that have been successful in carrying out character education can be used as the best practices model for other schools. the problem that was solved through the multi-year stages of this study was formulated specifically as follows: 1) hat facts are found in the implementation of character education, which integrated with the teaching-learning process in several junior high schools in indonesia?; 2) are there any improvements of the gain in the implementation of the character education model based on the classroom guidance in several junior high schools in indonesia?; 3) how effective is the implementation of the character education model based on the classroom guidance developed through this research? the government regulation no. 17 (2010) in article, 17 paragraphs (3) state that primary education, including junior high school has aims to build a foundation for the student's potential development to couns-edu  the international journal of counseling and education vol.2, no.3, 2017 assessing outcomes and effectiveness of character… | 133 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 become human beings who (1) believe in and fear the god almighty; (2) have noble character, and noble personality; (3) are knowledgeable, competent, critical, creative, and innovative; (4) are healthy, independent, and confident; (5) are tolerant, socially sensitive, democratic, and responsible. based on this, clearly the purpose of education on every level, including junior high school is closely related to the students’ character formation. when closely examined, there is a mutual link between character education goals and the guidance and counseling services goals in schools. given that guidance is an integral part of education, then the purpose of guidance is also an integral part of the national education goals as well as the goals of primary education (elementary and junior high school). the purpose of guidance and counseling services focuses on developing the child's life values as a person, at least including the efforts to: (1) strengthen the foundation of faith and devotion to god almighty, (2) familiarize oneself with good behavior, (3) providing basic knowledge and skills, (4) maintaining physical and spiritual health, (5) coaching the awareness of cultured learning and exercising skills for skilled learning, and (6) forming a solid and independent personality. development as a community member includes efforts to: (1) strengthen awareness of religious life and religious tolerance in society, (2) develop sense of responsibility in the environment, and (3) provide the basic knowledge and skills necessary to participate in community. development as a citizen includes efforts to: (1) develop the attention and knowledge of rights and obligations as citizens of republic of indonesia, (2) teach a sense of responsibility towards the nation and state development, (3) provide the basic knowledge and skills necessary to play a role in the life of nation and state. development as a human being includes efforts to: (1) increase self-esteem as an independent and sovereign nation, (2) raise awareness about human rights, (3) give understanding of world order, (4) raise awareness of the importance of friendship among nations, 5) prepare students to master the curriculum contents (ahman, 1998). guidance and counseling services are an integral part of the national education system, the guidance and counseling orientation. purpose and implementation are also part of the orientation, purpose and implementation of character education. guidance and counseling programs in schools are a core part of character education that is implemented with various service strategies in an effort to develop the students potential to achieve independence, with the required character that is needed in present and future. guidance and counseling work is value-based work, normative ethical services, and not value-free services. a counselor needs to understand the true nature of humanity and its development as a conscious being of value and its development toward normative-ethical direction. a counselor must understand the development of values, but a counselor should not impose his values on the counselee (students who are served), and should not make themselves to be imitated by the counselee, but facilitate the counselee to find the meaning of his or her life value (sunaryo, in wangid, 2010 ). character education materials in the guidance and counseling service may, among others, include: (1) healthy sexual behavior; (2) knowledge about character; (3) understanding the social morals; (4) problem-solving skills (5) emotional competence; (6) relationship with others; (7) feelings of attachment to school; (8) academic achievement; (9) communication competence; and (10) attitudes toward teachers (berkowitz, battistich, and bier in wangid, 2010). character education strategies through guidance and counseling services can be done through: (1) guidance curriculum; (2) responsive services; (3) individual planning; and (4) system support. the basic service guidance strategy is an entry point for character education channeling through the classical guidance process and activity to meet the students’ needs of character values establishing. interactive routine/scheduled encounter in the classroom between counselor and students is needed in which the opportunity is very useful to provide preventive and self-development services. the presence of a counselor cannot be reduced merely just to implement counseling services for students with problems (gysbers, 2004; gysbers and henderson, 2000; sink and stroh, 2003; there are four approaches in guidance, namely (a) crisis, (b) remedial, (c) preventive, (d) development approach (muro & kottman, 1995). the developmental approach is a more up-to-date and more proactive than the other three approaches. counselors who use this approach can move from the understanding of the students’ needs in the form of competencies or skills, ability, and special experiences that students need to achieve success in school, carry out development tasks, and gain skills in managing life, life skill and soft skills (myrick, 1989). various techniques can be used in this approach, such as life asset value's couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu gendon barus assessing outcomes and effectiveness of character… | 134 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 education, value clarification, experiential learning, information exchange, role play, training, tutorials, group dynamics, and group counseling (barus & sri hastuti, 2011). in the developmental approach, the skills and learning experiences that the students need will be formulated into a guidance curriculum that the delivery is channeled through classroom guidance activities. classroom guidance services that are conducted inside or outside the classroom are generally carried out in a series of experiential learning activities with procedures: introduction/instruction  group dynamics/group process  experience reflection  experience sharing  formulation of intention (i statement) to change/self-improvement. this procedure goal is to develop socio-psychological dimensions, life skills, value clarification, and changes in individual behaviors in groups (barus, 2008, barus, 2010). the process of classroom guidance or group counseling services has particular features in the approach, method, and delivery strategy. in the classroom guidance service, the experiential learning approach is emphasized, since guidance services are more prominent in affection (value, attitude), behavior, and character values terms. in classroom guidance services, students’ activity is expected to be more processed, active, reflective, and dynamic-group process or group dynamic principles (barus, 2011). in the classroom guidance service for junior high school students, the emphasis of the results is more on the attitude change, independent behavior, character values, and life skills aspects that support the successful study and successful socialization (self-adjusting). in contrast with the subjects instructional activities that generally emphasize the didactic procedures that result in cognitive development, the implementation of character education through group/classroom guidance services emphasizes the use of experiential learning approaches, such as group dynamic techniques or other group activities. the cultivation of character values through classical guidance activities using group dynamics techniques can foster positive forces for the group's activities participants, such as: feelings of security, hope of gaining something useful, openness, mutual interest, understanding, mutual acceptance, honesty, empathy, and purposeful direction. the therapeutic power contained in the group's dynamic forces can produce changes in oneself, in attitude, and in behavior. one strategy of classroom guidance services is experiential learning. kolb (1984) said: “experiential learning: experience as the source of learning and development”. experiential learning model is a teaching and learning process model that enables students to gain knowledge and skills through their experience directly. in this case, experiential learning uses experience as a catalyst to help students develop their capacities and abilities in the learning process. experiential learning can be defined as an action to achieve something based on experiences that are constantly changing in order to improve the effectiveness of the learning outcomes themselves. the purpose of this model is to influence students in three ways, namely (a) changing the cognitive structure of students, (b) changing student attitudes, and (c) expanding existing student skills. the three elements are interconnected and effect as a whole, not separated, because if one element does not exist, the other two elements will not be effective (kolb in baharudin and esa, 2007). experiential learning emphasizes the strong desire within the student to succeed in learning. motivation is also based on the goals to be achieved and the chosen learning model. the desire to succeed can increase student responsibility for their learning behavior and they will feel able to control the behavior. experiential learning refers to meet the students’ needs and desires. the quality of experiential learning includes: students’ personal involvement, initiative, evaluation by students themselves and the effects that imprint on students. experiential learning is a process in which students construct or craft the knowledge of skills and values from direct experience. the basic principles of experiential learning are as follows: (a) real experience stage, (b) reflection observation stage, (c) conceptualization stage, and (d) implementation stage. according to supratiknya (2011: 77), there are two core activities that are commonly practiced at various stages of learning process in the experiential learning cycle namely: (a) reflection. reflection is an activity of reflecting or re-preserving in the minds of various experiences that have occurred to find deeper meaning and value. correct reflection will help the individual achieve insight, which captures the deeper understanding of life meaning and values, and encourages the emergence of resolution to act to bring out a couns-edu  the international journal of counseling and education vol.2, no.3, 2017 assessing outcomes and effectiveness of character… | 135 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 deeper understanding and value of life in everyday life; (b) sharing. sharing is an activity of sharing thoughts and or feelings that arise as a result of reflection, to others in common activities. in sharing or sharing reflection results, each student listens to each other, helps each other to grasp the deeper life experience's meaning and value, and reinforce each other. prayitno et al (1998: 90) asserted that the provision of quality group counseling or counseling services through the effective implementation of group dynamic activities is characterized by the presence of a healthy psychiatric atmosphere among service participants, increased spontaneity, the occurrence of of positive feelings (e.g. happy, content, relax, pleasure, satisfaction, pride), increasing interest or passion to be more involved in the process of activities, enabling catharsis, as well as increased knowledge and social skills. method the model development procedure adopted in this r & d study follows the r & d procedures (borg and gall 1983: 774-787) in the corridors of the 4-d model (thiagarajan, semmel, and semmel, 1974) as illustrated in the following visualization. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu gendon barus assessing outcomes and effectiveness of character… | 136 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 the research results preliminary study and effectiveness test implementation (limited) model are communicated in this paper. in the preliminary investigation phase, a preliminary study was conducted, both literature studies and field studies to establish the conceptual framework underlying this research. meanwhile, in the validation testing phase (limited) test, evaluation, and revision (test, evaluation, and revision) were performed. in this phase, there have been instruments and tool's trials of character education models or modules developed (at nine junior high schools nationwide) with a purpose to know how far the model instruments and tools can be applied in the implementation of character education in junior high schools in national samples. in this phase, expertise judgment and practitioners have been involved in the instrument quality and effectiveness of the model. principals, counselor, and some subject teachers (29 teachers) were involved in the simulation, but previously, they have been trained. trial (limited) of the model implementation was designed with quantitative approach based on model instrument usage data and model implementation results through action research (hayes, paisley, phelps, pearson, & salter, 1997; rowell, 2005). in this case, the research team collaborated with partners (principals, counselor, and related subject teachers). quantitative approaches were used to collect and analyze the process and result's data assessment of the model implementation. for this purpose, the study applied various data collection techniques, such as student, teachers, principals’ opinion surveys; questionnaires, self-assessment scales, and tests. the limited implementation stage of this developed model isplaced in 9 junior high schools spread in various cities in indonesia, namely 1) smp xaverius, gisting, lampung; 2) smp negeri 31 purworejo; 3) smp negeri 4 wates, kulon progo, di yogyakarta, 4) smp negeri 13 yogyakarta, 5) smp stella duce 2 yogyakarta; 6) smp kanisius kalasan, sleman; 7) smp negeri 6 surakarta, central java, 8) smp catholic santa maria ii malang, east java; and 9) smp negeri 9 singkawang, west kalimantan. the participants of the model implementation also called as the subject of this research consist of: principal, counselor, subject teachers with certain character values, and students of junior high school class vii and / or viii (9 classes) n = 288 students. to measure the effectiveness of the process and the characters educationa outcomes and the effectiveness of the character education model developed, a quantitative analysis is applied. improvement of character education outcomes in schools which use the pretest-postest one-group design (valadez and bamberger, 1994: 236). table 1. categorizing criteria of character education outcomes achievement score criteria category < 1,0 bad 1,1-1,9 not god 2,0-2,9 quite god ≥ 3,0 god implementation of the model begins with preparation activities, including: (a) preparation of classical guidance module with character value; (b) preparation of implementation activities proposal; (c) socialization of implementation model plan to 9 junior high school principal; (d)training for students as implementation activities facilitators; (e) preparation of character education tests instruments, selfassessment scale, inventory on model validation and effectiveness by teachers and students; (f)preparation of guidance implementation materials. couns-edu  the international journal of counseling and education vol.2, no.3, 2017 assessing outcomes and effectiveness of character… | 137 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 results and discussions preliminary research results showed: a) there are a diversity of ways/strategies and different variations of channels in the character education implementation at different junior high school. in this limited study, the idea's variation and action strategy undertaken by private schools in the character education implementation is richer and diverse than state/public schools; b)some of the obstacles identified in the implementation of character education in junior high schools in 5 (five) cities in indonesia are (1) character education guidelines from the government (directorate of junior high school development, 2010) was not operational; (2) the character values imbedding that is integrated through learning was still just a patch in lesson plan, beautiful in planning but poor in action, the teachers admitted that it was difficult to apply it, did not know the proper way/strategy in the delivery of character values included in the lesson plan except for giving advice and preached while giving moral messages (stop at the level of cognitive recognition); (3) there was no tool and means of evaluation to measure the character attainment; and (4) the commitment and consistency of teachers in keeping the character's goal was not always the same, tend to be fragile; and not yet created a good collaboration between teachers and counselors in the character education implementation; (c) judging from the results, the implementation of integrated character education in junior high school, the effectiveness, had not been encouraging. the empirical evaluative findings showed that 36.4% of the 653 junior high-school students in the five cities studied are still in the less favorable category, and some of them are poor in achieving their character scores. only 12.3% of the 653 students entered the category with a score of ≥ 7 on the stanine scale; (d) identified 25 out of 50 items of character value statements (from measurement scale of educational outcome of character) that achievement scoreless good and five item of them even in bad category. the spirit of entrepreneurship, independence, curiosity, obedience to social rules, and appreciate the work/achievement of others are identified as five values of characters whose achievements are still poor, both in the seventh and eighth-grade students; (e) there was a tendency that the achievement score of character education outcomes better in 7th grade students than in 8th grade students, both on average score achievement and the character value number. grade 7th students who achieve good character scores are almost twice than grade 8th students, whereas grade 8th students who score poorly on not god and bad categories are twice than grade 7th students; (f) found 23 topics of character values required by students, teachers, and parents with a 1-23 priority scale rating. topic of the character value needs with the highest ranking of five was (1) more diligent practice of religion adopted; (2) respect for diversity; (3) improving self-confidence (4) understanding the strength and weakness of self; and (5) being clean, healthy, fit, safe, and using spare time in the good way. the limited implementation of the character education model developed through this study showed the following results. 1. character education outcome through implementation of character education model based on classroom guidance service with experiential learning approach at nine junior high schools that is depicted as follows: couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu gendon barus assessing outcomes and effectiveness of character… | 138 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 table 2. character education results (pre-post test) at nine junior high school school name average score with 1-4 scale pretest posttest score improvement % smpk st.maria malang 2,88 2,96 0,08 2,6 smp n 31 purworejo 3,46 3,51 0,05 1,5 smpkanisius kalasan 3,34 3,52 0,19 5,6 smp n 13 yogyakarta 3,31 3,4 0,09 2,6 smp n 9 singkawang 2,28 3,45 1,18 51,8 smp n 4 wates 3,27 3,43 0,16 4,9 smp n 6 surakarta 3,31 3,47 0,16 4,97 smp stella duce 2 yogya 3,22 3,25 0,08 1,1 smp xaverus lampung 2,88 2,96 0,08 2,7 table data shows that there is an increase in the average score of students' characters education outcomes in the nine schools that participate in the character education model implementation. can be seen in smp negeri 9 singkawang, even there is an extreme increase. the extreme value can be explained as a result spike because the starting value was very low compared to the average pretest value in the other eight schools. in contrast, the small value-added character education results in most schools can be explained as the top ceiling phenomenon effect of the starting point (pretest). short time (duration) implementation can also be the cause of low value added. however, it should be admitted that the fact of the average score increase in all schools can be explained as an indication of the effectiveness of implementation the character education model based on classroom guidance service with the experiential learning approach developed in this study. 2. validation of model effectiveness according to implementation partner model (principals, counselors, subject teachers) scale of model effectiveness assessment was presented to 29 teachers (principals, counselors, and subject teachers) that became partners in the implementation of this character education model. they were asked to assess the quality of the model components and were asked to consider whether the model was more effective than the integrated character education system that they had been implementing in their learning. on a prepared rating scale, there were 39 point statements of model effectiveness characteristics. participants are asked to tick the sign-; to declare a little less, very least, or ugly or a +; + +; + + + as a sign for slightly better, better or better on each statement. the result is: couns-edu  the international journal of counseling and education vol.2, no.3, 2017 assessing outcomes and effectiveness of character… | 139 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 table 3. teacher's assessment score on model effectiveness (n = 29 teachers) no aspects of classroom guidance services based score scale character education models 1-3 1 more operational design/plan 2,3*** 2 comprehensiveness/completeness component 2,5*** 3 easiness in implementation/application 2,4*** 4 practicality in implementation 2,3*** 5 systematic/orderly steps 2,3*** 6 effectivity of goals achievement 2,3*** 7 meet the students’ need 2,4*** 8 meet the students’ characteristic 2,5*** 9 meet the students’ development level 2,7*** 10 meet the character value that is given 2,6*** 11 attractiveness for students 2,6*** 12 easy for students to follow the activity 2,4*** 13 benefits for students’ character improvement 2,5*** 14 easy for students to grasp the material given 2,6*** 15 strength in repairing the students’ character 2,2*** 16 accuracy of character embedding strategy/method 1,9** 17 alignment with local wisdom 1,6** 18 easiness in evaluating the process 1,9** 19 easiness in result achievement assessment 1,9** 20 grow the students’ enthusiasm/impression 2,5*** 21 motivate students to be actively engage 2,7*** 22 grow the students’ creativity/initiative 2,6*** 23 bring out students’ courage to appear 2,4*** 24 embodied the students’ respect toward teachers/friends 2,3*** 25 student courage improvement on taking responsibility 2,5*** couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu gendon barus assessing outcomes and effectiveness of character… | 140 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 26 students appreciation towards teachers/friends 2,3*** 27 teamwork improvement 2,4*** 28 strengthen the friendship/brotherhood 2,2*** 29 norm/rules/instruction obedience 2,2*** 30 motivate students’ fighting spirit (strive / struggle) 2,3*** 31 build solidarity/awareness 2,4*** 32 the students' excitement in following the activities 2,6*** 33 increase student curiosity 2,2*** 34 encourage students to argue/respond 2,4*** 35 increased students’ awareness to improve themselves 2,0*** 36 encourage students to reflect 2,1*** 37 make the teacher – student relationship familiar/warm/close 2,4*** 38 overcome student's negative / trouble behavior 1,9** 39 awaken the students sincerity to help 1,9** category criteria: * < 1,0 = slightly better ** 1,1 – 1,9 = better *** = much better the data illustrates that the teachers, a participant of this model implementation, judged that almost all (33 of 39 points) of their model effectiveness statements admitted to being much better. it means, practitioners saw that this model is far more effective than integrated character education. 3. validation of model effectiveness according to student/participant’s appraisal (n = 288) at the end of the model implementation activity, the students who participate were presented the scale of the model effectiveness assessment. they are asked to assess the process of character guidance services and asked to consider whether this model provides them with better, more useful experiences, feeling positive results or else. the result is: couns-edu  the international journal of counseling and education vol.2, no.3, 2017 assessing outcomes and effectiveness of character… | 141 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 table 4. student ratings on model effectiveness (n = 288) no in this character guidance activity, i experience/gain/feel: yes (%) 1 spirit to follow the activities 95,1 2 courage to appear / do something 87,2 3 excited/happy in carrying out activities 94,8 4 dare to make opinion 84,4 5 more creative 82,6 6 dare to try doing something 90,3 7 afraid to make mistake in doing the games 28,8 8 ashamed to do group games 21,5 9 appreciate by peer 81,3 10 interested to follow all activities 80,6 11 easiness for students to follow activity 82,6 12 benefits for behavioral improvement 96,5 13 convenience for students in capturing material 87,5 14 the desire to help others 96,5 15 satisfied with the guidance given 85,1 16 challenged to try 81,9 17 tired / worn-out / bored in following all activities 34,4 18 impressed with the activities that followed 92,7 19 encouraged to be actively involved 93,8 20 dare to be responsible 96,2 21 appreciate friends 99,0 22 willingness to work together / teamwork 95,5 23 strengthen the sense of brotherhood / friendship 96,2 24 obedience to the norms / rules / instructions 93,8 25 motivate students to strive / struggle/ have fighting spirit 95,1 26 build awareness / solidarity 97,2 couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu gendon barus assessing outcomes and effectiveness of character… | 142 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 27 increased student curiosity 90,3 28 increased students’ awareness to improve themselves 95,5 29 encourage students to be more discipline 94,8 30 make the teacher student relationship familiar/warm/close 86,1 description: items 7, 8, and 17 are negative statements by looking over the data in table 4 it seems very convincing that most of the students (90.83%) who participated in the character guidance activities using the model corridors developed in this study rated this model as being very effective. through this model, more than 95% students claim to feel able to appreciate friends, more enthusiasts to follow activities, build awareness/solidarity, increase awareness to improve themselves, dare to be more responsible, cultivate a sense of brotherhood/friendship, nurture the willingness to cooperate/team work, cultivating the desire to help others, even they recognize the character guidance activities of this model is very beneficial for behavioral improvement. conclusions the conclusions that can be drawn from the results of this study are as follows: 1. there has been an increase in the character education outcomes achievement in nine junior high schools in different cities that involved as participants in limited implementation of character education model based on classroom guidance services in junior high school with experiential learning approach. increased average score of moving result's achievement from 1.1% to 51%. the implementation of this model has been able to transform the average character score from the lowest of 2.28 to the highest of 3.52 on the 4th scale (stanford). 2. the teachers (29 individual) that involved as the implementation participants and the effectiveness validate of this model, considered that almost all (33 of 39 points) of this model effectiveness statement recognized as being much better. that is, practitioners (teachers) view that the character education model developed through this research is much more effective than the integrated character education. 3. almost all students (90.83%) who participated in character guidance activities using the corridor of this model were very convincingly judged that this model was very references adriansah, a. (2012). kenakalan remaja di negeri ini kian merajalela. downloaded at 2 november 2014, from http://www.syababindonesia.com/2012/11/ kenakalan-remaja-di-negeri-ini-kian.html. ahman. (1998). bimbingan perkembangan: model bimbingan dan konseling di sekolah dasar. disertasi (unpublished). bandung: program pascasarjana institut keguruan dan ilmu pendidikan. baharuddin dan esa nur wahyu. (2007). teori belajar dan pembelajaran. yogyakarta: ar-ruzz media grup. barus, g. (2008). model prosedur pengembangan dan implementasi program bimbingan dan konseling di sekolah dasar. widya dharma, majalah ilmiah kependidikan. 19 (1), 37-61, october 2008 barus, g. (2011). pengembangan instrumen asesmen kebutuhan perkembangan peserta didik sebagai sarana penyusunan kurikulum bk di sekolah. jurnal penelitian dan evaluasi pendidikan pps uny. 15 (1). 75-90, june 2011 barus & sri hastuti. (2011). kumpulan modul pengembangan diri. yogyakarta: penerbit universitas sanata dharma borg, w.r., & gall, m.d. (1983). educational research: an introduction. new york & london: longman. direktorat pembinaan sekolah menengah pertama ditjen manajemen pendidikan dasar dan menengah kementerian pendidikan nasional. (2010). panduan pendidikan karakter di sekolah menengah pertama. jakarta: kemendiknas. http://www.syababindonesia.com/2012/11/ couns-edu  the international journal of counseling and education vol.2, no.3, 2017 assessing outcomes and effectiveness of character… | 143 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210640 gysbers, n.c. & henderson, p. (2000). developing and managing your school guidance program (3rd ed.). alexandria, va: american counseling association. gysbers, n.c. (2004). comprehensive guidance and counseling programs: the evolution of accountability. professional school counseling, 8 (1), 1-14, oct, 2004. hayes, r. l., paisley, p. o., phelps, r. e., pearson, g., & salter, r. (1997). integrating theory and practice: counselor educator-school counselor . professional school counseling, 1(1), 9-12. kolb, d. (1984). experiential learning: experience as the source of learning and development. new jersey: prentice hall. lapan, r.t. (2001). results-based comprehensive guidance and counseling programs: a framework for planning and evaluation. professional school counseling, 4 (4), 289-298, apr, 2001. muro, j.j. & kottman, t. (1995). guidance and counseling in the elementary and middle school, a practical approach. madison: brown & benchmark. myrick, r.d. (1989). developmental guidance: practical consideration. elementary school guidance & counseling, 24 (1), 14-20, oct 1989. wangid, m.n. (2010). peran konselor dalam pendidikan karakter. http://www.academia.edu/ prayitno, dkk. (1998). pelayanan bimbingan dan konseling sekolah dasar. jakarta: penebar aksara raybum, c. (2004). assessing students for morality education: a new role for school counselors. professional school counseling, 7 (5) 356-362, jun 2004 rowell, l.l. (2005). action research and school counselors. professional school counseling, 9 (1), 7487, oct, 2005. rowley, w.j. (2005). comprehensive guidance and counseling programs’ use of guidance curricula materials: a survey of national trends. professional school counseling, 8 (3), 256-263, apr, 2005. sink, c.a. & stroh, h.r. (2003). raising achievement test scores of early elementary school students through comprehensive school counseling programs. professional school counseling, 6 (6), 350-357, jun, 2003 suyanto. (2010). panduan pendidikan karakter di sekolah menengah pertama. jakarta: direktorat pembinaan smp, ditjenmandikdasmen supraktiknya, a. (2011). merancang program dan modul psikoedukasi. yogyakarta: penerbit universitas sanata dharma. thiagarajan, s., semmel, d.s., & semmel, m. (1974) instructional development for training teachers of exception children, a source book. minnepolis: indiana university. valadez, j. & bamberger, m. (1994). monitoring and evaluating social programs in developing countries. washington: the world bank. http://www.academia.edu/ couns-edu the international journal of counseling and education vol.5, no.4, 2020, pp. 136-146 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200527220 received on 07/24/2020; revised on 10/28/2020; accepted on 11/01/2020; published on: 12/30/2020 136 watching television films and time management skill of students as predictors of achievement motivation of primary school students: the case of woldia town kifle kassaw mulatu *) woldia college of teachers education, ethiopia *) corresponding author, e-mail: negedekifle@yahoo.com abstract the study attempted to examine students extent of watching tv films and drama. the study followed mainly a correlation design and was conducted on 306 students drawn from three randomly selected primary schools in woldia town,. data on respondents’ were collected using close ended questionnaires. pearson correlation was used to see the relation between variables, the result showed that the independent variables do have a significant relationship with the dependent variable except in low tv films and drama viewers. extent of watching tv films and drama of students in the study area were 23.2 % heavy tv films and drama viewers/above 3.5 hrs per day/,33.6 % medium tv films and drama viewers /between 2.5 up to 3.5 hrs per day and 43.14 %low tv films viewer/below 2.5 hrs per day/. results of the multiple linear regression revealed that watching tv films and time management skill of students interaction taken together explained 18.6%,11.5% and 3.5% in heavy ,medium and low tv films and dramas viewers of the variance in achievement motivation. thus, based on the findings it can be concluded that watching tv films and drama and time management skills of students are important precursors of achievement motivation. following the conclusion several recommendations were forwarded keywords: watching film, time management skill, achievement. how to cite: mulatu, k. (2020). watching television films and time management skill of students as predictors of achievement motivation of primary school students: the case of woldia town. counsedu: the international journal of counseling and education, 5(4). 136-145 doi: http://dx.doi.org/ 10.23916/0020200527220 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction television has been accused of negatively impacting academic achievement in various ways. wright and colleagues (2001) for example combine high exposure to general audience television with low language rates. these low-language ratings are due more to the quality of the show than to the time spent watching tv programmes. omojuwa et al. (2009) argued that programs for the general public are not intended for teaching purposes, but for entertainment purposes. these include soaps, movies, entertainment, documentaries, musicals, sports (football games), television reality shows, comedy talk shows, cartoons etc. similarly, television was accused of displacing time for reading and thus imminent intellectual abilities (winn, 2002). the idea is that when television and reading are fighting for more time and attention, television is always gaining predominance as more attractive. this could be accurate in other cases. however, the insufficiency and insecurity of electricity supply throughout nigeria limits the time when television is available and accessible. hence one would presume that, given television, reading, which is less energy-reliant, would maintain primacy. but this is not the case because there are other things that could prevent students from reading their books, such as playing games, in viewing centres. mailto:negedekifle@yahoo.com http://dx.doi.org/10.23916/0020200527220 http://dx.doi.org/10.23916/0020200527220 couns-edu  the international journal of counseling and education vol.5, no.4, 2020 watching television films and time management skill ... | 137 indonesian counselor association (iki) | doi: 10.23916/0020200527220 watch the european premier league, champions league, spanish laliga, especially on weekends when students are meant to revisit and read their books and solve their home assignment. according to taiwo (2004), although television sets are used to entertain, educate and raise awareness of ideas that might never be found in other areas, it has now become a threat to children's well-being, especially in terms of their behavior and academic achievement. popoola (2008) argued that television had a significant impact on student performance in the mathematics test in his study "the effect of tv and radio distractions on graduate student mathematics test performance." so television was seen as a diversion when studying in this case. during learning distraction via television has become a common daily occurrence among secondary school students across the country. many researchers have focused on the influence of distraction on student learning / academic motivation, while studies have shown some negative effects of distraction on learning and academic achievement. distraction can affect learning at the general level because, according to the theory of capacity, attention can be divided when the brain is exposed to two separate tasks that require attention (tina & melinda, 2007). however, one of the two tasks of either reading or watching television will be reduced when that happens. because television is seen as a diversion, especially when it comes to concentrating on their academics, it is important to find out what impact television and movie programs have on student reading and academic achievement. the canadian pediatric society (2003) argued that the less time they spend with their families the more children spend watching tv. while television can separate children, it is also possible to reverse the causal course. for fun and companionship, the lonely kids turn to tv. bickham (2007) also noted that children marginalized by their peers are using television to ease the burden of their lives and satisfy their social needs. conversely, emotionally integrated children spend less time watching television. research also suggests that playing video games at home and watching television have a negative impact on academic achievement for children. if kids watch video from home, they usually don't talk about school activities or do homework. in a sharif (2006) study of 4,500, the amount and time of children playing video games influences any negative effects in relation to their academic progress. a survey of malaysian youth found that they spend about 32.6 hours a day watching tv, surfing the internet, listening to radio and reading magazines (raj, 2012). these tasks can exceed 24 hours a day, as technology enables us to do multitasking. you can talk on the phone, watch tv, and update your facebook account while listening to the music. however, research shows that more than 30% or nearly 11 hours of 32.6 hours are spent on media-related activities such as internet surfing (3.3 hours), watching tv (2.5 hours) and using phones (1.3 hours). statement of the problem the media awareness network (retrieved 19/5/09) points out those children who watch television perform better moderately than those who spend much time watching it. armstrong, boirsky, & mares (1991) research revealsthat watching t.v. overly interferes with the retention skills of children when carrying out homework. national development via education is planned. if the students do not focus on the classroom, read and study by themselves or review their lessons, therefore, the researcher initiated a study on the effects of watching tv movies, student time management skills on motivational achievement second, in the ethiopian context, although there are different types of research studies conducted on different issues in different settings, the researcher did not come across such a study on the effects of watching tv movies and time management skills on studs. particularly in primary schools, little research effort has been made on issues related to student motivation for achievement, and even in other schools. it will therefore provide a comprehensive picture of the effects of watching tv movies and time management skills on student motivation for achievement at this level of schooling. third, as the researcher is a member of the school's staff, parents, and students, he noticed a number of school teachers complaining at the tpsa meeting about student motivation, academic activities (doing homework, assignment) and involvement in the classroom. they stated that many students did not do homework, projects, and academic assignments, even when they arrived late in the early morning. teachers directly attributed the cause of the above problems to late-night watching and tv shows. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu mulatu, k. k. watching television films and time management skill ... | 138 indonesian counselor association (iki) | doi: 10.23916/0020200527220 thus, the researcher tried to document the issues scientifically by incorporating them into other variables. therefore, the aim of this study is to investigate the effect of watching tv movies and time management skills on student motivation for achievement. method this research plan enabled the researcher to numerically study the association amongst the study's dependent and independent variables. student time management skills and watching tv movies and drama are independent variables whose changes involve dependent variable influences (academic achievement). the present study therefore heads towards a sunshade correlation method. three primary schools have been used as data sources, namely melestegna, tayitu bitul, and melka kole, both having a total of 1215 (m=570 and f=645) grade 7 and 8 students. primary sources (students) were the data sources for the study. data from primary sources was gathered through a questionnaire because it helps many individuals to access a lot of information, besides being easy and economical. randomly selected from three primary schools/1,215 students / in woldia district, amhara national regional state, ethiopia, the study participants were 306 7th and 8th grade students (13-15 years of age). the selection process for the participants is defined as follows. of the eight public schools located in woldia city's urban centres, three were selected using a simple random sampling technique, using a lottery system. all schools had 22 grades, with 1,215 in grade 7 and 8 students in total. the researcher divided the questionnaire into the number of students in each category in all parts. in this analysis, three distinct questionnaires were used. mercy c. ucheom (2011) adapted the first questionnaire, consisting of 10 elements which measured the level of watching tv shows. to determine the level of television viewers, the researcher has prepared an item using morgan and shanahan as a reference that shows heavy viewing is more than 3.5 hours per day, medium viewing is between 2.5 hours per day, and light viewing is less than 2.5 hours per day (as cited in hetsroni, 2008, p. 205). the questionnaire was organized using the strongly disagree (sd), disagreed (d) partial consensus (pa) and strongly consensus (sa) consensus format of the four-item likert scale. the third questionnaire was used to assess the motivation of the students to accomplish 10 things. the success motivation questionnaire was taken from the motivation scale of achievement of the kifle (2012), adapted from the deo-mohan (2001). the questionnaire was structured using the likert scale format of five items never, frequently, rarel, always and sometimes. as regards the quantitative form of data analysis, mean and standard deviation were used in the study to measure a general comparison. several linear regressions were used to test the interaction impact of watching tv movies and time management skills of students on motivation for achievement. in a multi-regression analysis, the independent variables are watching tv shows and student time management skills. adequate variable is achievement incentive. to assess the multiple impact of independent variables (watching tv movies and time management skills) stepwise multiple regression was used. correlation (pearson's product moment co-efficient) was used to determine the relationship between watching tv movies, time management skills, and achievement motivation. results and discussion results the primary objective of this part is to pursue an appropriate response to the basic questions posed at the beginning of this research. all questionnaires were provided to 306 primary school respondents and the proportion of returning students was 146 (47.7 per cent) male, 160 (52.28 per cent) female. results and analysis of the dependent and independent variables respondents were asked to rate on watching tv films, achievement motivation, and time management skill using two type of a five point likert scale represented by: (never – always continuum). never =0, rarely =1, sometimes =2, frequently=3, and always =4; and the other type (agreedisagree continuum) – strongly disagree =1,disagree=2,partially agree=3, agree=4, and strongly agree=5. couns-edu  the international journal of counseling and education vol.5, no.4, 2020 watching television films and time management skill ... | 139 indonesian counselor association (iki) | doi: 10.23916/0020200527220 table 1. means and standard deviations of the variables treated in the study variables level of tv viewers high viewers medium viewers low viewers mean sd mean sd mean sd achievement motivation 2.45 .404 2.70 .187 3.61 .622 time management skills 2.44 .409 2.80 .267 3.20 .396 watching tv films 3.92 .655 2.69 .172 2.53 .550 as shown in table 1, high-profile audiences with time management skills have the lowest mean score, i.e. 2.44 relative to accomplishment motivation, and watch tv movies with a mean score of 2.45 and 3.92 respectively. high-level audiences with watching tv movies have the highest average score; 3.92 compared to achievement motivation and time management skills. as shown in table 1, medium-sized viewers watching tv movies have the lowest average score, i.e. 2.69 compared to achievement motivation and time management skills with a mean score of 2.7 and 2.8 respectively. medium tv viewers with time management skills have the highest average score; 2.8 compared to others. table 1 shows, low tv viewers watching tv movies have the lowest average score, i.e. 2.53 compared to achievement motivation and time management skills with a mean score of 3.61 and 3.20 respectively. low tv viewers with performance motivation and time management skills have the highest average score; 3.61 and 3.20 compared to watching tv movies. researches question no one is to what extent students are viewing tv films so as to answer this question, the responses of the students on the variables were analyzed using frequency and percentage and shown by the following figure 1. figure 1. frequency and percentage of tv viewers researches question no two. is there interrelationship among watching tv films and time management skills and achievement motivation of students? as noted in the description of the issue, one of the goals of this research was the study of watching tv films, time management skills and student motivation. to do this, the pearson product timing correlation has been developed and the results are shown in table 2. male female total 140 120 100 80 60 40 20 0 132.00 103.00 67.00 65.00 71.00 43.14 55.00 48.00 21.90 21.24 38.00 33.66 33. 17.97 15.69 23.20 12.42 10.78 f % f % f % low viewers medium viewers heavy viewers type of viewers couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu mulatu, k. k. watching television films and time management skill ... | 140 indonesian counselor association (iki) | doi: 10.23916/0020200527220 table 2. correlation among watching tv films, time management skills and achievement motivation of low tv viewers variables mean sd pearson correlation coefficients 1 2 3 1.achievement motivation 3.6160 .62201 1 2.time management skills 3.2000 .39614 .121 1 3.watching tv films 2.5359 .55067 .124 -.144 1 n=132 ** correlation is significant at the 0.05 level. as shown in table 2 above, the results of the pearson correlation showed that there was not a significant positive correlation between achievement motivation and time management (r (132)= 0.121, p > 0.05). in addition, achievement motivation did not have a significant correlation with watching tv movies (r (132)=-0.124, p>0.05). similarly, watching tv movies had no significant correlation with time management skills (r (132)= -0.144, p > 0.05). table 3. the correlation watching tv films, time management skills and achievement motivation of medium tv viewers variables mean sd pearson correlation coefficients 1 2 3 1.achievement motivation 2.7058 .18778 1 2.time management skills 2.8029 .26769 .242* 1 3.watching tv films 2.6990 .17292 -.235* -.220** 1 n=103 * correlation is significant at the 0.01 level. as shown in table 3 above, the findings of the pearson test showed that there was a significant positive association between achievement motivation and time management (r (103)= 0.242*, p < 0.01). in addition, accomplishment motivation had a significant negative association with watching tv movies (r (132)= -0.235*, p<0.01). likewise, watching tv movies had a significant negative association with time management skills (r(132)= -0.220**, p<0.01). table 4. the correlation watching tv films, time management skills and achievement motivation of heavy tv viewers variables mean sd pearson correlation coefficients 1 2 3 1.achievement motivation 2.45 .404 1 2.time management skills 2.44 .409 .357 ** 1 3.watching tv films 3.92 .655 -.137 -.263** 1 n=71 ** correlation is significant at the 0.05 level. as shown in table 4 above, the findings of pearson's correlation showed that there was a significant positive association between achievement motivation and time management of heavy tv viewers (r(71)=0.357**, p<0.05). in addition, accomplishment motivation had no significant correlation with watching tv movies (r(71)= -0.137, p<0.05). furthermore, watching tv films had a significant negative association with the time management skills of heavy tv viewers (r(71)=-0.263**, p<0.05). research question number 3. do students watch tv movies and time management skills individually and/or collectively lead to a significant change in motivational achievement? in order to answer this question, the students ' responses to variables were analyzed using multiple linear regressions. couns-edu  the international journal of counseling and education vol.5, no.4, 2020 watching television films and time management skill ... | 141 indonesian counselor association (iki) | doi: 10.23916/0020200527220 table 5. results of regression of low tv viewers achievement motivation on the independent variables df sum of squares mean square f sig. regression 2 1.782 .891 2.351 .099 residual 129 48.891 .379 total 131 50.673 multiple r= ..188a r square= .035 adjusted r square=.020 analysis of variance table 5 shows that the effect of the combined independent variable is not significant (f2, 129=2,351, p≥0,05). the coefficient of determination (r2 = .0.035) shows that 3.5% of the variance in achievement motivation is not explained by the combined effect of independent variables. table 6. regressions weight of the independent variables model unstandardized coefficients standardized coefficients/ beta t sig. b std. error 1 (constant) 2.48 0.541 4.59 0 tms 0.22 0.138 0.142 1.62 0.11 wt 0.16 0.099 0.145 1.66 0.1 when achievement motivation was reduced for all independent variables, the multiple correlation coefficient was r= 0.188 and the coefficient of determination was r2= 0.035. multiple correlations (ry. 123) show a significant relationship between low viewer students (y) and the combination of independent variables (f2, 129= 2.351, p<0.05). table 6 shows that, among the independent variables, both watching tv and time management skills have no significant impact on the motivation of achievement. table 7. results of regression of medium tv viewers’ achievement motivation on the independent variables df sum of squares mean square f sig. regression 2 .412 .206 6.53 .002b residual 100 3.188 .032 although achievement motivation was reduced for all independent variables, the multiple correlation coefficient was r=0.115 and the coefficient of commitment was r2= 0.115. multiple correlations (ry. 123) show a significant association between medium tv viewers (y) and the combination of independent variables (f 2, 100=6.53 p<0.05). the coefficient of determination (r2y. 123) indicates that the linear combination of independent variables accounted for 11,5 per cent of the variation in the motivation of achievement. table 7 reveals that, among the independent variables, both watching tv movies and time management skills have a significant impact on the encouragement of achievement . in addition, the direct effect of the variables on the motivation of achievement was calculated using beta coefficients. the impact on academic achievement of time management skills (ß=0.206, t=2.056, p < 0.05) and watching tv movies (ß=0.210, t=2.116, p < 0.05) were statistically significant. the independent contribution of time management skills to the overall variance in academic achievement was found to be 5.665 per cent, which was 58.40 per cent of the total r2 (i.e. 0.097). the independent contribution of watching tv films to the overall variance of achievement encouragement was found to be 5.838 per cent, or 60.1 per cent of the total r2 (0.097). couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu mulatu, k. k. watching television films and time management skill ... | 142 indonesian counselor association (iki) | doi: 10.23916/0020200527220 table 8. results of regression of heavy tv viewers’ achievement motivation on the independent variables df sum of squares mean square f sig. regression 2 2.157 1.078 7.883 .001b residual 69 9.440 .137 multiple r= .431a r square= .186 adjusted r square=.162 analysis of variance table 8 shows that the effect of the independent variable combined is significant (f2, 69= 7.883, p<0.05). the coefficient of determination (r2 = .186) shows that 18.6 % of the variance in achievement motivation is explained by the combined effect of the independent variables. table 9. regressions weight of the independent variables model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 4.090 .435 9.405 .000 tms -.417 .111 -.422 -3.747 .000 wt -.156 .069 -.254 -2.253 .027 if achievement motivation was decreased for all independent variables, the multiple correlation coefficient was r= 0.431 and the coefficient of commitment was r2= 0.186. multiple correlations (ry. 123) show a significant association between heavy tv viewers (y) and the combination of independent variables (f 2, 69=7.883 p<0.05). the coefficient of determination (r2y. 123) indicates that the linear combination of independent variables accounted for 18.6 percent of the variation in the motivation of achievement. table 9 reveals that among the independent variables, both watching tv movies and time management skills have a significant impact on the encouragement of achievement. in addition, the direct effects of the variables on the motivation of achievement were calculated using beta coefficients. the impact on academic achievement of time management skills (ß=0.-357, t=3.747, p<0.05) and watching tv movies (ß=0.137, t=-2.253, p<0.05) were statistically significant. the independent contribution of time management skills to the overall variation in academic achievement was found to be 15,654 per cent, which was 96.62 per cent of the total r2 (i.e. 0.162). the independent contribution of watching tv films to the overall variance of achievement motivation was found to be 3,5346 per cent, or 21,81 per cent of the total r2 (0,162). in this study, the results achieved, i.e. figure 1 showed that 132 (43.13%) students were viewers of low tv films (see below 2.5 hours per day), 103 (33.66%) were viewers of medium tv films (see between 2.5 and 3.5 hours per day) and 71 (23.20%) were viewers of heavy tv films (see above 3.5 hours per day). a survey in the united kingdom (uk) in 2015 revealed the average number of hours spent watching television, in line with this research. during the survey, 18 per cent of respondents said they watched tv between 6 and 10 hours a week. similarly, typical american views on average are just over 5 hours of television every single day, most of which are live. about 30 minutes of that time is spent watching previously-filmed shows. the pearson test findings (table 2) revealed that there was no significant positive association between watching tv films and time management with student achievement motivation (r(132)= 0.121, p>0.05) and (r(132)=.124, p>0.05 in low tv audiences, respectively. however, from table 3 there was a significant positive correlation between time management skills and student achievement motivation in medium tv film viewers (r (103)= 0.242, p < 0.05), but there was couns-edu  the international journal of counseling and education vol.5, no.4, 2020 watching television films and time management skill ... | 143 indonesian counselor association (iki) | doi: 10.23916/0020200527220 a significant negative association between watching tv films and student achievement encouragement in broadcast tv viewers (r(103)=-0.235, p<0.05). in addition to the above results, table 4 results showed that there was a significant positive association for heavy tv viewers between achievement motivation and time management (r(71)=0.357**, p<0.05). additionally, motivation for success had no significant correlation with watching tv movies (r(71)=-0.137, p<0.05). likewise, watching tv films had a significant negative association with heavy tv viewers ' time-management skills (r(71)=-0.263**, p<0.05). similarly, research by gaddy (1986), hancox et al. (2005), mielke (1994), potter (1987), and ridley-johnson et al. (1983) showed that total television time spent by a student is just one of several factors that can make a difference. otherwise, spend time on homework assignments, reading, engaging in creative play, or relaxing actually. potter's (1987) reported that the more television the student watched, the greater the impact this would have on their academic performance. additionally, ridder (1963) questioned seventh and eighth graders about their views on television viewing and found that 75 percent of students felt that watching television was beneficial to their studies, while 20 percent of students suggested that watching television restricted their outdoor time. another study by natifia mullings (august 2012) found that the relationship between time management and academic background is a medium direct positive. moreover, there is a strong and substantive relationship between the time management sklls and the students ' academic achievement[r=,221 p<.01] cemaloğ lu, nve filiz, s. (2010). if children are overexposed to home videos, their feelings, emotions and curiosity are always directed at such films and this will definitely affect their concentration levels (arulogun 2009 and adesanya2004). specific associations i.e. table 5 (ry. 123) suggests a significant relationship between low-viewers (y) students and the combination of independent variables (f2, 129=2,351, p<0.05). the determination coefficient (r2y. 123) shows that 3.5 percent of the variance in the achievement motivation was registered. table 6 reveals that both watching tv and time management skills have no significant impact on encouraging achievement among the independent variables. multiple correlations (table 7) (ry. 123) show a significant association between medium tv viewers (y) and an independent variables combination (f 2, 100=6.53 p<0.05). the determination coefficient (r2y. 123) indicates that the linear combination of independent variables represented 11.5 per cent of the variation in achievement motivation. table 7 indicated that both watching tv films and time management skills had a significant impact on the motivation of achievement among the independent variables. in addition, the direct effect of the variables on the motivation of achievement was determined using beta coefficients. the effect of time management skills (ß=0.206, t=2.056, p<0.05) and watching tv movies (ß=0.210, t=2.116, p<0.05) on academic achievement was statistically significant. it was found that the independent contribution of time management skills to the overall variance in academic achievement was 5,665 per cent, which was 58.40 per cent of total r2 (i.e. 0.097). the independent contribution of watching tv films to the overall variance of the achievement incentive was found to be 5.838%, or 60.1% of the total r2 (0.097). multiple correlations (table 8) (ry.123) show a significant relationship between heavy tv viewers (y) and the combination of independent variables (f 2, 69=7,883 p<0,05). the coefficient of determination (r2y. 123) shows that the linear combination of independent variables accounted for 18.6 percent of the variability in the motivation of achievement. table 9 indicated that, among the independent variables, both watching tv movies and time management skills had a significant effect on the motivation of achievement in addition, the direct effects of the variables on the motivation of achievement were determined using beta coefficients. the effects on academic achievement of time management skills (ß=0.-357, t=3.747, p<0.05) and watching tv movies (ß=0.137, t=-2.253, p<0.05) were statistically significant. the independent contribution of time management skills to the overall variance in academic achievement was found to be 15,654 per cent, couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu mulatu, k. k. watching television films and time management skill ... | 144 indonesian counselor association (iki) | doi: 10.23916/0020200527220 which was 96.62 per cent of the total r2 (i.e. 0.162). the independent contribution of watching tv films to the total variance of achievement motivation was found to be 3,5346 per cent, or 21,81 per cent of the total r2 (0,162). conclusions accordingly, it is possible to arrive at the following conclusions from the findings that children have been highly subject to watching tv movies and drama, and this has had a major impact on their motivation for achievement. so, they weren't so motivated to do assignments, homework, and other related tasks. also viewing tv movies and drama, and student management skills have had a significant relationship with their motivation for achievement. it was concluded from the findings that there was a negative relationship between watching tv movies and acting, and student motivation for achievement. the following recommendations were made on the basis of the findings of this study. the recomendation are 1) families will limit their children to seeing only programming that can lead to better changes in their lives and their time spent on television, so that their children will become successful people who benefit their communities and the world. 2) parents must always exercise discipline and force their children to watch excessive television so that their academic performance is not negatively affected. 3) to reduce the amount of time spent watching tv. 4) teachers should have ample assignment to occupy students during their leisure time. parents are well aware that media can impact the performance of their children. references alay, s., & koçak, s. (2003). relationship between time management and academic achievement of university students. kuram ve uygulamada eğitim yönetimi dergisi, 35, 326-335. anderson, d.r. huston, a.c., schmitt, k., linebarger, d.l., wright, j.c. (2001). earlychildhood television viewing and adolescent behaviour: the reconstruct study.monographs of the society for research on child development, 66(264). armstrong, g.b., boirsky, g.a. & mares, m.l. (1991). background television and reading performance.communications monograph, 58. atusenuwa. k. (2002). human resources management: lecture note. ambrose ali university, ekpoma awake (july 22). new york:watcht ower bible and tract society inc. brigitte, j. c., claessens, eerde, w. v., rutte, c. g, roe, r. a. (2005). a review of the time management literature. emerald group publishing limited, 36 (2), 2007. britton, b. k., & tesser, a. (2001). effects of time management practices on college grades. journal of educational psychology, 83, 405-410 canadian paedriatic society (cps). effects of the television on children. retrieved 19 denlinger, j. c. (2009). the effects of time management on college students’ academic performance, ball state university, fact book (students/enrollment). dimkpa, d.i. (2006). factors associated with indecent dressing among female studentsof tertiary institutions in nigeria. journal of education in developing areas (jeda),15(2), 157164. dowson, m., & mcinerney, d. m. (2001). psychological parameters of students’ social and work avoidance goals: a qualitative investigation. journal of educational faisal, z., miqdadi, a. f., mohammad, t., & nabil, m. (2014). the relationship between time management and the academic performance of students. university of bridgeport, bridgpeort, ct, usa fazal, s. (2012), the role of study skills in academic achievement of students: a closer focus on gender. pakistan journal of psychological research, 27 (1), p37-51. felter e. (2004). television and your child: a guide for concerned parents. toronto: tv antario ferri, z.o. (2009). television and academic achievement. indonesian journal of language and communication, 6 (2) 332 – 336. forley, j. (2000).ethics in communication.africa: paulines publications gaddy, d. (1986). television‘s effect on high school achievement. public opinion quarterly,50(3), 340-359 gentile, d. a., & walsh, d. a. (2002). a normative study of family media habits. journal of applied developmental psychology, 23, 157-178. couns-edu  the international journal of counseling and education vol.5, no.4, 2020 watching television films and time management skill ... | 145 indonesian counselor association (iki) | doi: 10.23916/0020200527220 gentile, d.a. & walsh, d. a. (2002, january). a normative study of family media habits.applied developmental psychology, 23, 157-178. hancox, r., milne, b., & poulton, r. (2005). association of television viewing during childhood with poor educational achievement. archives of pediatrics and adolescent medicine, 159(1), 614-618. izundu, i. t. (2005). relationship between home environmental factors and academic performance of secondary school students’. unpublished ph.d thesis university of nigeria, nsukka. karim., & mitra, k. (2015), time management skills effect on self-efficacy and academic performance. journal of american science, 7(12). kathryn, d. (2010). academic performance achievement. retrieved june 14, 2011,from http://www.nichgy.org. kaushar, m. (2013). study of effect of time management on academic performance of college students. journal of business and management, 9 (6), p 59-60. keith, (2000). relationship between school libraries and academic performance in okigwe senatorial zone. unpublished m. ed thesis. kelly, m. (2004). get time on your side, careers & universities, 24 (4), p.28. laurie, a., & hellsten, m. (2002). what do we know about time management? a review of theliterature and a psychometric critique of instruments assessing time management university of saskatchewan, canada. lisa, m., & robert, m. s. (2008). i will do it tomorrow: college teaching. 57 (5), p.212154. academic one-file, https://www.ebscohost.com[accessed oct 4, 2011. maehr, m. l. (2008). culture and achievement motivation, international journal of psychology, 43: 5, 917918 mcclelland, d. c. (1985). human motivation. chicago:scott foresman. mcclelland, d.c. (1961). the achieving society. princeton, new jersey: van nostrand. mcclelland, d.c., & winter, d.g. (1969). motivating economic achievement. new york: free press media awareness network. effect of tv viewing on children. retrieved.http:// mohnkuchen iwritebrief 2 blogspot.com/2009/05/education 03.html. mercanlioglu. c. (2010), the relationship of time management to academic performance of master level students, international journal of business and management studies, 2 (1), p. 255-276. mielke, k.w. (1984). on the relationship between television viewing and academic achievement. journal of broadcasting & electronic media, 38(3), 361-366.nigerian journal of curriculum studies, nneji, l.m. (2004). an impediment to curriculum implementation at the tertiary levelof education. in a.o.k. noah, d.o. shonibare, a.a. ojo, & olujuwon (eds.). (pp.149155). curriculum implementation and professionalizing teaching. sabo-yaba, lagos: c.e.s. publications. noar, s. m., anderman, e. m., zimmerman, r. s. & cupp, p. k. (2005). fostering achievement motivation in health education, journal of psychology & human sexuality, 16: 4, 59-76 noftle, e., robins., & richard, w. (2007). personality predictors of academic outcomes: big five correlates of gpa & sat scores. journal of personality and social psychology, 93, 116-130. nwafor, n.h.a.(2006).youth violence in the niger delta and its educationalimplications.journal of education in developing areas. omojuwa, a., timothy, c. and obiekezic, e. (2009). the television factors in vocabulary development among secondary school students in cross river state, nigeria. global journal of educational research, 8 (132): 55 – 59 raj, p. s. (2012, april 20). sedentary lifestyle: it’s time to unplug and play. new straits times, retrieved june 10, 2013, from http://www.nst.com.my/opinion/letters-to-theeditor/sedentary-lifestyle-it-stime-to-unplug-and-play-1.75817 reading research and instruction, reiking, d. & wu, j. (1990). reexamining the research on television and reading. ridley-johnson, r., cooper, h., & chance, j. (1983). the relation of children‘s television viewing to school achievement and i.q. the journal of educational research, 76(5), 294-297. sabelis, i. (2001), “time management: paradoxes and patterns”. time & society, 10, p387-400. sevari, k., & kandy, m. (2011). time management skills effect on self-efficacy and academic performance. journal of american science, 7(12), 720-726. steinberg, l. (2005). psychology of adolescents. new york: mcgraw hill. tina, s. and melinda, l.s. (2007). the effect of television on time spent completing an assignment. j. undergraduate psychal resources, pp 2. http://www.nichgy.org/ http://www.ebscohost.com/ http://www.nst.com.my/opinion/letters-to-the-editor/sedentary-lifestyle-it-s-time-to-unplug-and-play-1.75817 http://www.nst.com.my/opinion/letters-to-the-editor/sedentary-lifestyle-it-s-time-to-unplug-and-play-1.75817 http://www.nst.com.my/opinion/letters-to-the-editor/sedentary-lifestyle-it-s-time-to-unplug-and-play-1.75817 couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu mulatu, k. k. watching television films and time management skill ... | 146 indonesian counselor association (iki) | doi: 10.23916/0020200527220 ucheoma, m.c (2008). relationship between oral reading miscues and reading comprehension ph.d dissertation submitted to the faculty of education, abiastate university. yilmaz, i., yoncalik, o., & bektaş, f. (2006). relationship between the time management behavior and academic success. e-journal of new world sciences academy, 5(3), 187-194. couns-edu the international journal of counseling and education vol.4, no.1, 2019, pp. 29-37 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020190419310 received on 12/12/2018; revised on 17/02/2019; accepted on 28/02/2019; published on 03/03/2019 29 students’ need on basic english grammar teaching material based on interactive multimedia: an innovative design yuli tiarina *)1 , hermawati syarif 2 , jufrizal jufrizal 3 , yenni rozimela 4 1234 universitas negeri padang, indonesia * ) corresponding author, e-mail: yulitiarina@yahoo.co.id abstract this study was meant to explorers students’ need on grammar teaching material. it was based on interactive multimedia generated into an innovative model of grammar teaching material. this was a r&d study with gall and borg model with the population consisting of students from english department of universitas negeri padang taking basic english grammar subject. stratified sampling technique involving seventy eight students was used and data collection was through an open questionnaire. the results showed basic english grammar teaching material based on interactive multimedia was highly needed and students have different learning style. besides, they have different interest in music, movies and colors with all of them own laptops. further research to investigate the effectiveness of the model of basic english grammar teaching material based on interactive multimedia needs to be conducted. keywords: grammar, teaching material, innovation, interactive multimedia how to cite: tiarina, y., syarif, h., jufrizal, j., & rozimela, y. (2019). students’ need on basic english grammar teaching material based on interactive multimedia: an innovative design. couns-edu: the international journal of counseling and education, 4(1), 29-37. doi:http://dx.doi.org/10.23916/0020190419310 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction disruptive innovation, predicted by cristensen in the 90s, has come true (christensen, 2011; ninio, 2019; vanmassenhove, du, & way, 2017; widyasari, 2018) and now comes up the theory of disruptive innovation on education. as the name implies disruptive innovation is unruly for conventional lecturers reluctant to use technology in education. in this era, a lecturer has at least five roles. these include serving as an educator, demonstrator, motivator, facilitator, and evaluator/assessor, and sometimes a designer. a lecturer must not rely the teaching material on the books only or in printed form but rather must design other techniques utilizing technology. it is time for grammar lecturers to rise up and keep pace with technological advancement (arjulayana, 2018; van trijp, 2017). a number of studies pointed out the use of technology such as multimedia in various method and media enhance maximum opportunities for an english grammar lecturer to improve students’ content mastery and motivation. according to mohamad (2009), students experienced with internet-based grammar instruction (ibgi) made fewer errors on their essay when compared to tradional colleagues. similarly, naba’h (2012) with his experiment research established that students with computer assisted grammar teaching recorded higher scores. furthermore, according to chang & ling (2012) cognitive – motivational model & call increased students grammar mastery and reading comprehension. parra (2016) articulated from his qualitative data that students and parents had high motivation to learn grammar through video podcast. similarly, a study conducted by saeedi & biri (2016) showed animated sitcoms managed to increase students’ grammar mastery on conditional sentences and as well as their http://dx.doi.org/10.23916/0020190419310 couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yuli tiarina, et al. students’ need on basic english grammar teaching material based on interactive multimedia... | 30 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419310 interest. tell me more, another courseware, is useful for both teachers and students (yunus, hasyim, embi, & lubis, 2010). a research done by koehler, thompson & phye (2011) developed grammar learning using multimedia program with embedded tracking. none of the previous studies, however, discuss the use of multimedia in teaching materials, with all focusing on experimenting the method and media. unquestionably, teaching materials are important component in curriculum. (cunningsworth, 1995; howard chen, sarah cheng, & chirstine yang, 2017) pointed out the role of materials in language teaching “as a resource for presentation resources; activities for learners practice and communicative interaction; for learners on grammar, vocabulary, pronunciation stimulation and ideas for classroom functions; self-directed learning or self acces work”. text books, recording, video and newspaper are basic materials for use (krivochen, 2019; macswan, 2018; tomlinson, 2011). according to tomlinson (2011), materials development refers to anything carried out by writers, teachers or learners to provide sources of language input in ways which maximize the likelihood of intake. basically, materials developers, including teachers, may bring pictures or advertisements in the classroom, compose a textbook, and design a student worksheet, read a poem or an article aloud. naba’h (2012) recommended varying the methods according to students’ need and interest. teachers need to develop their own teaching material. however, relying on text books do not guarantee the effectiveness of teaching and learning process (herrington & herrington, 1998). lecturers need teaching materials which promote visual, verbal and kinestetic learning (turnbull & lawarence, 2002), to ensure the ‘visual’, ‘audio’ or ‘kinestetic’ students benefit from their presentation. they should provide immediate feedback (becker, 2001), and offer flexibility of time which allows students to choose particular topics and how long they want to learn (hartoyo, 2008). moreover, they should offer an individual interactive learning program that is beneficial for both ‘fast’ and ‘slow’ learning students (naba'h, 2012). these characteristic is not found in books sold in the market.for this reason, a teacher needs to develop teaching materials based on technology (motteram, 2011) by considering students’ needs (holguin & morales, 2014). this will help improve the content, topics, the kind of exercises, instructions, and so forth.the material should reflect the students’ need (cunningsworth, 1995; lodhi & akash, 2019; xiang & liu, 2018). based on the above discussion, a study on designing basic english grammar teaching material based on interactive multimedia was needed. this research investigated students’ need in developing english basic grammar teaching materials. it was supposed to produce a tentative or temporal innovative design for basic english grammar teaching material based on interactive multimedia. the importance of teaching grammar grammar is often defined as forms and rules, a correct definition but not entirely true. grammar is not only a system of rules governing the conventional arrangement and relationship of words in a sentence or a description of the rules governing how a language's sentences are formed ( brown h. d., 2001; budi setiawan, 2018; ibatova & ivanova, 2018; thornbury, 1999). it is a system of lexicogrammatical patterns used to make meaning in appropriate ways (larsen-freeman, 2014, p. 258). besides, larsen-freeman (2014) highlights that grammar has three dimensions, structure or form, semantics or meaning, and use or pragmatic. this means it focuses on how to form meaningful sentences in appropriate context (wennerstrom, 2017). since the emergence of communicative approach, many language practitioners think grammar is not necessary. such individuals might be influenced by the zero-option principle by rod ellis and input hypothesis by stephen krashen (brown h. d., 2001). however, they are insensible to what skehan (1994, p. 175) said, that “grammar still has a role to play in language teaching, but not in a direct manner”. some studies have shown that grammar teaching contributes to student language performance (burgess & etherington, 2002; fatemipour & hemmati, 2015; housen, pierrard, & van daele, 2005). according to thornbury (1999), grammatical instruction should be given for several reasons. first, grammar teaching provides a guidance to language learners to produce unlimited numbers of sentences. second, the teaching of grammar offers direct correction to sentences containing ambiguity of meaning. third, grammar teaching helps learners avoid the fossilization of mistakes. therefore, instead of asking whether to teach grammar, it is better to, as pointed by brown (2001), find optimal condition for overt teaching of grammar. this brings us to the need of innovation. couns-edu  the international journal of counseling and education vol.4, no.1, 2019 students’ need on basic english grammar teaching material based on interactive multimedia... | 31 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419310 technology and multimedia innovation is “an improvement; a change; something new that did not exist before, something new at a specific context; all of the above combined; any of the above, but only when successfully implemented” (reinders, 2014). the definition implies to be innovative does not mean finding, discovering or creating something new, but instead doing something to improve the existing method, media or printed teaching material(hariguna & akmal, 2019; rasel, saad abdullah, & chakrabarty, 2019; wang & zhou, 2019). developing teaching materials with interactive multimedia is an innovation. the teaching materials are not restricted to pieces of text. it include a variety of media; static and animated texts, sound, voice, still graphics (photos, illustrations, diagrams, icons, maps, etc.), animated graphics, and video (derewianka, 2014). interactivity is another element of multimedia which allow users to determine their steps using the media. a tool helps the user navigate by clicking on the available links or selecting the menu (collins, hammond, & wellington, 1997; mayer r. e., 2005). according to moreno and valdez in jingjit (2015), multimedia learning refers to a scientific explanation using instructional media in the classroom. the implementation of multimedia learning promote meaningful erudition. this can be achieved if learning materials are delivered to students through various tools, and interactivity in student educative activities. kalyuga (2009) states that in teaching, teachers should be able to create an effective learning environment using words and images to promote the learning process. quoted from sudhata and tegeh (2009), multimedia is divided into two categories,: linear and interactive. linear multimedia is not equipped with any controller operated by the user but runs sequentially (sequentially), for example tv and movies. contrastingly, interactive multimedia is equipped with user-operated controller and users choose what they want for the next process () (huang, 2018; phillips, 1997; schwier & misanchuk, 1993; wu, 2018). there are several types of multimedia viewed from message delivery and feedback. judging from the message attainment tool, ( chapman and chapman in sudatha and tegeh 2009; chen, juan, & liang, 2018; mohamadi zenouzagh, 2018) divide multimedia into online and offline deliveries. the former network to deliver information from one computer to a computer or server machine that becomes the center of data storage to another network, either local within an organization or the internet. in contrast, offline delivery is multimedia stored using a removable storage or packing device, such as on dvd or cdrom. judging from the type of feedback in computer programs, (laurillard in munir 2010; jeong, 2018; qian, 2018) mentions two types of feedback, intrinsic and extrinsic. the intrinsic is the resultant feedback caused by a natural action. in this case, the program provide question facilities with answers. contrastingly, extrinsic is a feedback to the data entered into the program because it provides a search facility for a particular word. additionally, for a multimedia program created as an interactive media, feedback facility is very important. generally, results are expected to increase the motivation of learners. without feedback, learners are unaware of the consequences of their actions and this cause doubts. the creation of a multimedia program should take into consideration appropriate feedback for its learning as it improves the level of creativity of learners. method in principle, this study followed the steps of research and development (r&d) from gall, gall and borg (2003). however, in its implementation, the model was simplified and adapted to the needs in the field. the term simplification and adjustment is also called small scale model (gall, gall, & borg, 2003, p. 572). this small scale model is carried out in writing a dissertation which use limited research steps but does not reduce the essence of the model. therefore, this study used 2 steps out of the total 10. these are preliminary research and information gathering and developing a form of the product. in step 1, the researcher reviewed and collected information on student needs and characteristics through a questionnaire validated by two grammar experts. the study was conducted at english department of universitas negeri padang using stratified sampling technique with four classes. the researcher took randomly 10% for each class and seventy eight students were involved. open questionnaires were used to find the needs of students on basic english grammar teaching materials. this was based on interactive multimedia consisting of fourteen (14) statements about approach and organization of teaching material, and 5 open questions on the availability of personal computers or laptops, learning styles, preferred movie types, music/songs, and colors. the data on students’ needs were referred to scoring or value criteria. couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yuli tiarina, et al. students’ need on basic english grammar teaching material based on interactive multimedia... | 32 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419310 weight 1 was for not needed, 2 for fairly needed, 3 for needed and 4 very needed. to get the average level of need, each category was summed and divided by the number of students. then, the average score for each item was converted and interpreted in 4 categories as in the table below. table 1. criteria for students’ need on basic english grammar teaching material based on interactive multimedia number mean score criteria 1 0.00 – 1.00 not needed 2 1.01 – 2.00 fairly needed 3 2.01 – 3.00 needed 4 3.01 – 4.00 very needed in step 2, teaching materials were developed using the basic components proposed by tomlinson and hannafin & peck. these were packed using the principle of developing multimedia-based teaching materials, applying eleven multimedia principles by mayer and determining phillips's documentation, navigation, and graphic designs. the researcher designed the initial model of teaching material by involving a web designer. results and discussions the findings will be derived into three parts. student needs analysis on teaching material based on interactive multimedia the following was the result of students’ need presented in numerical form and reinforced with description of suggestions. the aspect was the need for an approach and teaching material organization described in 14 statements. it explored the level of the students' needs on the importance of teaching materials, learning approaches, the importance of interactive multimedia, and the organization or composition of teaching materials. table 2 shows the number of student needs on the importance of instructing materials, learning approaches, the importance of interactive multimedia, and the organization or composition of teaching materials. table 2. students’ needs analysis on teaching material based on interactive multimedia number items score criteria 1 the needed of teaching material for basic grammar. 3.8 very needed 2 fun basic grammar teaching material 3.5 very needed 3 direct learning grammar from lecturers 3.4 very needed 4 learning grammar from interactive multimedia 3.1 very needed 5 the opening of basic grammar teaching material through films, short stories, songs or poets displayed through interactive multimedia 3.2 very needed 6 discussion on the films, short stories, songs or poets displayed through interactive multimedia 3.1 very needed 7 teaching grammar inductively 3.4 very needed 8 teaching grammar deductively 3.3 very needed 9 making students’ own sentences 3.3 very needed 10 contextual and communicative exercises 3.1 very needed 11 learning materials through interactive multimedia independently 2.6 needed 12 time for independent study trough interactive multimedia 2.8 needed 13 direct feedback for exercises 3.2 very needed 14 interactive grammar games 3..3 very needed couns-edu  the international journal of counseling and education vol.4, no.1, 2019 students’ need on basic english grammar teaching material based on interactive multimedia... | 33 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419310 twelve of the 14 statement points were ‘very needed’ by students (scores 3.1 – 3.8). basic grammar teaching materials was also very needed (3.8). basic grammar teaching materials really needed (3.5) fun teaching materials. therefore, in the next statement they really need (3.1) teaching materials that use multimedia. the above findings were supported by student suggestions for the development of teaching materials. among 78 students, half (50%) gave suggestions for teaching material to be more fun, varied and the lecturers not relying on textbooks, interesting, creative and innovative using interactive image, audio, video, power point and games. however, one student (1.3%) in his suggestion wrote that multimedia is less effective for basic grammar courses and teaching materials should be presented directly. besides, two other students (2.6%) gave suggestions for teaching materials presented directly by lecturers or combined with multimedia and games. associated with learning directly from lecturers, students also need multimedia (3.4). therefore, students desperately need a good grammar basic teaching material learned directly from lecturers and through interactive multimedia. for the organization of basic grammar teaching materials based on interactive multimedia, students need (3.2) teaching materials opened with movies, songs, short texts or poems. furthermore, they are also in great need of (3.1) movies, songs, short stories or poems presented. for the learning approach, students really need both techniques, that is inductive (3.4) and deductive (3. 3). in the written suggestion, 21 students (26.9%) needed a detailed explanation of the material and given examples. thus the students desperately need teaching materials with a prelude in form of a film, song, short text or poetry discussed and used as a guide related to the material to be studied. the lecturer explains the concept by examples afterwards. for assessment, students need (3.3) to make examples in their own language. one student (1.31%) suggested that lecturers should involve them by asking them to make sentences in their own language. moreover, they also need (3.1) contextual and communicative exercises urgently. besides, they urgently need (3.2) exercises that directly provide feedback through interactive multimedia, and (3.3) fun gameshaped exercises. two students (2.62%) gave suggestions for lecturers to give feedback in order to find out whether the work done is correct or not. three students (3.85%) suggested that lecturers should be able to monitor the extent of their development and understanding of the grammar and five others (6.41%) suggested giving training in form of games. therefore, in assessment aspect, teaching materials should have a training component involving students actively, either by allowing them to make their own sentences or through games. teaching materials should facilitate lecturers and students in giving and getting feedback in order to track progress or understanding of students. for self-study needs, students' scores were 2.6 and 2.8, indicating they need to study the materials independently through interactive multimedia, and have time to learn independently through it. from the written advice, only one student (1.31%) suggested they should be given the opportunity to learn independently. five others (6.41) stated in writing that they prefer to do assignments in the classroom rather than at home because they want direct guidance from lecturers. facility and characteristics of students almost all students (91%) had laptops or personal computers for can use inside or outside the classroom. two students (2.6%) gave did not have laptops but took turns with their siblings while five others (6.4%) did not have completely. student learning style was divided into three visual, audio and kinestetik. more than half of the students (52.6%) had visual learning styles while 28.2% of had audio learning styles and the rest (18%) had a kinesthetic. students were given the freedom to write movies, music and color, more than one in each option. the favorite movies include comedy, drama, horror, humor, documentation, action, mystery and animation. the best music types were pop, jazz, rock, country, reggae, hiphop, edm, r & b and classic while favorite colors are blue, green, black, pink, red, white, gray, purple, brown, yellow, orange, and maroon. the model of teaching material for basic english grammar based on interactive multimedia based on the above findings, the development of teaching materials needs to be developed with the following principles: 1. basic grammar teaching materials should encompass movies, songs, short stories or poems as an and examples of the use of grammar taught before described in detail by the lecturer. learning sessions couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yuli tiarina, et al. students’ need on basic english grammar teaching material based on interactive multimedia... | 34 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419310 should start with presenting films, songs or asking the students to watch early enough. literary work make teaching materials fun, interesting and have moral value (atmaca & gunday, 2016; hua & li, 2015). this section is referred to as time to watch. to avoid the boredom, for example, a movie should be used at the start of the first lesson and a song on the next class. the movies, song or short stories should be taken from youtube. 2. movies, songs and or short stories should be discussed by students and lecturers. this is referred to as time to chat. after watching movies, listening to the song and or reading the short stories, answering some questions should follow. 3. the teachers’ explanation is still needed by the students. the finding is in line with deng & ling according to (2016) who stated that many learners still like deductive teaching and therefore there should be focus on the grammar being studied. once the lecturer explains the material, examples of the use of grammar should be provided. this is referred to as time to focus. the content should be taken from trusted grammar website. 4. the exercises should be presented in form of sentences, paragraphs or stories as well as interactive games. this make teaching materials interesting, keep students active and improve their grammar mastery (macrory, 2000; raftery & santos, 2015; smaldino, russell, heinich, & molenda, 2014). the exercises should be given both inside and outside the class. to make it more interesting, exercise in the class should be presented in interactive games. the students can play individually or classically. this is referred to as time for fun. the games should be taken from internet. 5. the exercises should be given immediate feedback either directly by the lecturer or from the interactive multimedia and immediate feedback should be provided (becker, 2001). this is referred to as time for practice and should contain interactive task and exercises. 6. teaching materials should be supplemented with tools students may learn independently. they should offer flexibility of time that allows the them to choose particular topics and how long they want to learn (hartoyo, 2008). this section is referred to as time for tube. the students should learn at home by watching tutorial taken from youtube independenly and choose what they want and when to watch. 7. the task and exercises should be fun. as the last section, there should be time for action, a closing task designed for students to produce what they learn and understand in written or oral forms. if the opening is a movie, the students’ task is to articulate the missing utterances of the movie with the appropriate and accurate expression or sentence. if the opening is a song, they should write a lyric of the song focusing on the grammar they learn. 8. most of the resources of the materials should be taken from the internet, website, and youtube in order to make the materials authentic and technology based (kervin & derewianka, 2011; motteram, 2011). a look at the findings of students’ need analysis proves grammar lecturers have to open their mind for techonology. one possible explanation is the students highly need teaching material based on multimedia interactive. what students need really reflects that students are native in technology and familiar with media social. conclusions understanding and identifying students’ need is vital in developing fun and interesting teaching material. students need teaching material suitable with their learning style, and music preferences. they need immediate feedback and flexibility of time which allows them to choose particular topics and how long they want to learn. lecturers should design interactice multimedia covering students’ need. they need explanation from the lecturer and study independently at home. while learning, they need fun exercises and tasks and start the material with literary work. besides, they need to generate the syntax of teaching material as time to watch, chat, focus, practise, have fun, and action. further research on the effectiveness of the model of basic english grammar teaching material based on interactive multimedia needs to be conducted to provide recommendations for future study. couns-edu  the international journal of counseling and education vol.4, no.1, 2019 students’ need on basic english grammar teaching material based on interactive multimedia... | 35 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419310 references arjulayana. (2018). non-english learners’ needs in learning english as a foreign language. asian efl journal, 20(4), 154–161. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085063439759&partnerid=40&md5=72245e090112f7db5ce705f82bcb0d52 atmaca, h., & gunday, r. (2016). using literary text to teach grammar in foreign language classroom. participatory educational research (per)issn: 2148-6123, 127-133. becker, h. (2001). pedagogical motivation for students computer use that lead to student engagement. educational technology, 19-43. brown, h. d. (2001). teaching by principles (2nd ed). new york: longman. budi setiawan, a. (2018). english grammar on 2013 curriculum: the development of game based learning multimedia. matec web of conferences, 205. https://doi.org/10.1051/matecconf/201820500011 burgess, j., & etherington, s. (2002). focus on grammatical form: explicit or implicit. system, 30(4).http://dx.doi.org/10.1016/s0346-251x(02)00048-9, 433-458. chang, m.-m., & lin, m.-c. (2012). integrating cognitive-motivational strategies into multimedia-based english instruction for low-achivers. 22-15 agustus eurocall. gothenburg: research-publishing.net. chen, j.-a., juan, c.-f., & liang, j.-c. (2018). exploring the relationships between efl learners’ choices of multimedia and their approaches to learning english. icce 2018 26th international conference on computers in education, workshop proceedings, 97–103. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085060044813&partnerid=40&md5=5647e1c0ef476b2e7996f58b0ebdd1f8 christensen, c. m., horn, m. b., & johnson, c. w. (2011). disrupting class: how disruptive innovation will change the way the world learns. new york: mcgraw hill. collins, j., hammond, m., & wellington, j. (1997). teaching and learning with multimedia. london: routladge. cunningsworth, a. (1995). choosing your coursebook. oxford: heinemann. deng, f., & lin, y. (2016). a comparative study on beliefs of grammar teaching between high school english teachers and students in china. english language teaching. 9(8) url: http://dx.doi.org/10.5539/elt.v9n8p1, 1-10. derewianka, b. (2014). developing electronic materials for language teaching. in b. tomlinson, developing materials for language teaching (pp. 199 218). london: bloomsbury academic. ellis, r. (2003). task-based language learning and teaching. oxford: oxford university press. fatemipour, h., & hemmati, s. (2015). impact of consciousness-raising activities on young english language learners’ grammar performance. english language teaching, 8(9)doi:10.5539/elt.v8n9p1 url: http://dx.doi.org/10.5539/elt.v8n9p1, 1-10. gall, m. d., gall, j. p., & borg, w. r. (2003). educational research: an introduction. ed.7th. boston: pearson education. hariguna, t., & akmal. (2019). assessing students’ continuance intention in using multimedia online learning. telkomnika (telecommunication computing electronics and control), 17(1), 187–193. https://doi.org/10.12928/telkomnika.v17i1.10328 hartoyo, a. (2008). individual differences in computer-assisted language learning (call) . semarang: universitas negeri semarang. herrington, j., & herrington, a. (1998). authentic assessment and multimedia: how university responds to a model of authentic assessment. higher education research and development, 17(3), 305-322. holguin, b. r., & morales, j. a. (2014, october). materials development in the colombian context: some considerations about its benefits and challenges. how: a columbian journal for teaching of english, 21(2), 134-150. housen, a., pierrard, m., & van daele, s. (2005). rule complexity and the efficacy of explicit grammar instruction. in a. housen, & m. pierrard (eds.) . investigation in instructed language acquisitionamsterdam: mouton de gruyter. http://dx.doi.org/10.1515/9783110197372, 235-269. howard chen, h.-j., sarah cheng, h.-w., & chirstine yang, t.-y. (2017). comparing grammar feedback provided by teachers with an automated writing evaluation system. english teaching and learning, 41(4), 99–131. https://doi.org/10.6330/etl.2017.41.4.04 hua, c., & li, b. (2015). bringing fun and meaning into grammar learning: a case study of a secondary-level efl class in. cogent education, vol. 2, no.1. huang, h. (2018). computer multimedia aided word annotation for incidental vocabulary acquisition in english reading. kuram ve uygulamada egitim bilimleri, 18(6), 3417–3427. couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yuli tiarina, et al. students’ need on basic english grammar teaching material based on interactive multimedia... | 36 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419310 https://doi.org/10.12738/estp.2018.6.248 ibatova, a. z., & ivanova, n. l. (2018). teaching english grammar to engineering students and improving its efficiency in the context of the educational program in tyumen industrial university. international journal of mechanical engineering and technology, 9(4), 1117–1125. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085046782869&partnerid=40&md5=05ea52a2b5720741b996eef843e9acbb jeong, k.-o. (2018). developing efl learners’ communicative competence through multimedia-assisted language learning. journal of theoretical and applied information technology, 96(5), 1367–1376. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085044238424&partnerid=40&md5=f2c1c6348419f21252dd922854fcadd0 jingjit, m. (2015). the effects of multimedia learning on thai primary pupils’ achievement in size and depth of vocabulary knowledge. journal of education and practice (online), vol. 6. no. 32, (http:// www.iiste.org), 72-81. kalyuga, s. (2009). managing cognitive loading adaptive multimedia learning. systemics, cybernetics, and informatics (online), vol. 7, no. 5 (http://www.iiisci.org), 16-21. kervin, l., & derewianka, b. (2011). new technology to support language learning. in b. tomlinson, materials development in language teaching (pp. 328-350). cambridge: cambridge university press. koehler, n. a., thompson, a. d., & phye, g. d. (2011). a design study a multimedia instructional grammar program with embedded tracking. instructional science: an international journal of the learning sciences, 39(6), 939-974. krivochen, d. g. (2019). on trans-derivational operations: generative semantics and tree adjoining grammar. language sciences, 74, 47–76. https://doi.org/10.1016/j.langsci.2019.04.002 larsen-freeman, d. (2014). "teaching grammar". in m. celce-murcia, d. m. brinton, & m. a. snow, teaching english as a second or foreign language (pp. 256-270). boston: heinle. lodhi, m. a., & akash, a. (2019). identifying language learning gaps of esl students at intermediate level in pakistani colleges. bellaterra journal of teaching and learning language and literature, 12(1), 44– 64. https://doi.org/10.5565/rev/jtl3.783 lyashensko, m. (2016). implementation of web-based technologies into teaching and learning practices in the university. international journal of information and education technology (online), vol. 6, no. 3, (http://www.ijet.org), 243-246. macrory, g. (2000). learning to teach grammar in the modern foreign language classroom and some implications for initial teacher education. research in education, 64, http://dx.doi.org/10.7227/rie.64.1, 55-82. macswan, j. (2018). academic english as standard language ideology: a renewed research agenda for asset-based language education. language teaching research. https://doi.org/10.1177/1362168818777540 mayer, r. e. (2001). multimedia learning. new york: cambridge university press. mayer, r. e. (2005). introduction to multimedia learning. dalam r. e. mayer, the cambridge handbook of multimedia learning (hal. 1-16). cambridge: cambridge university press. mohamad, f. (2009). internert-based grammar instruction in the esl classroom. international journal of pedagogies and learning,vol. 5, no.2, 34-48. mohamadi zenouzagh, z. (2018). multidimensional analysis of efficacy of multimedia learning in development and sustained development of textuality in efl writing performances. education and information technologies, 23(6), 2969–2989. https://doi.org/10.1007/s10639-018-9754-y motteram, g. (2011). developing language-learning materials with technology. in b. tomlinson, materials development in language teaching. 2nd edition (pp. 303-326). cambridge: cambridge university press. munir. (2010). kurikulum berbasis teknologi informasi dan teknologi. bandung: alfabeta. naba'h, a. m. (2012). the impact of computer assisted grammar teaching on efl pupils' performance in jordan. international journal of education and development using information and communication technology, vol.8, no. 1, 71-90 ninio, a. (2019). complement or adjunct? the syntactic principle english-speaking children learn when producing determiner–noun combinations in their early speech. first language, 39(1), 33–44. https://doi.org/10.1177/0142723717729276 parra, s. (2016). use of student created video postcards to promoto language grammar acquisition in middle school. florida: unpublished dissertation, proquest llc, nova southern university. couns-edu  the international journal of counseling and education vol.4, no.1, 2019 students’ need on basic english grammar teaching material based on interactive multimedia... | 37 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419310 phillips, r. (1997). the developers' handbook to interactive multimedia. london: british library. qian, y. (2018). application research of e-learning network teaching platform in college english reading teaching. kuram ve uygulamada egitim bilimleri, 18(5), 1819–1827. https://doi.org/10.12738/estp.2018.5.082 raftery, b., & santos, j. (2015). grammar games: a case for instructionist game models to enhance grammar awareness and acccuracy. journal of instructional research, vol.4. http//eric.ed.gov, 142-147. rasel, a. a., saad abdullah, m., & chakrabarty, a. (2019). learning dictionary for higher secondary school textbook in bangladesh. 2018 joint 7th international conference on informatics, electronics and vision and 2nd international conference on imaging, vision and pattern recognition, iciev-ivpr 2018, 334–337. https://doi.org/10.1109/iciev.2018.8641029 reinders, h. (2014). dipetik december 15, 2016, dari www.cambridge.org/discoveryreaders saeedi, z., & biri, a. (2016). the application of techonology in teaching grammar to efl learners: the role of animated sitcoms. teaching english with technology, vo. 16, no. 2, 18-39. schwier, r. a., & misanchuk, e. r. (1993). interactive multimedia instruction. new jersey: educational technology publications. skehan, p. (1994). "second language acquisition strategies, interlanguage development and task based learning". in m. bygate, a. tonkyn, & e. williams, grammar and the language teacher (pp. 175-200). new york: prentice hall. smaldino, s. e., russell, j. d., heinich, r., & molenda, m. (2014). instructional media and teachnology for learning. ed.10th. new jersey: prentice hall. sudhata, i. g., & tegeh, i. m. (2009). dipetik march 12, 2017, dari http://test.elearningambarsrilestari.web.id/wp-content/uploads/2016/01/desain-multimedia.pdf. thornbury, s. (1999). how to teach grammar. harlow: pearson longman. tomlinson, b. (2011). materials development in language teaching. dalam b. tomlinson, materials development in language teaching, second ed. (hal. 1-24). cambridge: cambridge university press turnbull, m., & lawarence, g. (2002). computers make sense according to brain research... but what do students think? canadian association of second language teacher. van trijp, r. (2017). a computational construction grammar for english. aaai spring symposium technical report, ss-17-01-, 266–273. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085028703667&partnerid=40&md5=222530a8c625ad639ca1c189e036e43f vanmassenhove, e., du, j., & way, a. (2017). investigating “aspect” in nmt and smt: translating the english simple past and present perfect. computational linguistics in the netherlands journal, 7, 109–127. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085032571980&partnerid=40&md5=286f4a73c3032ca7fd93266b36f62fa6 wang, y., & zhou, h. (2019). study on the network-based english phonetics teaching mode for englishmajor students. international journal of emerging technologies in learning, 14(5), 165–175. https://doi.org/10.3991/ijet.v14i05.8277 wennerstrom, a. (2017). intonation and language learning. in the routledge handbook of contemporary english pronunciation (pp. 154–168). https://doi.org/10.4324/9781315145006 widyasari, f. e. (2018). musical intelligence based instructions to teach english to young learners. asian esp journal, 14(3), 17–31. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085056986801&partnerid=40&md5=7d05a7f90607402c5241a4fe8528ca19 wu, b. (2018). construction of ecological teaching model for college english course under the background of internet plus. kuram ve uygulamada egitim bilimleri, 18(6), 3515–3521. https://doi.org/10.12738/estp.2018.6.261 xiang, d., & liu, c. (2018). the semantics of mood and the syntax of the let’s-construction in english: a corpus-based cardiff grammar approach. australian journal of linguistics, 38(4), 549–585. https://doi.org/10.1080/07268602.2018.1510726 yunus, m. m., hasyim, h., embi, m. d., & lubis, m. a. (2010). the utilization of ict in the teaching and learning of english: tell me more. procedia-social and behavioralsciences, 9, 685-691. couns-edu the international journal of counseling and education vol.4, no.3, 2019, pp. 102-113 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020190423740 received on 05/24/2019; revised on 07/17/2019; accepted on 08/15/2019; published on: 09/15/2019 102 expressive writing changes grief into meaning – a sequential explanatory design approach setiawati intan savitri 1*) , bagus takwin 2 , amarina ashar ariyanto 3 , rachel t.a aribowo 4 1universitas mercubuana, indonesia 234universitas indonesia, indonesia, *)corresponding author, e-mail: intan.savitri72@gmail.com abstract the purpose of the present study was to describe the effect of expressive writing on the level of one’s grief through a sequential design (expressive writing experiments for 3 consecutive days for 15 minutes each days then an analysis of the participant’s writing contents was conducted). this study used a pre-post test matching technique experimental design follow up by content analysis. the total number of participants (both in the experimental and control groups) was 30 (m-age = 21.2; sd = 1.2), lost their parents more than six month. randomized matching technique was use to divide participant into experimental (expressive writing) and control (non-expressive writing).the baseline score measured by the complicated grieving inventory of >25 (prigereson, 1995). results showed that the experimental group had a decreased level of grief relative to the control group, the texts showed an interested result to be further discussed. keywords: complicated-grief, icg, expressive writing, sequential explanatory how to cite: savitri, s., takwin, b., ariyanto, a., & aribowo, r. (2019). expressive writing changes grief into meaning – a sequential explanatory design approach. couns-edu: the international journal of counseling and education, 4(3), 102-113. doi: https://doi.org/10.23916/0020190423740 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction grieving is a normal symptom of an individual who loses someone or something he or she loves ((stroebe, 2010). however, some expert divided grieving into two different classifications: typical grief and atypical grief. a typical grief is characterized by protest and despair, including the emergence of the symptoms of physical disorders, such as lethargy and feelings of being unable to escape from the past but, over time, it can eventually subside and is accepted (bonanno et al., 2002). an atypical grief is one not subsided for more than a year, referred to as a prolonged grief disorder or complicated grief, or persistent complex bereavement disorder (lundorff, holmgren, zachariae, farver-vestergaard, & connor, 2018; prigerson et al., 2009). the signs of this last symptom include a sense of prolonged loss not subsided by time, always feeling the deceased near and nearby, performing mummification or organizing items or property of the deceased, which are not allowed to be changed, as if the latter is still alive, as well as numbness not disappearing after one week of events (bowlby, n.d 2008.) handling of negative emotions due to the loss of either someone or something by means of expressive writing has been researched by (chung & pennebaker, 2007). expressive writing, that asks participants to express their deepest thoughts and feelings during four days in a consecutive days for 30 minutes per day proved to effectively cope with negative feelings. it produces adaptive effects in various http://dx.doi.org/10.23916/0020190423740 couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu setiawati intan savitri, et. al expressive writing changes grief into meaning – a sequential ... | 103 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 contexts of loss, such as in breast cancer patients (lu, gallagher, loh, & young, 2018) in those who lost their jobs (chung & pennebaker, 2007), those who lost a partner in a romantic relationship or had a broken heart (lepore & greenberg, 2002). however, studies linking the effects of expressive writing to the loss of parents or one of the parents are scant (frattaroli, 2006). in the context of indonesia, studies aimed at determining the effects of expressive writing on the negative emotions were only conducted in the context of depression in general (fitria ida et al., 2016; qonitatin, widyawati, & asih, 2001), but none specifically linked it to the context of prolonged grief due to the loss of parents or one of parents, or complicated grieving. furthermore, in addition to their scarcity, studies of the effects of expressive writing on prolonged-grieving individual had varied results. a study by (rubin et al., 2019) showed that expressive writing on the topic of positive memory for the deceased did not have a significant effect on mood changes; however, (boals, 2012) and (bonanno, 1997) studies showed the opposite, in which expressing a negative feeling through writing could reduce the symptoms of grieving, changing the mood to be more adaptive, and also meaning making. with regard to emotional disclosure by means of expressive writing (both positive and negative) the study of (stroebe,m., schut., 2005) showed no significant effect on adaptation. thus, the purpose of the present study was to explain and confirm the effects of expressive writing on the levels of prolonged grieving caused by the loss of parents. it is thought that when someone discloses (not keeping, suppressing or avoiding) their perceived negative emotions by writing down their deepest feelings and thoughts and gets the meaning or the wisdom of the grief they experienced, as well as being able to use others’ perspective of their perceived grief, the perceived prolonged grief would be reduced (pennebaker, 2011). the main hypothesis of the present study is that there are differences in the effect of expressive writing on the levels of grieving between the experimental group (expressive writing) and the control group. an additional hypothesis is that there is a significant reduction in the participants’ levels of grieving in the experimental group after expressive writing. both hypotheses would be tested using the experimental method. the second sequel was to determine the dynamics of emotions and thoughts of grief during writing three days in a row by means of a qualitative content analysis. additionally, it is also thought that there are various psychological dynamics with regard to emotional disclosure (both positive and negative), the ability to see their grief from others’ perspective, as well as the meaning making or wisdom of the grief events. in order to describe these, a content analysis was carried out on the basis of the ability to follow the writing instructions and the themes appearing in the texts. reducing grief by means of expressive writing the study by (leblanc et al., 2019) showed that grieving is the psychobiological response to the death of loved ones as indicated by sadness, longing, floating emotions, and loss of appetite and sleep. this causes problems for some people (especially in the early adulthood). they will be overwhelmed with the feeling of loss itself since they will tend to bury it and inhibit the expressions by reason of controlling their emotions. according to (stroebe,m., schut., 2005), controlling emotions seems good, but expressing it is also necessary. narrative writing (bahiyah & savitri, 2018; savitri, takwin, & ariyanto, 2019) can be a means for an individual to express feelings since he or she actively manage emotions arising due to recalling the events of grief directly. dealing with emotions arising due to recalling negative events an individual can actively be helped reduce the impact of inhibition of emotions and facilitate the regulation of emotions(watson & pennebaker, 1989) the mechanism underlying the adaptive process of expressive writing is to express emotions that will encourasge individuals to deal with their emotions, instead of keeping, suppressing or avoiding them. expressing emotions in written form will help individuals obtain psychological benefits of (1) coping with emotions actively. according to (huffine, folkman, & lazarus, 1989), an individual will feel better when they face directly the sources that make them feel depressed; thus, the painful responses arising when recalling the events of loss become reduced since the role of cognition is more dominant when writing it. cognition used when doing the writing serves as a kind of acceptance or confession of the events of loss. on the other hand, writing can generate the benefit of self-perception of an active agent. through writing, an individual can see themselves as problem-solving agents, who have control over themselves to solve problems; 2) reconstructing negative experiences into narration. (lazlo.j, 2008) stated that, by engaging in narrative thinking, people would translate their lives into easy-to-understand stories. writing down their life could help them organize events into a text, which contains goals and social couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 expressive writing changes grief into meaning – a sequential ... | 104 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 relationships, helping the individual rearrange their experiences. there is also the potential to improve the way of thinking that will appear in terms of clarity and storyline, thus encouraging them to better understand the events they experienced and how to deal with them; 3) assimilating trauma with other memories. the writing process gives individuals the opportunity to recall traumatic episodic memories (what happened) with abstract semantic memories (meaning); thus, when the individual allows himself to recall the negative events and write it down, the events will be arranged into a more structured way, integrating episodic and semantic memories containing narration of past events into interpretation, leading to reduced or less intense negative emotions. this is supported by the findings (anderson & levy, 2009) study that repression of unwanted memory often has a little to do with other memories, leading memories to become less comprehensive and the focus of attention being only on the repressed memories, making them naturally traumatized. method samples and procedures the present study used the sequential explanatory design (creswell, 2013) to test the hypothesis. the first stage was performed by the method of experimental pre-post test independent matching group design. the second stage was to describe the mechanism underlying the effects of expressive writing on the dependent variable, the level of grieving, by using the content (qualitative) analysis on the basis of the themes emerging from expressive writing instructions for 3 consecutive days. the first stage of the experiment was performed to test whether the manipulation of independent variable, i.e., writing techniques (expressive vs. control), would cause differences in the levels of grieving between the experimental group (expressive writing) and the control group (non-expressive writing or topics of daily activities), and whether there is a decrease in the levels of grieving in the experimental group as indicated by the pre-test and post-test. in doing so, a total of 30 participants (7 men, 23 women, mage = 21.2, sd = 1.2) was recruited, who were selected through a public announcement. the participants’ levels of grieving were subsequently measured using the instrument inventory of complicated grief (icg) (prigerson et al., 2005). as baseline participants, only those with a total icg score of greater than or equal to 25 were selected as samples. the participants’ demographic data are shown in table 1.1. below. table 1. participants’ demographic description name gender age age of the event of loss deceased parent ap f 26yr 11 years mother nf f 29yr 1 years father nt f 22yr 2 years mother mg f 24yr 7 months father rm m 26yr 10 months mother ka m 31yr 3 years mother af f 26yr 15 years father rk f 22yr 4 years father el f 21yr 4 years mother ma f 24yr 6 years mother nr f 26yr 5 years mother su f 28yr 6 years mother fy f 31yr 3 years mother mr f 29yr 8 years father an f 28yr 2 years father md f 21yr 2 years father ch f 23yr 1 years mother couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu setiawati intan savitri, et. al expressive writing changes grief into meaning – a sequential ... | 105 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 rc f 28yr 5 years mother aw f 26 yr 4 years father pl f 24 yr 14 years mother im m 23yr 1 years father mu f 23yr 3 years mother and father bs m 26yr 1 years father ts m 24yr 7 months father au f 24yr 4 years father dc f 19yr 1 years father am f 24yr 7 years father af m 29yr 8 years father bk m 27yr 1 years father jb f 25yr 6 years father the pre-test produced baseline inventory of complicated grief (prigerson et al., 1995) scores, which were matched (cash, stankovi, & štorga, 2016) to serve as a basis for dividing the experimental and control groups with the following steps: ranking participants’ cgi scores for pairing. table 2. pre-test subjects’ scores no. initial score no. initial score 1 ap 54 16 fy 31 2 im 57 17 ch 36 3 md 53 18 nf 38 4 af 53 19 dc 32 5 su 51 20 rc 30 6 am 51 21 ka 30 7 mu 48 22 nr 29 8 nt 46 23 pl 29 9 rk 43 24 el 28 10 bs 42 25 ts 28 11 aw 39 26 bk 28 12 mg 35 27 mr 27 13 ag 38 28 rm 26 14 an 35 29 mn 26 15 jb 38 30 au 25 1) pairing subjects on the basis of the rankings; the first pair consisted of subject 1 and subject 2; the second pair consisted of subject 3 and subject 4, and so on; 2) selecting randomly from each pair subjects to be distributed to the experiment group (eg) and control group (cg) using the matching technique. the eg and cg are shown in table 2. couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 expressive writing changes grief into meaning – a sequential ... | 106 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 table 3. group distribution by means of the matching method eg cg no. initial score no. initial score 1 ap 54 2 im 57 4 af 53 3 md 53 5 su 51 6 am 51 8 nt 46 7 mu 48 9 rk 42 10 bs 43 12 nf 36 11 aw 39 13 mg 35 14 ag 38 16 an 35 15 jb 38 17 fy 31 18 ch 36 20 ka 30 19 dc 32 21 el 28 22 rc 30 24 nr 29 23 pl 29 25 mr 27 26 bk 28 28 rm 26 27 ts 28 29 mn 26 30 au 25 after the matching procedure, manipulation was performed by instructing the participants to write for 3 consecutive days with duration of 15 minutes per day. the experiment group (eg) participants were asked to write expressively their feelings about the loss of their parents, while the control group (cg) participants were only asked to write their daily activities and were not allowed to write about their feelings or opinions. the writing instructions used for the manipulation of independent variable are as follows: instructions for the experiment group day 1 (emotional disclosure) not everyone experiences a loss as you feel; please write about your deepest thoughts and feelings ab out the loss of your father/mother. at the time of writing, release your emotions and explore the event and how it affected you. you can write down how it happened, how you felt when it happened and how do you feel now. (example: i had an accident 4 years ago. i had to stay in the hospital for months, i felt very bad because i was worried about losing my future, etc.) day 2 (see from others’ perspectives) on this second day, try to think of associating the event of a loss you experienced with other things o utside of yourself, with matters relating to your relationship with your family, or your closest friends, how others think (family, friends and close friends) of you, how the event affected your activities, as well as your work. day 3 (making meaning or wisdom) on this third day, you stay focused on your emotional state and thoughts about the event, but try to use different perspectives and points of view from those you think about, try to think and look for wisdom that might be hidden from the event, and h ow it influences and shapes you to be what you are today. if possible, end your writing today by writing a letter to your father/mother, whatever you want to convey to them. couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu setiawati intan savitri, et. al expressive writing changes grief into meaning – a sequential ... | 107 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 instructions for the control group (non-expressive writing) for the next three days, write down your daily activities, from getting out of bed until the evening (both planned and done). do not write about your feelings about your event of a loss, and do not write about your opinion of the event. write down what happens every day, write in the form of activities. example: i wake up at 7; i used to pray and then tidy up the bedroom and have breakfast. later in the afternoon i will meet my friend and then in the evening i will watch a movie, etc.) the measure used was the inventory of complicated grief (prigerson et al., 1995) with 19 items using a likert scale with 5 alternative answers, starting from 0 for never experienced, 1 rarely experienced, 2 sometimes experienced, 3 often experienced, 4 very often experienced. the measure was adapted by translating it into indonesian, and then translating it back to english. it was then validated by using three experts, consisting of 1 clinical psychologist, 1 social psychologist and 1 head of the funeral home. the reliability test showed an alpha cronbach of 0.9, meaning that the measure was reliable. then, since independent t-tests and paired t-tests for pre-post tests were used, requiring normal and homogeneous data distribution, data normality and homogeneity were tested. results of the kolmogorovsmirnov test of the normal data distribution showed a p-value of 0.1 (p> 0.05), while results of the lavene test of data homogeneity showed a p-value = 0.834 (p> 0.05), meaning that data were homogeneously distributed. the whole manipulation (intervention) procedure in this experiment was as follows; 1) in the prestudy, participants were asked to download the du recorder application, which is a screen recorder application that will record participants’ face and writing via google play store; 2) the secondary variables (extraneous variable) were determined, which are expected to have an effect on the manipulation of independent variables (expressive writing): a) the age of the event, controlled for by selecting participants who experienced grief for more than 6 months(prigerson et al., 1995) b) the age of the participant, controlled for only for those of early adulthood; c) the baseline level of grief, only those with a baseline score of 25 and above being selected, which could be categorized as experiencing prolonged grief; 3) randomization using the matching technique to ensure internal validity, in which the participants with equal baseline icg scores in the experimental group and control group were paired (see table 3.1); 4) a readability test on 10 people outside the participants was performed to maximize variation in order to ensure that instructions for the experimental and control groups were completely different; 4) after randomization using the matching technique, the participants were given written and audio writing instructions (by means of recorded instructions), which would be followed for 3 consecutive days of writing for 15 minutes/day; 5) participants wrote using the du recorder at the place determined by the participants for privacy and calm; 6) after writing for 3 days in a row, 15 minutes/day, participants sent their writing results to the specified email address; 7) participants fill in the post-test, inventory of complicated grief. in the second stage, the content (qualitative) analysis was carried out on the narrative of the experimental group participants based on the expressive writing instructions and coding would be carried out as follows: 1) determine the characteristics of complicated grief based on factors in the complicated inventory grief (cig), consisting of: (being overwhelmed with thoughts of the deceased, always looking for and feeling missing the deceased , not believing that the deceased is dead, crying constantly, remaining gaping or stunned by the death of the deceased , not accepting the death of the deceased); 2) conduct content analysis: whether the 6 characteristics of the complicated grief were present in the participants’ writing contents ; 3) conduct content analysis: whether participants could comply with the expressive writing instructions that led participants to: (day 1: be able to express the deepest thoughts and feelings on the first day and identify their thoughts and feelings when the events occur to activate the functions of self -disclosure., day 2: be able to encourage participants to see the impact of the events of a loss and to think about how the participant’s relationship with other people related to the event, t o activate others’ perspectives, day 3: be able to encourage participants to find meaning in the event of a loss or to take lessons from the event, find themes written by the participants during 3 days in a row of writing , conduct a comparative analysis among participants of the contents written for 3 consecutive days to determine the psychological dynamics among the participants ). couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 expressive writing changes grief into meaning – a sequential ... | 108 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 table 3. content analysis form no. instructions verbatim authors’ interpretation 1 day 1 not everyone experiences a loss as you feel; please write about your deepest thoughts and feelings about the loss of your father/mother. at the time of writing, release your emotions and explore the event and how it affected you. you can write down how it happened, how you felt when it happened and how do you feel now. does the narrative show signs of disclosing feelings and deepest thoughts related to the complicated grief characteristic? emerging themes 2 day 2 on this second day, try to think of associating the event of a loss you experienced with other things outside of yourself, with matters relating to your relationship with your family, or your closest friends, how others think (family, friends and close friends) of you, how the event affected your activities, as well as your work. is there a narrative that shows the relationship with immediate family, friends, and other people related to the event of a loss? emerging themes 3 day 3 on this third day, you stay focused on your emotional state and thoughts about the event, but try to use different perspectives and points of view from those you think about, try to think and look for wisdom that might be hidden from the event, and how it influences and shapes you to be what you are today. if possible, end your writing today by writing a letter to your father/mother, whatever you want to convey to them. does the participant can take wisdom from the events or cognitive changes related to the event? can participants write a letter to the deceased, which contains positive contents? emerging themes results and discussion the hypotheses to be tested in the present study were whether there are differences in the levels of grieving between the experimental group performing expressive writing and the control group performing non-expressive writing (neutral) and whether there is a decrease in the levels of grieving (cgi score) of participants in the experimental group before and after expressive writing. results showed that the preand post-writing results for the experimental group differed significantly, whereas for the control group it did not differ significantly, as shown in the following table: couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu setiawati intan savitri, et. al expressive writing changes grief into meaning – a sequential ... | 109 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 table 4. results of paired t-test of preand post-expressive writing experiment control sig(2-tailed) t-value pre post pre post 0.000* 7.08 mean 36.73 25.73 38.33 36.80 0.133 1.59 *significant at p <0.05,. these results indicate that expressive writing for three consecutive days with duration of 15 minutes managed to reduce the levels of grieving in the experimental group, but not in the control group. thus, the first hypothesis is supported. the second hypothesis that there are differences in the levels of grieving between the experimental and control groups was tested by performing an independent t-test of the post-writing grieving scores of the control and the experimental groups. the results are shown in the following table. table 5. results of independent t-test of samples levene’s t-test for equality of means f sig. t df sig.(2-tailed) cgi equal variances assumed .045 .834 -2.897 28 .007 equal variances assumed -2.897 27.993 .007 the independent t-test showed that was a significant difference in the levels of grieving (p≤0.05) between the experimental (expressive writing) (m = 25.73; sd = 10.54) and control groups (nonexpressive writing) (m = 36.80, sd = 10.38), with a t-value of 2.89. thus, the second hypothesis is supported. content analysis to describe the psychological dynamics of grief by means of the participants’ expressive writing, a content analysis (krippendorff, 2004; mayring, 2014) was performed. the purpose of content analysis is to determine whether participants can properly follow the expressive writing instructions. the analysis was carried out by two independent raters. subsequently, content analysis was performed to find the themes emerging from the participants’ writings that matched or did not matched the instructions in order to describe the patterns of the participants’ narratives. results of the analysis of participants’ ability to follow the instructions are shown in table 5. the themes emerging from the participants’ narratives are shown in table 5. as follows. couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 expressive writing changes grief into meaning – a sequential ... | 110 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 table. 5. raters’ interpretation of the success of following instructions for the experimental group r a n k g a in s c o r e r e s p o n d e n t a g e o f d e a th g a i n s c o r e p r e t e s t i c g day 1 (success of writing down the deepest feelings and thoughts openly) day 2 (success of writing down others’ perspectives on self and grief events) day 3 (success of writing down wisdom or meaning of the grief event) pos t tes t ic g par . 1 par. 2 par . 3 par . 4 par. 5 par . 6 par . 1 par . 2 par . 3 par . 4 par . 5 par . 6 par . 7 par . 1 par . 2 par . 3 par . 4 par . 5 par. 6 1 nf 1 yr 19 36 x √ x √ x √ x x √ x √ √ √ √ √ √ √ 17 2 su 6 yr 17 53 x √ √ √ √ √ √ √ √ √ 36 3 mr 8 yr 16 27 x √ √ √ √ √ x √ x √ √ √ 11 4 af 15 yr 15 53 √ √ √ x √ x √ √ √ √ 38 5 nt 2 yr 14 46 √ √ √ √ √ √ √ √ x √ √ x √ √ √ √ √ 32 6 rm 10 mt 12 26 √ √ √ √ √ x √ x √ √ √ 14 7 ka 3 yr 12 30 x √ √ √ √ √ √ √ √ √ 18 8 el 4 yr 12 28 √ √ √ √ √ √ √ √ √ 16 9 an 2 yr 12 35 √ √ x √ √ √ √ √ √ √ √ √ 23 10 fy 3 yr 11 31 x √ x √ √ √ x √ x √ 20 11 ap 11 yr 10 54 √ √ √ √ √ √ √ √ √ √ 44 12 rk 4 yr 10 42 √ √ √ √ √ x √ x √ √ √ 32 13 nr 5 yr 6 29 √ √ x √ √ √ 23 14 mg 7 mo 6 41 √ √ √ √ √ √ x x √ x √ √ √ 35 15 mn 6 yr 5 26 √ √ √ x x √ x √ 21 success of following instructions (%) (successful paragraphs:all paragraphs) x 100% 66 % 100 % 73 % 60 % 46% 20 % 40 % 74 % 53 % 46 % 26 % 6% 30 % 93 % 93 % 46 % 13 % 6% 13% failure to follow instructions (%) (failed paragraph:all paragraphs) x 100% 33 % 0% 7,% 0% 6.6 % 0% 60 % 26 % 20 % 20 % 6% 6% 0% 7% 7% 0% 0% 0% 0 not writing (paragraphs) 0% 0% 20 % 40 % 46. % 80 % 0% 0% 13 % 34 % 68* 88 % 0% 0% 7% 53 % 87 % 94 % 87% s unit of analysis = paragraphs; x = participant not following instructions; v = participants following instructions; -: blank paragraphs. as shown in table 5. based on the rank gain score (score [post test cgi cgi pre-test score), the participants’ grieving after writing shows the following patterns: the most obvious pattern was shown by the participants’ success of following the first day’s instructions of writing down their deepest feelings and thoughts related to the grief events. all participants could follow 66% of instructions in the first paragraph and then increased to 100% in the second paragraph and gradually decreased in the subsequent paragraphs. the similar pattern was seen in the third day’s instructions of finding wisdom and sending letters to the deceased. all of the participants succeeded in following the instructions (93%), except for mn that failed to write meaning in the first paragraph, he/she also had the lowest gain score. in the second paragraph all of the participants could find meaning and write a letter to the deceased (93%), except for fy, which then decreased in the following paragraphs. however, there were inconsistent patterns in responding to the second instruction of writing down other things outside of themselves and the perceived of grief. there were participants who succeed (√) and some who failed (x). the content analysis showed that expressive writing with a pattern of emotional disclosure is effective in relieving grief (sloan, marx, & epstein, 2005). it naturally helped participants disclose their suppressed emotions and the disturbing ruminative patterns of thought (baikie, 2008) basically, the instructions used were based on the expressive writing instructions of james w. pannebaker (2004, p.12) which seek to recognize both positive and negative emotions associated with negative experiences (eg. grief, in the present study). in the present study, it was represented by the firstday instructions. the broadening of the perspective to prevent from being overwhelmed with emotions emanating from the grief events is represented by the second-day instructions. the re-interpretation as referred to in the theory of self-distancing, a condition of switching perspectives of negative experiences into new meanings (park, ayduk, & kross, 2016) is represented in the third-day instructions. couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu setiawati intan savitri, et. al expressive writing changes grief into meaning – a sequential ... | 111 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 in detail, based on the objectives of the firstand third-day writing instructions, the results of content analysis of exploring emotions are relatively successful. on the first day, all participants were able to follow the writing instructions to explore their emotions and recognize their emotions well (sample sentences: and no matter how strong i cried, my soul couldn’t open her eyes (af.1.1). that day, i lost a big part of my life. the house felt quiet without mama (nt.1.2)) with regard to the second-day instructions, there were irregular and inconsistent patterns. the instructions aimed at obtaining different perspectives from the participants’ subjective perspectives on being likely to be overwhelmed with the grief event, did not successfully reveal it (sample sentences: i also do not know others’ views of me, maybe i just live my life only because i have a breath, i don’t know the rest, rk.2.1). in this sentence, rk tends not to want to know others’ views of her. she tends to be hopeless. there are some participants who were able to use others’ perspectives on themselves in the face of grief events, but they were not consistent (even when i asked my friends, they said that it’s normal for me to behave this way – away from my friends because i am still grieving. i stay away from my friends. nt, 2.1.); another thing that has changed is the way i treat older people; in my opinion, i have become more respectful and more polite. even i help the elderly or people of my mother’s age without any consideration (mr, 2.1). with regard to the third-day instructions of taking wisdom and sending a letter, consistency and patterns are clearly seen in paragraphs 1 and 2. some sample sentences include those from nf, who have the highest gain score, “ there are much wisdom from this event. papa teaches me remain strong in any condition and should be pa tient and maintain health and lifestyle ” (nf, 3.1); mn, who had the lowest gain score, despite the difficulty in taking wisdom, still could see that there was wisdom, “ in my opinion, there is only one wisdom behind my mother’s death, she did not need to su ffer from illness for too long, because when she was in the icu and helpless to do anything, my heart was sad and hurt seeing it ” (mn, 3.1). emerging themes with regard to the first-day instructions of writing down the deepest feelings and thoughts, the emerging themes among the participants showed similar themes of grief: shock, confusion, sadness, crying, anger, and questioning of why i had to experience it, and a desire to get a chance to be together again. these themes are similar to the patterns of g rief studied by (hamilton i.j, 2016) (2016). on the third day, instructions to find wisdom were successfully written down by the participants and produced themes of independence, apology to the deceased, commitment to be better, more responsible, and be able to build closeness with other members of the family besides the deceased. these are in line with calhoun, et.all (2010) study, stating that the event of grief due to the loss of parents (either one or both) may be an experience of self -maturity. conclusion there were significant differences in the levels of grief between the participants in the experimental group (expressive writing) and those of the participants in the control group (non expressive writing/daily activities). the levels of grief of the parti cipants who performed expressive writing decreased significantly. the results of content analysis showed that the first -day instructions succeeded in helping participants disclose and recognize the emotions when experiencing grief. the third-day instructions were also able to encourage participants to think and reinterpret the wisdom behind the grief event. the success of the first and third-day instructions was not the case with the second-day instructions which asked participants to broaden their perspec tives. this is an interesting finding. despite the participants’ inability to use others’ perspectives in viewing their grief, but the levels of grief could be decrease by the participants’ ability to disclose themselves and their emotions and take wisdom from their grief events. couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 expressive writing changes grief into meaning – a sequential ... | 112 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 references anderson, m. c. (2004). neural systems underlying the suppression of unwanted memories. science, 303(5655), 232–235. doi:10.1126/science.1089504 bahiyah, s. & savitri, s. i (2018). validasi struktur internal alat ukur refleksi diri adaptif melalui cfa. jurnal psikologi, vol.45, 107-131. baikie (2008). who does expressive writing work for? examination of alexithymia, splitting, and repressive coping style as moderators of the expressive writing paradigm. the british psychological society. boals, a (2012). the use of meaning making in expressive writing: when meaning is beneficial. journal of social and clinical psychology, vol. 31, no. 4, 2012, pp. 393-40939. guilford publications, inc. bonanno, g. a., wortman, c. b., lehman, d. r., tweed, r. g., haring, m., sonnega, j.,& nesse, r. m. (2002). resilience to loss and chronic grief: a prospective study from preloss to 18-months postloss. journal of personality and social psychology, 83(5), 1150. bonanno, g. a., goorin, l., & coifman, k. g. (2008). sadness and grief. handbook of emotions, 3, 797806. bowlby, e. j. m. (2008). loss-sadness and depression: attachment and loss (vol. 3). random house. calhoun, l.g., tedeschi, r.g., cann, a. and hanks, e.a., 2010. positive outcomes following bereavement: paths to posttraumatic growth. psychologica belgica, 50(1-2), pp.125–143. doi: http://doi.org/10.5334/pb-50-1-2-125 cash, p., stanković, t., & štorga, m. (2016). an introduction to experimental design research. experimental design research, 3–12. doi:10.1007/978-3-319-33781-4_1 cresswell, j.c., (2008) research design: quantitatvie, qualitative and mixed method approach. sage publication fitria,i., faradina, s., rizqina,f., jannah, t., fajri, a., hadi,f., sari, r,m, nurul a’la. menulis dkspresif untuk anak jalanan: suatu metode terapi menulis dalam diary melalui modul eksperimen. issn: 2503-3611. jurnal psikoislamedia.volume 1, nomor 1, april 2016 hamilton, i. j. (2016). understanding grief and bereavement. british journal of general practice, 66(651), 523–523. doi:10.3399/bjgp16x687325 huffine, c. l., folkman, s., & lazarus, r. s. (1989). psychoactive drugs, alcohol, and stress and coping processes in older adults. the american journal of drug and alcohol abuse, 15(1), 101–113. doi:10.3109/00952998908993403 krippendorff.k (2004) content analysis and its methodology. sage publication kacewicz, e., slatcher, r. b., & pennebaker, j. w. (2007). expressive writing: an alternative to traditional methods. in low-cost approaches to promote physical and mental health (pp. 271-284). springer, new york, ny. lazlo, j. (2008) the science of stories. routledge. published in the usa and canada by routledge 270 madison avenue, new york, ny 100 leblanc, n. j., simon, n. m., reynolds, c. f., katherine shear, m., skritskaya, n., & zisook, s. (2019). relationship between complicated grief and depression: relevance, etiological mechanisms, and implications. neurobiology of depression, 231–239. doi:10.1016/b978-0-12-813333-0.00020-2 lu.q., gallagher, m.w., loh., a., young,l. (2018). expressive writing intervention improves quality of life among chinese-american breast cancer survivors: a randomized controlled trial. the society of behavioral medicine. mayring, p.(2014) qualitative content analysis. theoretical foundation, basic procedures and software solution klagenfurt, austria. park., j.y., ayduk, o., & kross.e., (2016) emotion. american psychological association, vol. 16, no. 3, 349–364 pennebaker, j.w (2011) the secret life of pronouns. bloomberry press. pennebaker, j. w., & chung, c. k. (2011). expressive writing: connections to physical and mental health. oxford handbook of health psychology. prigerson, h. g., maciejewski, p. k., reynolds iii, c. f., bierhals, a. j., newsom, j. t., fasiczka, a., & miller, m. (1995). inventory of complicated grief: a scale to measure maladaptive symptoms of loss. psychiatry research, 59(1-2), 65-79. couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu setiawati intan savitri, et. al expressive writing changes grief into meaning – a sequential ... | 113 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190423740 prigerson, h. g., frank, e., kasl, s. v., reynolds, c. f., anderson, b., zubenko, g. s., ... & kupfer, d. j. (1995). complicated grief and bereavement-related depression as distinct disorders: preliminary empirical validation in elderly bereaved spouses. american journal of psychiatry. rubin, m., hawkins, b., cobb, a., & telch, m. j. (2019). emotional reactivity to grief-related expressive writing. death studies, 1–9. doi:10.1080/07481187.2019.1595219 n. qonitatin, s. widyawati, and g. y. asih, "pengaruh katarsis dalam menulis ekspresif sebagai intervensi depresi ringan pada mahasiswa," jurnal psikologi, vol. 9, no. 1, mar. 2012. savitri, s.i., takwin, b., ariyanto, a.a., & noviyanti (2019) refleksi diri melewati peristiwa retaknya keluarga dalam penulisan naratif: studi analisis isi. jurnal psikologi sosial august 2019 doi: 10.7454/jps.2019.15 stroebe, m. (2005). complicated grief : conceptual analysis of the fielf. omega, vol. 52(1) 53-70, 2005-2006. baywood publishing stroebe, m (2010) the dual process model of coping with bereavement: a decade on* omega, vol. 61(4) 273-289, 2010. baywood publishing watson, d., & pennebaker, j. w. (1989). health complaints, stress, and distress: exploring the central role of negative affectivity. psychological review, 96(2), 234–254. doi:10.1037/0033-295x.96.2.234 couns-edu the international journal of counseling and education vol.4, no.4, 2019, pp. 134-139 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020190423540 received on 09/04/2019; revised on 10/10/2019; accepted on 11/22/2019; published on: 12/30/2019 134 the differences in assertive behavior between minang, malay, batak, and kerinci student’s culture afdal afdal 1*) , tianda hazmil wibowo 2 , vivi alfia 3 , maysitoh maysitoh 4 123 universitas negeri padang, indonesia * ) corresponding author, e-mail: afdal@konselor.org abstract assertiveness is the ability of students to convey what they feel without hurting the feelings of others. this study examines the differences in the assertive behavior of students based on cultural backgrounds (minang, malay, batak, kerinci). it utilizes a comparative descriptive approach with a total sample of 248 students. the samples were selected using a proportional random sampling technique. the instrument of this research is a questionnaire on assertive behavior with a likert scale model. data were analyzed using analysis of variance (anova) and processed through spss version 20.00. the findings of this study indicate that there is no significant difference in the assertive behavior of students when viewed from a cultural background. in other words, the cultural background does not determine assertive student behavior. this is indicated by the calculated f value, which is equal to 0.779 while sig. on the degree of freedom (db) 1 and alpha (α) worth 0.05 is 0.506. according to hypothesis testing criteria through analysis of variance (anova), a value of more than 0.05 means that there is no significant difference between the assertive behavior of guiding and counseling students of universitas negeri padang in terms of cultural backgrounds. keywords: assertive behavior, cultural background how to cite: afdal, a., wibowo, t., alfia, v., & maysitoh, m. (2019). how assertive behavior differences among minang, malay, batak and kerinci student’s culture?. couns-edu: the international journal of counseling and education, 4(4), 134-139. doi: http://doi.org/ 10.23916/0020190423540 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction adolescence is a transition from childhood to adulthood, which is accompanied by the growth and development of all aspects. teenagers at the age of 17/18 to 21/22 years are often in the tertiary level of education and about to join adulthood. (a. p. sari, ilyas, & ifdil, 2017). in general, students are young individuals studying in college whose principal activities include learning science, organizing, socializing, and training themselves to be leaders (sagita, daharnis, & syahniar, 2017; chan, 2014; goldstein & keller, 2015). adulthood is the longest time in the human life span and starts from the age of 18 years until death (yahya, 2012). at this time, the development of individual experiences, including physical, mental, social, and emotional maturity. they experience changes, such as the need to adapt to physical and psychological adjustments, the search for identity, and forming new relationships (macdonald & price, 2019; a. p. sari et al., 2017; shu & lam, 2016). also, during adulthood, individuals socialize with family and community environment and adjust to the prevailing norms (liu, peng, zeng, zhao, & zhang, 2019; prayitno & amti, 2004). http://dx.doi.org/10.23916/0020190423540 http://dx.doi.org/10.23916/0020190423540 couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu afdal a. et al the differences in assertive behavior between minang, malay, batak, and kerinci student’s culture | 135 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190423540 as social creatures, individuals will always adjust to others through their ability to socialize. in case individuals behave assertively, they may relate positively to the surrounding environment (yulmirti, 2014). assertiveness refers to interpersonal behavior that involves honesty, open-mindedness, and feelings (gunarsa, 2004). this means that the individuals convey what they feel without hurting the feelings of others. assertive behavior varies between different individuals as well as cultures. in general, culture emanate from the efforts made by humans to meet all their needs (ahmadi, 2016). according to (marpaung, 2007), there were differences in the level of assertiveness between students from different institutions. for instance, toba batak students in medan were more assertive compared to their counterparts in yogyakarta. from (andayani & mardianto, 2017) different test analyses had at value of 5,498 with a significant two-sided 0.002 level at <0.01. work hypotheses were accepted, and there were significant differences in assertiveness between minang and batak students. the research also shows that the batak is more assertive compared to the minang. this is attributed to the culture adopted, including being open in communication and expressing their feelings. furthermore, (fajriana & listiara, 2018) showed that students of ormada members with javanese cultural backgrounds at diponegoro university had a high level of assertiveness. they felt that they could excel and be involved in various organizations on campus. additionally, these students could adapt to changes effectively. this boosted their selfconfidence, encouraging them to be actively involved in organizational activities on campus. therefore, cultural background greatly influences the ability of individuals to behave assertively. several studies will be discussed in this study, including minang, malay, batak, and kerinci. the four tribes have a unique way of communicating and a philosophy of life that influence their approach to problems, both personal and as groups, including expressing their opinions (wisma, nirwana, & afdal, 2018). for instance, the minang culture is known to pay attention to the family system in conveying emotions. malay is known to be simpler because it often avoids something that causes discomfort. batak is harder than other cultures because they do not accept to be seen lowly in front of others. lastly, kerinci is known to be more courageous in expressing their opinions. the interview showed that students are unable to behave assertively. they prefer to remain silent than to ask questions while the lecture is in progress (ilkhchi, poursharifi, & alilo, 2011). additionally, they cannot respond to the statement they want to refute or play truant during the lecture, showing that they lack assertiveness (orengo castellá, zornoza abad, prieto alonso, & peiró silla, 2000; ingram & salzberg, 1990). also, cultural differences owned by students influence their mindset, attitudes, and behavior (zollo, heimberg, & becker, 1985). therefore, this study examines the differences in students' assertive behavior based on cultural backgrounds (minang, malay, batak, and kerinci). method this is a comparative descriptive study that aims to describe the assertive behavior of students based on their cultural backgrounds. the number of the sample comprised 248 students, including minang culture with 148, malay 31, batak culture 38, and kerinci 31. the research instrument was an assertive behavior questionnaire with a likert scale model. data were analyzed using variance analysis technique (anava) and processed through spss version 20.00. results and discussions overall, data processing results regarding the assertive behavior of students based on the cultural background is shown in the following table 1. the data analysis showed that the assertive behavior of bk students with minang, malay, batak, and kerinci cultural backgrounds was in the medium category (s). the highest mean score was in the kerinci culture with 121.97, while the lowest was in malay with 118.10. this shows that kerinci culture is more assertive than malay. moreover, the kerinci culture was able to express positive feelings more effectively compared to the rest. they also introduce themselves to the new people around them. this means that individuals can introduce themselves to new people and ask for help from those around them by express their feelings. individuals need to express the feelings experienced to be it in happiness or difficulties (supratiknya, 2003). couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 the differences in assertive behavior between minang, malay, batak, and kerinci student’s culture | 136 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190423540 table 1. average assertive behavior of students from cultural background aspect minang malay batak kerinci mean category mean category mean category mean category express positive feelings 51,93 medium 50,77 medium 50,89 medium 53,74 medium selfaffirmation 30,88 medium 30,26 medium 29,82 medium 30,81 medium express negative feelings 37,33 medium 37,06 medium 37,71 medium 37,42 medium total 120,14 medium 118,10 medium 118,42 medium 121,97 medium in terms of showing positive feelings to others, kerinci culture has the highest mean score of 53.74 compared to minang, malay, and batak. this means that they are more open in conveying positive things to other people around them. individuals with the ability to express positive feelings often display honesty and comfort. they have the ability to express disapproval, anger, show reflection and friendship with others, and acknowledge feelings of fear or anxiety, express approval, support, and be spontaneous (oktafisa, mitra & mulyana, 2013). the interview with one of the respondents from kerinci culture showed that individuals feel more satisfied when they express their feelings directly without covering it politely. the respondent showed an example by praising a friend with good grades. self-affirmation, referred to in assertive behavior, can defend all rights and dare to express a personal opinion even though others may not like it (andayani & mardianto, 2017). the minang people had the highest mean score compared to malay, batak, and kerinci cultures, specifically 30.88. this means they can adequately defend their rights in various situations compared to other cultures. however, this assertion contradicts (andayani & mardianto, 2017), which stated that batak culture could better defend its rights compared to minang since they are hard-tempered and consistent in advocating for their rights. fajri & nirwana established that individuals from minang backgrounds only display their emotions temporarily because they adhere to the kinship system (fajri, nirwana, & alizamar, 2019). in expressing negative feelings, kerinci culture had the highest mean score of 37.42 while the lowest was malay. this is because malay people prefer avoiding the things that cause disagreements or disputes with others. primarily, the malay people are known to be quiet and shy (wisma et al., 2018). batak culture with a mean score of 37.71 can better express negative feelings to others. the study showed that they are angry and express their feelings to the persons concerned. moreover, they are known to be harder than other cultures because they show themselves superior to others. (andayani & mardianto, 2017) states that individuals from the batak culture are more honest, frank, more open, and do not involve themselves in complicated deals. this means they have the ability to express negative feelings than malay culture. table 2. variant analysis (anava) assertive behavior score data based on cultural background source of variance sum of squares df mean square f sig. explanation cultural background 260,618 3 86,873 .779 .506 not significant from the data in table 2, the cultural background, including minang, malay, batak, and kerinci culture categories, had a fcount value of 0.779, while sig. at degrees of freedom (dk) 1 and (α) 0.05 was 0.506. according to the hypothesis testing criteria through analysis of variance (anava), sig. more than 0.05 means there is no significant difference between the assertive behavior of students based on cultural background (minang, malay, batak, and kerinci). this means that assertive behavior is not significantly influenced by cultural background, and therefore, the hypothesis in this study was rejected. that is because couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu afdal a. et al the differences in assertive behavior between minang, malay, batak, and kerinci student’s culture | 137 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190423540 the minang, malay, batak, and kerinci people are almost the same when it comes to displaying assertive behavior. according to (minauli, desriani, & tuapattinaya, 2006), there were no significant differences between javanese, bataks, and minangkabau when it comes to handling family conflicts. this is attributed to living in urban areas and studying in tertiary institutions. consequently, they can control anger and behave decisively. assertiveness, referred to in this case, is a form of behavior displayed by individuals in communicating privately or between people characterized by the desire to defend their needs and interests openly and directly (parray & kumar, 2016). culture is a unique way for humans to adapt to their environment and involves building nature to meet their desires and life goals. it is a process of humanization and the whole system of ideas, actions, and results of human work in the community life (kuswarianandhika, 2017). culture exists because a human creator is living in its midst (setiadi, dkk, 2006:27). also, it is made from patterns of thought passed down from parents to children and between other individuals in a society. in coordinating people’s actions, it is necessary to understand their values, beliefs, and expressions (hofstede, 1984). cultural values are always held fast and learned from the beginning of life and changes from generation to generation (parham et al., 2015). previous works showed how ethnic and cultural norms affect the assertiveness and willingness of individuals to ask questions, raise concerns, or be assertive (alston-mills, 2003; taras, rowney, & steel, 2013). for this reason, appropriate treatment is needed to form direct assertive behavior (galassi, delo, galassi, & bastien, 1974; rathus, 1973). data analysis showed that the assertive behavior of college students with minang, malay, batak, and kerinci cultural backgrounds was in the medium category (s). one of the factors that influence assertive behavior is a cultural factor. according to (kuswarianandhika 2017), in case culture is high, assertive behavior formed increase. conversely, if culture is low, the assertive behavior formed decreases. therefore, each culture discussed in this study has different characteristics that affect assertive behavior. the study also shows that kerinci culture is more assertive than batak. this is because the batak culture pays more attention to itself, perceiving itself as superior to others. when behaving assertively, detailed culture pays attention to what is said to avoid hurting the feelings of others and feel relieved when they convey their feelings without limitations. the batak culture fears to hurt other people's feelings with what and therefore prefer not to convey or use intermediaries. the provision of information services is also useful in improving assertive student behavior and help them adjust to different cultural environments. individuals need a variety of information both for their daily needs now and for future life planning (m. n. sari, yusri, & sukmawati, 2015). furthermore, content mastery services are needed to improve assertive behavior. this involves assistance provided both individually and in groups to master abilities. it helps to express opinions and responses and good ways without hurting the feelings of others (ilham & ibrahim, 2014). conclusions the assertive behavior of students is in the medium category, with a percentage of 67.74%. the results also showed that kerinci had a high assertiveness compared to other cultures, specifically 41.94%. furthermore, there was no significant difference in the assertive behavior of students based on cultural background. this means that differences in cultural backgrounds do not determine the assertive behavior of students. this is indicated by the calculated fcount value of 0.779 while sig. at degrees of freedom (db) 1 and alpha (α ) 0.05, which is 0.506. according to the hypothesis testing criteria through analysis of variance (anava), if fcount is higher than ftable, there is no significant difference between the assertive behavior of students from a cultural background. students with low assertive behavior can be assisted through guiding and counseling services. this helps to convey what they feel without hurting others, even though they are in a different culture. references afdal, a., iswari, m., alizamar, a., ifdil, i., syahputra, y., & nurhastuti, n. (2019). career planning differences between male and female deaf students/neprigirdinčių mokinių (vaikinų ir merginų) karjeros planavimo skirtumai. specialusis ugdymas/special education, 1(39), 89-108. afdal, a., alizamar, a., ilyas, a., zikra, z., taufik, t., erlamsyah, e., ... & netrawati, n. (2019, february). contribution of statistical anxiety to student learning outcomes: study in universitas negeri padang. in journal of physics: conference series (vol. 1157, no. 4, p. 042126). iop couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 the differences in assertive behavior between minang, malay, batak, and kerinci student’s culture | 138 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190423540 publishing. ahmadi, a. (2016). sosiologi pendidikan. jakarta: rineka cipta. alston-mills, b. (2003). profile of uphill battle. journal of dairy science, 86, e47–e51. andayani, f. t., & mardianto, m. (2017). perbedaan asertivitas antara mahasiswa etnis minang dan etnis batak. jurnal rap (riset aktual psikologi universitas negeri padang), 6(1), 33–44. chan, v. (2014). 2014 international student handbook: all new 27th edition, the college board, guidance publications, the college board, new york (2013) what do international students think and feel? adapting to u.s. college life and culture, jerry g. gebhard, university . journal of the american academy of child & adolescent psychiatry, 53(8), 923–925. https://doi.org/https://doi.org/10.1016/j.jaac.2014.06.002 fajri, n., nirwana, h., & alizamar, a. (2019). assertive behavior of minangkabau and batak implications in development services social capability. journal of educational and learning studies, 2(1), 1–4. fajriana, y. r., & listiara, a. (2018). hubungan asertivitas dengan konformitas pada mahasiswa anggota ormada yang berlatar belakang budaya jawa di universitas diponegoro. empati, 7(2), 384–390. galassi, j. p., delo, j. s., galassi, m. d., & bastien, s. (1974). the college self-expression scale: a measure of assertiveness. behavior therapy, 5(2), 165–171. https://doi.org/https://doi.org/10.1016/s0005-7894(74)80131-0 goldstein, s. b., & keller, s. r. (2015). u.s. college students’ lay theories of culture shock. international journal of intercultural relations, 47, 187–194. https://doi.org/https://doi.org/10.1016/j.ijintrel.2015.05.010 gunarsa, s. d. (2004). psikologi perkembangan anak dan remaja. jakarta : gunung mulia. jakarta: gunung mulia. hofstede, g. (1984). cultural dimensions in management and planning. asia pacific journal of management, 1(2), 81–99. ilham, r., & ibrahim, y. (2014). perilaku sosial siswa di sekolah dan implikasinya terhadap pelayanan bimbingan dan konseling. 3(4). ilkhchi, s. v., poursharifi, h., & alilo, m. m. (2011). the effectiveness of cognitive-behavioral group therapy on self-efficacy and assertiveness among anxious female students of high schools. procedia social and behavioral sciences, 30, 2586–2591. https://doi.org/https://doi.org/10.1016/j.sbspro.2011.10.506 ingram, j. a., & salzberg, h. c. (1990). effects of in vivo behavioral rehearsal on the learning of assertive behaviors with a substance abusing population. addictive behaviors, 15(2), 189–194. https://doi.org/https://doi.org/10.1016/0306-4603(90)90025-s kuswarianandhika, y. f. (2017). hubungan antara dimensi budaya collectivism dengan perilaku asertif pada mahasiswi suku jawa. universitas mercu buana yogyakarta. liu, h., peng, f., zeng, x., zhao, j., & zhang, x. (2019). authoritarian personality and subjective wellbeing in chinese college students: the moderation effect of the organizational culture context. personality and individual differences, 138, 79–83. https://doi.org/https://doi.org/10.1016/j.paid.2018.09.030 macdonald, h. z., & price, j. l. (2019). the role of emotion regulation in the relationship between empathy and internalizing symptoms in college students. mental health & prevention, 13, 43–49. https://doi.org/https://doi.org/10.1016/j.mhp.2018.11.004 marpaung, n. w. (2007). perbedaan tingkat asertivitas antara mahasiswa batak toba yang ada di yogyakarta dengan mahasiswa batak toba yang ada di medan. sanata dharma yogyakarta, yogyakarta. minauli, i., desriani, n., & tuapattinaya, y. m. (2006). perbedaan penanganan kemarahan pada situasi konflik dalam keluarga suku jawa, batak dan minangkabau. psikologia, 2(1), 1–6. oktafisa, mitra & mulyana, o. p. (2013). pelatihan asertif untuk meningkatkan komunikasi interpersonal anggota hima (himpunan mahasiswa) prodi psikologi fip unesa. 1–6. orengo castellá, v., zornoza abad, a. m., prieto alonso, f., & peiró silla, j. m. (2000). the influence of familiarity among group members, group atmosphere and assertiveness on uninhibited behavior through three different communication media. computers in human behavior, 16(2), 141–159. https://doi.org/https://doi.org/10.1016/s0747-5632(00)00012-1 parham, j. b., lewis, c. c., fretwell, c. e., irwin, j. g., schrimsher, m. r., parham, j. b., … schrimsher, m. r. (2015). influences on assertiveness: gender, national culture, and ethnicity. couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu afdal a. et al the differences in assertive behavior between minang, malay, batak, and kerinci student’s culture | 139 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190423540 journal of management development, 34(4), 421–439. parray, w. m., & kumar, s. (2016). assertiveness among undergraduate students of the university. the international journal of indian psychology, 4(1), 283–291. prayitno, & amti, e. (2004). dasar-dasar bimbingan dan konseling. jakarta: rineka cipta. rathus, s. a. (1973). a 30-item schedule for assessing assertive behavior. behavior therapy, 4(3), 398–406. https://doi.org/https://doi.org/10.1016/s0005-7894(73)80120-0 sagita, d. d., daharnis, d., & syahniar, s. (2017). hubungan self efficacy, motivasi berprestasi, prokrastinasi akademik dan stres akademik mahasiswa. bikotetik (bimbingan dan konseling: teori dan praktik), 1(2), 43–52. sari, a. p., ilyas, a., & ifdil, i. (2017). tingkat kecanduan internet pada remaja awal. jppi (jurnal penelitian pendidikan indonesia), 3(2), 110–117. sari, m. n., yusri, y., & sukmawati, i. (2015). faktor penyebab perceraian dan implikasinya dalam pelayanan bimbingan dan konseling. jurnal konseling dan pendidikan, 3(1), 16–21. shu, t.-m., & lam, s. (2016). is it always good to provide positive feedback to students? the moderating effects of culture and regulatory focus. learning and individual differences, 49, 171–177. https://doi.org/https://doi.org/10.1016/j.lindif.2016.06.012 supratiknya. (2003). komunikasi antar pribadi: tinjauan psikologis. yogyakarta: kanisius. taras, v., rowney, j., & steel, p. (2013). work-related acculturation: change in individual work-related cultural values following immigration. the international journal of human resource management, 24(1), 130–151. wisma, n., nirwana, h., & afdal, a. (2018). differences in emotional regulation of bugis student and malay cultural background implications for counseling and guidance services. international journal of research in counseling and education, 2(1), 32–39. yahya, y. (2012). psikologi perkembangan. jakarta: kencana. yulmirti. (2014). dinamika perilaku asertif menantu perempuan kepada mertua perempuan yang tinggal di rumah mertua di minangkabau. skripsi. zollo, l. j., heimberg, r. g., & becker, r. e. (1985). evaluations and consequences of assertive behavior. journal of behavior therapy and experimental psychiatry, 16(4), 295–301. https://doi.org/https://doi.org/10.1016/0005-7916(85)90003-5 couns-edu the international journal of counseling and education vol.2, no.4, 2017, pp. 174-184 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020170212040 received on 09/07/2017; revised on 10/01/2017; accepted on 10/07/2017; publishedon: 12/30/2017 174 an initial study in the development of international postgraduate students academic stress scale (ipsass) nasib tua lumban gaol*) 1 , jhy-sheng lin 2 1universitas pelita harapan medan, 2national taiwan ocean university *)corresponding author, e-mail: nasib.tlg@gmail.com abstract the aim of this study is to develop a new scale, the international postgraduate students academic stress scale (ipsass), for measuring the sources of academic stress on international postgraduate students. a 79-item prototype was developed by reviewing literatures and conducting interviews. exploratory factor analysis (efa) was used to investigate the contribution of each item and the number of factor in the ipsass. the result of study revealed that ipsass had seven sub scales including: (1) learning process, (2) time management, (3) financial problems, (4) relationship’s building, (5) supervision, (6) acquiring resources, and (7) academic performance. the ipsass is a reliable and valid instrument for measuring the source and level of academic stress on international postgraduate students. this study has contribution significantly to the literature and practice for providing a valuable understanding regarding psychological and academic issues faced by international postgraduate students. keywords: scale development, academic stress scale, reliability, validity. how to cite: gaol, n. t. l, and lin, j. (2017). an initial study in the development of international postgraduate students academic stress scale (ipsass). couns-edu: international journal of counseling and education, 2(4): pp. 174-184. doi: https://doi.org/10.23916/0020170212040 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction the total number of international students has increased dramatically since the past four decades. according to the organization for economic co-operation and development (oecd), the worldwide number of international students increased from .8 million in 1975 to 4.5 million in 2012 (oecd, 2014). the increasing amount of international students was predicted to occur continuously in the subsequent years (ching, chao, & lien, 2014). this situation occurs due to some countries has taken a part as the host nation for students who desire to study aboard. for instance, taiwan has been one of the destinations to study for international students since 1950 (lee, 2004) from various countries (e.g., indonesia, malaysia, thailand, india, japan, philippines, vietnam, germany, america, africa, turkey, etc). based on the report from ministry of taiwan education (2012), the total number of international students who enrolled in the taiwanese university reached up to 40,843 in 2011. as new comers in taiwan, many international students encountered various obstacles seriously during their study. a number of findings indicated that international students deal with many problems including academic, social interaction, accommodation, finance, health, language barriers (english and mandarin), shock culture, admission, and selection, lack of information and communication between students and their university (chen & liu, 2011; chou et al.,, 2012; lee, 2004; jenkins & galloway, 2009). moreover, mailto:nasib.tlg@gmail.com http://dx.doi.org/10.23916/0020170212040 couns-edu  the international journal of counseling and education vol.2, no.4, 2017 an initial study in the development of international …….| 175 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 ching, chao, and lien (2014) found international students experienced psychological problems consisting of depression, anxiety and stress during study in taiwan. in fact, wherever international student study, she/he perceives much stress while studying the board. the sources of stress may come from academic pressures, language difficulties, culture diversities, living problems and other adjustment barriers (lee, 2009; mori, 2000; sümer, poyrazli, & grahame, 2008; sapranaviciute, perminas, & pauziene, 2012). consequently, those stressors can lead to psychological problems, such as a sense of loss, anxiety, exhaustion, helplessness, loneliness, depression, isolation, and homesickness (chen, 1999; meuleman, garrett, & king, 2015; sümer, poyrazli, & grahame, 2008). the psychological problems also influence concurrently to a student academic performance and well being (hyun, quinn, madon, & lustig, 2007; poyrazli & kavanaugh, 2006). stress is the pivotal issue in academic life, especially in the higher education (agolla & ongori, 2009) because university is academic environment in which stress is increasing among students (robotham & julian, 2006). academic stress refers to environmental demands and challenges in academic circumstances that surpass the ability of students to deal with the various sources of stress (ben-zur & zeidner, 2012). particularly, the academic circumstances frequently become greatly stressful for international students during their study abroad (wan, chapman & biggs, 1992). prior study pointed out that academics constituted the main factor to cause international students perceiving stress (hashim & zhiliang, 2003; poyrazli, 2015; randal, naka, yamamoto, nakamoto et al., 1998). previous studies also indicated that academic stress perceived by international students may relate to academic learning (lee, 2009), language barriers (mclachlan & justice, 2009; lin & scherz, 2014), interaction with an advisor (adrian-taylor, noels, & tischler, 2007; yan & barliner, 2009). furthermore, classmate, friends, roommate, lecturers (dusselier, 2005), time management (konduri, gupchup, borrego, & worley-louis, 2006), and financial problems (chen, 1999) can also contribute to academic stress. international postgraduate students are highly susceptible to perceive stress (jamsiah, taher, & taufik, 2014) in their academic environment because of the afflict pressure for accomplishing their best academic achievement and professional performances (bang & montgomery, 2013). the sources of stress perceived by international postgraduate students are from their academic, which was associated with financial difficulties (kim, 2011; kono, eskandarieh, obayashi, arai, & tamashiro, 2015), dealing with lecturer or advisor (adrian-taylor et al., 2007; hyun et al., 2007; yan & barliner, 2009), time management (zhu & degeneffe, 2011; yi, lin & kishimoto, 2003), and languge barriers (poyrazli & kavanaugh, 2006; sümer et al., 2008). in spite of many studies were conducted on academic stress among international students, there is a necessary to develop academic stress scale for measuring stress among international postgraduate. it is due to most of academic stress scales ware developed by participating university students, such as academic stress inventory of students (asis) (lin & chen, 2009), stress in academic life scale (sals) (alzaeem, sulaiman, & gillani, 2010), survey of college academic stressor (scas) (calaguas, 2012), lakaev academic stress response scale (lasrs) (lakaev, 2009), student-life stress inventory (ssi) (gadzella, 1994); the perception of academic stress scale (pasc) (bedewy & gabriel, 2015), academic expectations stress inventory (aesi) (ang & huan, 2006), university stress questionnaire (usq) (spiridon & evangelia, 2015), and student stress inventory (ssi) (zeidner, 1992). only few researchers developed instruments for measuring academic stress by involving international postgraduate students. they are konduri, gupchup, borrego, and worley-louis (2006); rocha-signh (1994), and yang and clum (1995). unfortunately, those scales are still neglected or not comprehensive to investigate academic stress experienced by international postgraduate students. alzaeem, sulaiman, and gillani (2010) suggested “identifying stress and categorize it specifically for certain students requires specially designed tools for each population of students (p.241)”. therefore, the aim of this study was to develop a new academic stress scale for measuring academic stress among international postgraduate students. method participants were 321 international postgraduate students from 45 countries, which were 81.3% of asian students, 9.3% of african students, 5.9% of american students, and 3.4% of european students. couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu nasib tua lumban gaol & jhy-sheng lin an initial study in the development of international postgraduate students academic stress scale (ipsass)| 176 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 those participants enrolled at fifteen universities in three regions of taiwan (northern, southern, and eastern). participants were 183 male (50.8%) and 158 female (49.2%). the average age of participants was 25.8 years. mostly, the participants enrolled at master program (70.1%), and only 96 enrolled at doctoral program (29.9%). primarily, there were 79 items developed based on two steps consisting review literature and interview. the literature relates to academic stress scales including sals (alzaeem, sulaiman, & gillani, 2010), scas (calaguas, 2012), msc (konduri, gupchup, borrego, & worley-louis, 2006), asis (lin & chen, 2009), ssi (zeidner, 1992), ssi (gadzella, 1994), aesi (ang & huan, 2006), lasrs (lakaev, 2009), pasc (bedewy & gabriel, 2015), and usq (spiridon & evangelia, 2015) and various studies concerning with international students (lee (2009), yang and clum (1994), kim (2011), mukminin and mcmahon (2013), yi et al. (2003), zhu and degeneffe (2011), yan and barliner (2009), poyrazli and kavanaugh (2006), andrian-taylor et al. (2007), misra et al. (2003), sovic (2008), poyrazli and kavanaugh (2006), chen (1999), erichsen and bolliger (2011), dusselier (2005), hashim and zhialiang (2014), macclure (2005), chen (1999), and mori (2000). furthermore, a semi-interview was conducted by involving five international postgraduate students (master and doctoral students). the semi-structured interview protocol was used in order to collect information regarding the sources of academic stress experienced by international postgraduate students during their study in taiwan. furthermore, the result of the semi-structure interview was categorized according the main issues faced by international postgraduate students. a five-point scale was employed as the response format, which is labeled: 1 = no stress, 2 = mild stress, 3 = moderate stress, 4 = severe stress, 5 = extreme stress. this format asked participants to identify their source and level of stress when international postgraduate student deals with every academic environment. a higher score on the five-point scale indicates that the academic environment is very stressful, according to be perceived by the participants. exploratory factor analysis (efa) “is to explore how many factors exist among a set of variable and the degree to which the variables are related to the factors” (khan, 2006, p.686). efa was conducted in order to understand the simply structure of the 79 international postgraduate academic stress scale (ipass) items by involving 321 international postgraduate students. as a part of exploratory factor analysis, extraction, percentage of variance, and factor rotation was conducted to investigate the number factors in the ipsass. first, factor extraction is to remove variance common to sets of variables from the original matrix of association so that after extracting the residual matrix remains (henson & roberts, 2006). principal component analysis (pca) was used as the extraction method. the aim of pca is to reduce the number of variables through creating linear combinations that retain as much of the original measure ‘variance as possible’ (without interpretation in terms of constructs) (conway & huffcutt, 2003). researchers suggested that pca is often used as factor extraction methods for the efa (constantin, 2014; schmitt, 2011). it is due to its ability to provide almost identical results. therefore, in this study the pca was used to extract the number of factors for the ipsass. second, percentage of variance is a useful method to understand how many factors are useful for the new scale. khan (2006) recommended the percentage of variance among variables explained by each factor as one intuitive method of determining the number of factors to retain. moreover, williams, onsman, and brown (2010) suggested that the explained variance was commonly as low as 50-60% in the humanities. third, factor rotation is to enhance the chance of the simple structure to appear. it is a key part of most factor analysis (furr, 2011). researchers recommended that oblique rotation is a better method to explain the nature of the factors (conway & huffcutt, 2003; floyd & widaman, 1995; furr, 2011; schmitt, 2011). the oblique rotation allows each factor to correlate with each other. schmitt (2011) argued that most educational and psychological factors are correlated. therefore, in this study, oblique rotation (e.g., promax) was used as the rotation method due to its ability to produce the realistic result and statistically sound factor structures (schmitt, 2011). results and discussions initially, the adequacy of data was evaluated using kaiser-meyer-olkin (kmo) and bartlett's test of sphericity. the kmo demonstrated data has high sampling adequacy (.93). the bartlett's test of sphericity indicated that inter-item correlations was significant (chi-square = 20284.627, df = 3081, p < .001). according to williams, brown and onsman (2012), the data were appropriate to conduct exploratory factor analysis (efa) due to the adequacy of sample was higher than .50 and the significant of inter-item correlation was lower than .05. thus, the result of efa generated seven factors of the couns-edu  the international journal of counseling and education vol.2, no.4, 2017 an initial study in the development of international …….| 177 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 ipsass with the percentage of cumulative variance stopped at 58.159% as shown in the table 1. table 1. total variance explained of the seven factors of ipsass factors initial eigen-values total % of variance cumulative % 1 26.119 33.062 33.062 2 6.422 8.129 41.191 3 3.897 4.933 46.124 4 2.989 3.783 49.907 5 2.505 3.171 53.078 6 2.130 2.696 55.774 7 1.884 2.385 58.159 in order to determine the names of each factor (sub-scale) and items in the seven factors of ipsass, thus factor loading greater than .40 was retained due to it is very strong for the structure of underlying construct. many researchers recommended that factor loadings (item-factor) more than .30, or .40 are reasonably strong (floyd & widaman, 1995; furr, 2011). particularly, items with high communalities are also necessary in determining the factorability of a data set (worthington & whittaker, 2006). it is to confirm that those items are related to others items. consequently, items have to own communalities higher than .40 (castello & osborne, 2005: worthington & whittaker, 2006). accordingly, fifty-six items (variables) on seven factors had been selected that each factor consists of eight items. it meets the minimum number of six variables for conducting factor analysis (kahn, 2006). hence, the ipsass consists of fifty-six items in the seven factors as shown in the table 2. those items of the ipsass have high factor loading (from .50 to .96) and high communalities (from .45 to .73). table 2. seven factors with 56 items for the ipsass rank items loading h 2 factor 1: learning process 1. completing assignments .83 .70 2. writing assignments/papers .83 .65 3. english language incapability .77 .44 4. giving a presentation .75 .59 5. comprehending english textbook, journals, and thesis/dissertation .74 .52 6. trying new things or conducting experiments .73 .56 7. participating in classroom discussions .72 .54 8. coping with independent learning .68 .62 factor 2: time management 1. discovery of appropriate time for recreational activities .90 .67 2. doing the schedule of activities .90 .70 3. reviewing activities .87 .69 4. priorities setting .81 .68 5. evaluating daily schedule .80 .70 6. taking part for extra-curricular activities in university setting .80 .51 7. schedule arrangement .74 .69 8. balancing between academic activities and social activities .63 .60 factor 3: financial problems 1. paying bills (e.g., dormitory fee, health insurance fee, tuition fee, etc) .83 .70 2. saving money for academic uses .82 .74 3. budgeting of allowance .81 .75 4. dealing with the cost of living .80 .76 5. lack of sufficient funds .79 .71 6. finding part-time job toward additional fund .77 .58 7. having a part-time job on campus or off campus .73 .56 couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu nasib tua lumban gaol & jhy-sheng lin an initial study in the development of international postgraduate students academic stress scale (ipsass)| 178 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 8. dealing with unexpected expenses .69 .61 factor 4 relationship’s building 1. expressing feelings to lab-mate, classmates, and roommates .96 .48 2. making friends with international students .93 .63 3. communicating with international students .92 .73 4. arguing with lab-mates (classmates) .77 .71 5. competing with classmate (lab-mates) .72 .72 6. dealing with lab-mates (classmates) .65 .45 7. disturbances from lab-mate, classmates, and roommates .66 .72 8. handling the expectation of lab-mates, classmates, and roommates .66 .68 factor 5: supervision 1. advisor has not enough time .81 .48 2. lack of communication with advisor .76 .63 3. preparation to discuss with advisor .73 .73 4. lack of authority or support to organize academic work .71 .71 5. carrying out the results of discussion with advisor .69 .72 6. choosing advisor .68 .45 7. discussion with advisor concerning research projects .67 .72 8. dealing with the advisor’s expectations .53 .68 factor 6: acquiring resources 1. changing/adding of courses .82 .61 2. following of enrolment procedures .80 .65 3. applying for the certificate of resident .75 .54 4. applying for scholarship .73 .63 5. course selection .72 .61 6. waiting for scholarship announcement .63 .54 7. completing documents .62 .56 8. dealing with university’s administrator .54 .52 factor 7 academic performance 1. academic performance that is not good as other students .86 .70 2. dealing with academic performance .82 .75 3. fail to achieve academic success .81 .64 4. hard working in academic activities .69 .67 5. handling of self-expectations .63 .65 6. maintaining motivation in academic activities .59 .68 7. taking some courses that make out of breath .54 .52 8. taking some courses that are not attractive .50 .47 note: h 2 : communalities validity of the ipsass was investigated based on its content and criterion-related validity. the content validity of the ipass was examined based on the judgment of the experts. seven experts corrected and confirmed that all items in the ipsass were valid. the criterion-related validity was examined for the ipsass. the criterion-related validity refers to the empirical relationship between one measurement with its performance on some other variables (devon, block, moyle‐wright, ernst, hayden et al., 2007). the criterion-related validity can be determined by investigating the relationship between scores on a measurement and some independent variables (reber & reber, 2002). the criterion-related validity of ipsass was examined by using two single-item scales, namely: (1) single item general stress scale (sigss) and (2) single item happiness scale (sihs). the two single variables were designed to check correlation between ipsass and other variables, such as perceiving of stress and feeling of happiness. two assumptions were proposed and accepted to validate the ipsass. first, there would be a positive correlation between the ipsass and the sigss. kyriacou and sutcliffe (1978) found that the sigss had positive correlation significantly with source of stress and symptoms of stress among teachers. after calculating, the sigss has a positive significantly correlation with the ipsass (r = .61, p < .001). thus, it was convinced further that the ipsass correlates positively with the sigss. hence, this first assumption was accepted well. second, there would be negative correlation between the ipsass and the sihs. previous study found couns-edu  the international journal of counseling and education vol.2, no.4, 2017 an initial study in the development of international …….| 179 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 that stress had negative correlations with happiness (abdollahi, abu talib, yaacob, & ismail, 2014; jung, 2014; schiffrin & nelson, 2010). after calculating, the single item to measure the feeling of happiness (sihs) on international postgraduate students has inverse correlation with the ipsass (r = -.120, p < 0.05). it was convinced further that the ipsass correlated positively with the sihs. hence, this second assumption was accepted well. in order to establish the reliability of the ipsass (international postgraduate academic stress scale), the internal consistency was calculated. after calculating data collected from participants (n=321), the reliability (α) of the ipsass was very high (.96). as shown in the table 3, the cronbach’s alpha of the seven subscales was ranged from .89 to .93. table 3. reliability (α), mean (m), and standard deviation (sd) of the ipsass international postgraduate students academic stress scale (ipsass) was investigated based on the psychometric approach (costello & osborne, 2005; furr, 2011; kline, 2013; williams et al., 2012). particularly, exploratory factor analysis (efa) was used to determine the structure of the ipsass. the result of analysis by efa revealed that ipsass consisted of seven-sub scales with 56 items with high factor loadings and item communalities. firstly, learning process is very challenging for international postgraduate students due to they have to deal with the various academic demands. this study found that the students perceive stress during learning process. the learning process consists of assignments, class discussion, giving presentation and language difficulties. those items were supported by the prior findings that indicated international students perceive stress during their learning process (erichsen & bolliger, 2011; lee, 2009; kim, 2011; mukimin & mcmahon, 2013; sovic, 2008). second, time management is one of the crucial stressors for international postgraduate students. this present study revealed that those who failed to manage their time appropriately; they experienced stress in academic life. previous study also found international students perceive stress due to time management issues (konduri, gupchup, borrego & worley-louis, 2006; yi, giseala & kishimoto, 2003). in addition to time management, zhu and degeneffe (2011) revealed international postgraduate students who have many demands of their schedules and time for the academic workload (e.g. assignments) experience pressure. this suggest that time management is one important issues encountered by international postgraduate students. third, financial problem is the source of academic stress experienced by international postgraduate students. actually, the financial problem has been documented well in the previous academic stress scale due to the financial problems are the most common source of stress to international students. for instance, prior studies found that international students were very likely to perceive stress due to financial issues (forbes-mewett, marginson, nyland, ramia, & sawir, 2009; mehdizadeh & scott, 2005; sherry, thomas, & chui, 2010; yang & clum, 1995). therefore, international postgraduate students are susceptible to perceive stress in academic environment due to process of survival in maintaining a good academic performance, social interaction, and work. this finding is supported by previous research (salamonson, andrew, & everett, 2009; kono, eskandarieh, obayashi, arai, & tamashiro, 2015). fourth, relationship’s building with other students is very important for international postgraduate subscale of the ipsass number of items m (sd) reliability (α) subscale (1): learning process 8 19.73 (6.47) .89 subscale (2): time management 8 19.20 (6.98) .92 subscale (3): financial problems 8 19.79 (8.15) .93 subscale (4): relationship’s building 8 14.99 (6.07) .90 subscale (5): supervision 8 20.06 (7.75) .92 subscale (6): acquiring resources 8 17.23 (6.31) .89 subscale (7): academic performance 8 21.13 (7.34) .91 total 56 132.13 (35.88) .96 couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu nasib tua lumban gaol & jhy-sheng lin an initial study in the development of international postgraduate students academic stress scale (ipsass)| 180 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 students who are studying aboard. this current research found that ‘relationship’s building’ is the source of academic stress. for instance, difficulties to deal with other students (e.g., roommate, classmate, and labmate) are very likely to cause stress. akhtar and kroner-herwig (2015) argued building new social networks and adjusting to new cultural demands is not easy. consequently, difficulties to build relationship can contribute to perceive stress. previous study found that international students perceived stress when build relationship with others students (dusselier, 2005; hashim & zhialiang, 2014). fifth, supervision is the source of academic stress to international postgraduate students. particularly, international postgraduate students have to deal with their advisor in the supervision process. this present research reported that the students pointed out various problems were associated with the supervision, including advisor’s lack of time, communication, choosing advisor, preparation, discussion, and expectations. this finding is supported by prior studies that supervision can be the sources of academic stress to international postgraduate students (adrian-taylor, noels & tischler, 2007; yan & barliner, 2009). moreover, hyun, quinn, madon, and lustig (2007) documented also that there was positive correlation between problems associated with academic advisor and stress. sixth, acquiring resources is the source of stress to international postgraduate students. this finding revealed that international postgraduate students perceived academic stress while acquiring their academic needs in the host country. the resources are acquired while studying aboard associated with course selection, enrolment procedures, the certificate of resident, scholarship, documents, and interaction with administrator. kim (2011) indicated that some requirements, such as international student visa and scholarship problems could be the additional sources of stress on international students. furthermore, international students also faced stress related to universtiy service (oswalt & riddock, 2007) finally, academic performance is one academic stressor to international postgraduate students. most international students studying aboard want to perform the best academic. they will be frustrated and worry when they did not meet their expectation. hence, those who pursue the best in academic tend to perceive stress in academic. this current research found that academic performance was associated with handling of self-expectation, maintaining motivation, taking course, and study hard. previous research indicated self-expectation is as the source of academic stress on international students (khawaja & dempsey, 2007; yang & clum, 1995). in summary, the ipsass demonstrated high reliability and was supported by factorial and criterion-related validity, which related to two variables, including perceiving of stress and happiness. therefore, the ipsass is a reliable and valid instrument for measuring academic stress on international postgraduate students. conclusions this study was to develop international postgraduate students academic stress scale (ipsass). the instrument is valid and reliable that can be used to investigate the source and level of academic stress among international postgraduate students. due to the ipsass is initial scale development, the further studies are required to examine and improve the psychometric qualities of the ipsass. for instance, the future research should involve a large sample of international postgraduate students from various countries and universities, and decrease the number of participants who are from asian countries. furthermore, the ipsass requires validation further in order to support psychometrically. other instruments may be administered with the ipsass to validate differently. acknowledgments this study was extracted from the first author’s master thesis and advised by the second author. the authors are grateful to dean of institute of education, national taiwan ocean university, prof. chia-ling wang, ph.d, and committee members, haunn-tarng tseng, ph.d., and dr. liang-ting tsai who provided many contributions to this study. couns-edu  the international journal of counseling and education vol.2, no.4, 2017 an initial study in the development of international …….| 181 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 references abdollahi, a., abu talib, m., yaacob, s. n., & ismail, z. (2014). hardiness as a mediator between perceived stress and happiness in nurses. journal of psychiatric and mental health nursing, 21(9), 789796. doi: 10.1111/jpm.12142 adrian-taylor, s. r., noels, k. a., & tischler, k. (2007). conflict between international graduate students and faculty supervisors: toward effective conflict prevention and management strategies. journal of studies in international education, 11(1), 90-117. doi: 10.1177/1028315306286313 agolla, j. e., & ongori, h. (2009). an assessment of academic stress among undergraduate students: the case of university of botswana. educational research and reviews, 4(2), 63-70. akhtar, m., & kröner-herwig, b. (2015). acculturative stress among international students in context of socio-demographic variables and coping styles. current psychology, 34(4), 803-815. doi: 10.1007/s12144-015-9303-4 alzaeem, a. y., sulaiman, s. a. s., & gillani, s. w. (2010). assessment of the validity and reliability for a newly developed stress in academic life scale (sals) for pharmacy undergraduates. international journal of collaborative research on internal medicine & public health, 2(7), 239-256. ang, r. p., & huan, v. s. (2006). academic expectations stress inventory development, factor analysis, reliability, and validity. educational and psychological measurement, 66(3), 522-539. doi: 10.1177/0013164405282461 bang, h., & montgomery, d. (2013). understanding international graduate students' acculturation using q methodology. journal of college student development, 54(4), 343-360. doi: 10.1353/csd.2013.006 bedewy, d., & gabriel, a. (2015). examining perceptions of academic stress and its sources among university students: the perception of academic stress scale. health psychology open, 2(2), 1-9. doi: 10.1177/2055102915596714 ben-zur, h., & zeidner, m. (2012). appraisals, coping and affective and behavioral reactions to academic stressors. psychology, 3(9), 713-721. doi: 10.4236/psych.2012.39108 calaguas, g. m. (2012). survey of college academic stressors: development of a new measure. international journal of human sciences, 9(1), 441-457. http://www.insanbilimleri.com/en chen, l. w., & liu, h. k. j. (2011). the internationalization of higher education in taiwan: are we on the right track? international journal of organizational innovation, 3(4), 95-105. chen, c. p. (1999). professional issues: common stressors among international college students: research and counseling implications. journal of college counseling, 2(1), 49-65. ching, g. s., chao, p. c., & lien, w. c. (2014). acculturative hassles and strategies: relationship between study abroad related depression, anxiety, and stress. international journal of research studies in psychology, 3(5), 3-35. doi: 10.5861/ijrsp.2014.818 chou, c. p., roberts, a., & ching, g. s. (2012). a study on the international students’ perception and norms in taiwan. international journal of research studies in education, 1(2), 71-84. doi: 10.5861/ijrse.2012.v1i2.76 constantin, c. (2014). principal component analysis: a powerful tool in computing marketing information. bulletin of the transilvania university of brasov. economic sciences. series v, 7(2), 2530. conway, j. m., & huffcutt, a. i. (2003). a review and evaluation of exploratory factor analysis practices in organizational research. organizational research methods, 6(2), 147-168. doi: 10.1177/1094428103251541 costello, a. b., & osborne, j. w. (2005). best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. practical assessment, research & evaluation, 10(7), 1–9. doi: 10.1.1.110.9154 devon, h. a., block, m. e., moyle‐ wright, p., ernst, d. m., hayden, s. j., lazzara, d. j., ... & kostas‐ polston, e. (2007). a psychometric toolbox for testing validity and reliability. journal of nursing scholarship, 39(2), 155-164. doi: 10.1111/j.1547-5069.2007.00161.x dusselier, l., dunn, b., wang, y., shelley ii, m. c., & whalen, d. f. (2005). personal, health, academic, and environmental predictors of stress for residence hall students. journal of american college health, 54(1), 15-24. doi: 10.3200/jach.54.1.15-24 erichsen, e.a, & bolliger, d.u. (2011). towards understanding isolation international graduate students in traditional and online environments. educational technology research and development , 59(3), 309-326. doi: 10.1007/s11423-010-9161-6 couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu nasib tua lumban gaol & jhy-sheng lin an initial study in the development of international postgraduate students academic stress scale (ipsass)| 182 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 hashim, i. h., & zhiliang, y. (2003). cultural and gender differences in perceiving stressors: a cross‐ cultural investigation of african and western students in chinese colleges. stress and health, 19(4), 217-225. doi: 10.1002/smi.978 henson, r. k., & roberts, j. k. (2006). use of exploratory factor analysis in published research common errors and some comment on improved practice. educational and psychological measurement, 66(3), 393-416. doi: 10.1177/0013164405282485 hyun, j., quinn, b., madon, t., & lustig, s. (2007). mental health need, awareness, and use of counseling services among international graduate students. journal of american college health, 56(2), 109-118. doi: 10.3200/jach.56.2.109-118 gadzella, b. m. (1994). student-life stress inventory: identification of and reactions to stressors. psychological reports, 74(2), 395-402. doi: 10.2466/pr0.1994.74.2.395?journalcode=prxa floyd, f. j., & widaman, k. f. (1995). factor analysis in the development and refinement of clinical assessment instruments. psychological assessment, 7(3), 286-299. doi: 10.1037/1040-3590.7.3.286 forbes-mewett, h., marginson, s., nyland, c., ramia, g., & sawir, e. (2009). australian university international student finances. higher education policy, 22(2), 141-161. doi: 10.1057/hep.2008.4 furr, m. (2011). scale construction and psychometrics for social and personality psychology. sage publications ltd. jamsiah, m., taher, s., & a taufik, j. (2014). stress among international postgraduate students at universiti kebangsaan malaysia medical centre (ukmmc). malaysian journal of public health medicine, 14(2), 21-33. jenkins, j. r., & galloway, f. (2009). the adjustment problems faced by international and overseas chinese students studying in taiwan universities: a comparison of student and faculty/staff perceptions. asia pacific education review, 10(2), 159-168. doi: 10.1007/s12564-009-9020-5 jung, j. h. (2014). religious attendance, stress, and happiness in south korea: do gender and religious affiliation matter?. social indicators research, 118(3), 1125-1145. doi: doi 10.1007/s11205-0130459-8 kahn, j. h. (2006). factor analysis in counseling psychology research, training, and practice principles, advances, and applications. the counseling psychologist, 34(5), 684-718.doi: 10.1177/0011000006286347 khawaja, n. g., & dempsey, j. (2007). psychological distress in international university students: an australian study. australian journal of guidance and counselling, 17(01), 13-27. doi: 10.1375/ajgc.17.1.13 kim, s. a. (2011). predictors of acculturative stress among international music therapy students in the united states. music therapy perspectives, 29(2), 126-132. kline, p. (2013). the new psychometrics: science, psychology and measurement. usa: routledge. konduri, n., gupchup, g. v., borrego, m. e., & worley-louis, m. (2006). assessment of the reliability and validity of a stress questionnaire for pharmacy administration graduate students. college student journal, 40(1), 78-90. https://eric.ed.gov/?id=ej765302 kono, k., eskandarieh, s., obayashi, y., arai, a., & tamashiro, h. (2015). mental health and its associated variables among international students at a japanese university: with special reference to their financial status. journal of immigrant and minority health, 17(6), 1654-1659. doi 10.1007/s10903-014-0100-1 kyriacou, c., & sutcliffe, j. (1978). teacher stress: prevalence, sources, and symptoms. british journal of educational psychology, 48, 159-67. doi: 10.1111/j.2044-8279.1978.tb02381.x lakaev, n. (2009). validation of an australian academic stress questionnaire. australian journal of guidance and counseling, 19(1), 56-70. doi: 10.1375/ajgc.19.1.56 lee, k. w. (2004). a comparative analysis of foreign student needs in taiwan. hsuan chuang jen wen journal, 92 (2), 1-26. hsin-chu, taiwan: hsuan chuang university. lee, y. h. (2009). problems and stress among students in an international campus. international journal of learning, 16(4), 361-379. lin, s. y., & scherz, s. d. (2014). challenges facing asian international graduate students in the us: pedagogical considerations in higher education. journal of international students, 4(1), 16-33. lin, y. m., & chen, f. s. (2009) academic stress inventory of students at universities and colleges of technology. world transactions on engineering and technology, 7(2), 157-162. mehdizadeh, n., & scott, g. (2005). adjustment problems of iranian international students in scotland. international education journal, 6(4), 484-493. mclachlan, d. a., & justice, j. (2009). a grounded theory of international student well-being. journal of theory construction & testing, 13(1), 27-32. https://doi.org/10.1375/ajgc.19.1.56 couns-edu  the international journal of counseling and education vol.2, no.4, 2017 an initial study in the development of international …….| 183 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 meuleman, a. m., garrett, r., wrench, a., & king, s. (2015). ‘some people might say i'm thriving but…’: non-traditional students' experiences of university. international journal of inclusive education, 19(5), 503-517. doi: 10.1080/13603116.2014.945973 mori, s. c. (2000). addressing the mental health concerns of international students. journal of counseling & development, 78(2), 137-144. doi: 10.1002/j.1556-6676.2000.tb02571.x mukminin, a., & mcmahon, b. j. (2013). international graduate students’ cross-cultural academic engagement: stories of indonesian doctoral students on an american campus. the qualitative report, 18(35), 1-19. organisation for economic co-operation and development [oecd]. (2014). indicator c4: who studies abroad and where? in education at a glance 2014: highlights (pp. 342-362). oswalt, s. b., & riddock, c. c. (2007). what to do about being overwhelmed: graduate students, stress, and university services. college student affairs journal, 27(1), 24-44. poyrazli, s., & kavanaugh, p. r. (2006). marital status, ethnicity, academic achievement, and adjustment strains: the case of graduate international students. college student journal, 40(4), 767-780. poyrazli, s. (2015). psychological symptoms and concerns experienced by international students: outreach implications for counseling centers. journal of international students, 5(3), 306-312. randall, m., naka, k., yamamoto, k., nakamoto, h., arakaki, h., & ogura, c. (1998). assessment of psychosocial stressors and maladjustment among foreign students of the university of the ryukyus. psychiatry and clinical neurosciences, 52(3), 289-298. reber, a. s. & reber, e.s. (1995). the penguin dictionary of psychology (2nd ed.). new york, ny, us: penguin press. robotham, d., & julian, c. (2006). stress and the higher education student: a critical review of the literature. journal of further and higher education, 30(02), 107-117. doi: 10.1080/03098770600617513 rocha-singh, i. a. (1994). perceived stress among graduate students: development and validation of the graduate stress inventory. educational and psychological measurement, 54(3), 714-727. salamonson, y., andrew, s., & everett, b. (2009). academic engagement and disengagement as predictors of performance in path physiology among nursing students. contemporary nurse, 32(1-2), 123-132. sapranaviciute, l., perminas, a., & pauziene, n. (2012). stress coping and psychological adaptation in the international students. open medicine, 7(3), 335-343. schiffrin, h. h., & nelson, s. k. (2010). stressed and happy? investigating the relationship between happiness and perceived stress. journal of happiness studies, 11(1), 33-39. schmitt, t. a. (2011). current methodological considerations in exploratory and confirmatory factor analysis. journal of psychoeducational assessment, 29(4), 304-321. doi: 10.1177/0734282911406653 sherry, m., thomas, p., & chui, w. h. (2010). international students: a vulnerable student population. higher education, 60(1), 33-46. doi: 10.1007/s10734-009-9284-z sovic, s. (2008). coping with stress: the perspective of international students. art, design & communication in higher education, 6(3), 145-158. doi: 10.1386/adch.6.3.145/1 spiridon, k., & evangelia, k. (2015). exploring relationships between academic hardiness, academic stressors and achievement in university undergraduates, journal of applied educational and policy research, 1(1), 53-73. sümer, s., poyrazli, s., & grahame, k. (2008). predictors of depression and anxiety among international students. journal of counseling and development, 86(4), 429-437. doi: 10.1002/j.15566678.2008.tb00531.x wan, t. y., chapman, d. w., & biggs, d. a. (1992). academic stress of international students attending u.s. universities. research in higher education, 33(5), 607-623. doi: 10.1007/bf00973761 williams, b., brown, t., & onsman, a. (2012). exploratory factor analysis: a five-step guide for novices. journal of emergency primary health care (jephc), 8(3), 1-13. worthington, r. l., & whittaker, t. a. (2006). scale development research a content analysis and recommendations for best practices. the counseling psychologist, 34(6), 806-838. doi: 10.1177/001100000628812 yan, k., & berliner, d. c. (2009). chinese international students' academic stressors in the united states. college student journal, 43(4), 939-960. https://eric.ed.gov/?id=ej872311 yang, b., & clum, g. a. (1995). measures of life stress and social support specific to an asian student population. journal of psychopathology and behavioral assessment, 17(1), 51-67. doi: 10.1007/bf02229203 couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu nasib tua lumban gaol & jhy-sheng lin an initial study in the development of international postgraduate students academic stress scale (ipsass)| 184 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 yi, j. k., giseala, j. c., & kishimoto, y. (2003). utilization of counseling services by international students. journal of instructional psychology, 30(4), 33-342. zeidner, m. (1992). sources of academic stress: the case of first year jewish and arab college students in israel. higher education, 24(1), 25-40. doi: 10.1007/bf00138616 zhu, y., & degeneffe, c. e. (2011). international students in rehabilitation counseling education programs: results from a national survey. rehabilitation research, policy, and education, 25(1-2), 7386. doi: 10.1891/216866511805001055 couns-edu the international journal of counseling and education vol.6, no.3, 2021, pp. 98-109 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210610430 received on 06/14/2021; revised on 07/18/2021; accepted on 08/21/2021; publishedon:09/20/2021 98 learner attitudes, student characteristics, and design feature as factors in blended learning effectiveness mahjudin mahjudin *)1 , nurmawati nurmawati 1 , indriana kristiawati1 1universitas islam lamongan, indonesia *)corresponding author, e-mail: mahyudin.1945@gmail.com abstract specialists in the field of education have shown more and more interest in issues related to the learning process. most of the studies produced by both psychologists and teachers have attempted to identify the factors that determine the learning process and to highlight possible relations among elements related to the quality of education, the teaching strategies used in the classroom and the quality of students performance this paper investigates the effectiveness of a blended learning environment through analyzing the relationship between learner attitudes, student characteristics, and design features. this paper explores the attitudes of learners towards blended learning and seeks to establish whether there are attitudinal differences with regard to gender and learner attitudes in different schools. our results sho that blended learning is a venture worth undertaking by educational institutions but the attitude factor predicting learning performance needs to be established and therefore remains the focus of future work. keywords: learning attitudes, behavioral learning, design feature, blended learner how to cite: mahjudin, m., nurmawati, n., & kristiawati, i. (2021). learner attitudes, student characteristics, and design feature as factors in blended learning effectiveness. couns-edu: the international journal of counseling and education, 6(3). doi:http://dx.doi.org/10.23916/0020210610430 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction the teaching and learning environment is embracing a number of innovations and some of these involve the use of technology through blended learning. this innovative pedagogical approach has been embraced rapidly though it goes through a process. the introduction of blended learning (combination of face-to-face and online teaching and learning) initiatives is part of these innovations but its uptake, especially in the developing world faces challenges for it to be an effective innovation in teaching and learning. blended learning effectiveness has quite a number of underlying factors that pose challenges. one big challenge is about how users can successfully use the technology and ensuring participants’ commitment given the individual learner characteristics and encounters with technology (hofmann, 2014). hofmann adds that users getting into difficulties with technology may result into abandoning the learning and eventual failure of technological applications. in a report by oxford group (2013), some learners (16%) had negative attitudes to blended learning while 26% were concerned that learners would not complete study in blended learning. learners are important partners in any learning process and therefore, their backgrounds and characteristics affect their ability to effectively carry on with learning and being in blended learning, the design tools to be used may impinge on the effectiveness in their learning. garrison and kanuka (2004) examined the transformative potential of blended learning and reported an increase in course completion rates, improved retention and increased student satisfaction. comparisons between blended learning environments have been done to establish the disparity between mailto:mahyudin.1945@gmail.com http://dx.doi.org/10.23916/0020210610430 couns-edu  the international journal of counseling and education vol.6, no.3, 2021 learner attitudes, student characteristics …| 99 indonesian counselor association (iki) | doi: 10.23916/0020210610430 academic achievement, grade dispersions and gender performance differences and no significant differences were found between the groups (demirkol & kazu, 2014). however, blended learning effectiveness may be dependent on many other factors and among them student characteristics, design features and learning outcomes. research shows that the failure of learners to continue their online education in some cases has been due to family support or increased workload leading to learner dropout (park & choi, 2009) as well as little time for study. additionally, it is dependent on learner interactions with instructors since failure to continue with online learning is attributed to this. literature review blended learner the definition of blended learning is a formal education program in which a student learns: 1. at least in part through online learning, with some element of student control over time, place, path, and/or pace; 2. at least in part in a supervised brick-and-mortar location away from home; 3. the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience. the majority of blended-learning programs resemble one of four models: rotation, flex, a la carte, and enriched virtual. the rotation model includes four sub-models: station rotation, lab rotation, flipped classroom, and individual rotation. rotation model is a course or subject in which students rotate on a fi xed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning. other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments. the students learn mostly on the brick-and-mortar campus, except for any homework assignments. 1. station rotationis a course or subject in which students experience the rotation model within a contained classroom or group of classrooms. the station rotation model differs from the individual rotation model because students rotate through all of the stations, not only those on their custom schedules. 2. lab rotation is a course or subject in which students rotate to a computer lab for the onlinelearning station. 3. flipped classroom is a course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects. the primary delivery of content and instruction is online, which differentiates a flipped classroom from students who are merely doing homework practice online at night. 4. individual rotation is a course or subject in which each student has an individualized playlist and does not necessarily rotate to each available station or modality. an algorithm or teacher(s) sets individual student schedules. flex model is a course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. students move on an individually customized, fl uid schedule among learning modalities. the teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. the teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as smallgroup instruction, group projects, and individual tutoring. some implementations have substantial face-toface support, whereas others have minimal support. a la carte model is a course that a student takes entirely online to accompany other experiences that the student is having at a brick-and-mortar school or learning center. the teacher of record for the a la carte course is the online teacher. students may take the a la carte course either on the brick-andmortar campus or off -site. this differs from full-time online learning because it is not a whole-school experience. students take some courses a la carte and others face-to-face at a brick-and-mortar campus. couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu mahjudi, m., et al learner attitudes, student characteristics …| 100 indonesian counselor association (iki) | doi: 10.23916/0020210610430 enriched virtual model is a course or subject in which students have required face-to-face learning sessions with their teacher of record and then are free to complete their remaining coursework remote from the face-to-face teacher. online learning is the backbone of student learning when the students are located remotely. the same person generally serves as both the online and face-to-face teacher. many enriched virtual programs began as full-time online schools and then developed blended programs to provide students with brick-and-mortar school experiences. the enriched virtual model differs from the flipped classroom because in enriched virtual programs, students seldom meet face-to-face with their teachers every weekday. it differs from a fully online course because face-to-face learning sessions are more than optional office hours or social events; they are required. learner characteristics and blended learning effectiveness rovai, (2003) noted that learners’ computer literacy and time management are crucial in distance learning contexts and concluded that such factors are meaningful in online classes. this is supported by selim (2007) that learners need to posses time management skills and computer skills necessary for effectiveness in e-learning and blended learning. self regulatory skills of time management lead to better performance and learners’ ability to structure the physical learning environment leads to efficiency in elearning and blended learning environments. learners need to seek helpful assistance from peers and teachers through chats, email and face-to-face meetings for effectiveness (lynch & dembo, 2004). factors such as learners’ hours of employment and family responsibilities are known to impede learners’ process of learning, blended learning inclusive (cohen, stage, hammack, & marcus, 2012). it was also noted that a common factor in failure and learner drop-out is the time conflict which is compounded by issues of family, employment status as well as management support (packham, jones, miller, & thomas, 2004). a study by thompson (2004) shows that work, family, insufficient time and study load made learners withdraw from online courses. learner attitudes to blended learning can result in its effectiveness and these shape behavioral intentions which usually lead to persistence in a learning environment, blended inclusive. selim, (2007) noted that the learners’ attitude towards e-learning and blended learning are success factors for these learning environments. learner performance by age and gender in e-learning and blended learning has been found to indicate no significant differences between male and female learners and different age groups (i.e. young, middle-aged and old above 45 years) (coldwell, craig, paterson, & mustard, 2008). this implies that the potential for blended learning to be effective exists and is unhampered by gender or age differences. learner attitude as a predictor from a general point of view, a study by nyamubi (2016) showed that learner attitudes towards the learning of english language were positively related to their performance in the subject. therefore, attitudes can predict whether learner satisfaction and outcomes are achieved or not. janssen and o’brien (2014) dealt with student opinions and experiences with online homework systems and noted that learner positive attitudes about homework had the strongest effects on homework score (performance). the study was concerned with measurement of learner attitudes about the online homework system not blended learning as the case in our study. eom, wen and ashill (2006) found out in their study about determinants of student satisfaction and learning outcomes in university online courses that instructor feedback and learning style significantly affected learning outcomes while course structure, instructor feedback, self-motivation, learning style, interaction and instructor facilitation significantly affected learner satisfaction in online learning. our interest here are the factors such as interaction, course structure and instructor feedback which are part of learner-instructor interaction predicting learner satisfaction though not in a blended learning environment. the attitude measure for our study comprises learner autonomy, quality of instructional methods and course interface as additional to the factors tackled by eom, wen and ashill (2006). they went ahead to indicate that course structure was crucial and affects the success of distance education. they noted that under course structure, the course materials being logically organised and course objectives clearly communicated, lead to high levels of student satisfaction and perceived learning outcomes. swan (2001) found that learners who reported high levels of interaction with instructors and peers had high levels of satisfaction. additionally, high levels of learner-to-instructor interaction were strongly associated with high levels of online user satisfaction as well as learning outcomes (arbaugh, 2000; swan, 2001). however, there is little or no study that has specifically dealt with learner attitudes predicting learning outcomes and satisfaction in a blended learning environment context. couns-edu  the international journal of counseling and education vol.6, no.3, 2021 learner attitudes, student characteristics …| 101 indonesian counselor association (iki) | doi: 10.23916/0020210610430 learner outcomes the outcomes under scrutiny in this study include performance, motivation, satisfaction and knowledge construction. motivation is seen here as an outcome because, much as cognitive factors such as course grades are used in measuring learning outcomes, affective factors like intrinsic motivation may also be used to indicate outcomes of learning (kuo, walker, belland, & schroder, 2013). research shows that high motivation among online learners leads to persistence in their courses (menager-beeley, 2004). sankaran and bui (2001) indicated that less motivated learners performed poorly in knowledge tests while those with high learning motivation demonstrate high performance in academics (green, nelson, martin, & marsh, 2006). lim and kim, (2003) indicated that learner interest as a motivation factor promotes learner involvement in learning and this could lead to learning effectiveness in blended learning. learner satisfaction was noted as a strong factor for effectiveness of blended and online courses (wilging & johnson, 2009) and dissatisfaction may result from learners’ incompetence in the use of the learning management system as an effective learning tool since, as islam (2014) puts it, users may be dissatisfied with an information system due to ease of use. a lack of prompt feedback for learners from course instructors was found to cause dissatisfaction in an online graduate course. in addition, dissatisfaction resulted from technical difficulties as well as ambiguous course instruction hara and kling (2001). these factors, once addressed, can lead to learner satisfaction in e-learning and blended learning and eventual effectiveness. a study by blocker and tucker (2001) also showed that learners had difficulties with technology and inadequate group participation by peers leading to dissatisfaction within these design features. student-teacher interactions are known to bring satisfaction within online courses. study results by swan (2001) indicated that student-teacher interaction strongly related with student satisfaction and high learner-learner interaction resulted in higher levels of course satisfaction. descriptive results by naaj, nachouki, and ankit (2012) showed that learners were satisfied with technology which was a videoconferencing component of blended learning with a mean of 3.7. the same study indicated student satisfaction with instructors at a mean of 3.8. askar and altun, (2008) found that learners were satisfied with face-to-face sessions of the blend with t-tests and anova results indicating female scores as higher than for males in the satisfaction with face-to-face environment of the blended learning. studies comparing blended learning with traditional face-to-face have indicated that learners perform equally well in blended learning and their performance is unaffected by the delivery method (kwak, menezes, & sherwood, 2013). in another study, learning experience and performance are known to improve when traditional course delivery is integrated with online learning (stacey & gerbic, 2007). such improvement as noted may be an indicator of blended learning effectiveness. our study however, delves into improved performance but seeks to establish the potential of blended learning effectiveness by considering grades obtained in a blended learning experiment. score 50 and above is considered a pass in this study’s setting and learners scoring this and above will be considered to have passed. this will make our conclusions about the potential of blended learning effectiveness. regarding knowledge construction, it has been noted that effective learning occurs where learners are actively involved (nurmela, palonen, lehtinen & hakkarainen, 2003, cited in zhu, 2012) and this may be an indicator of learning environment effectiveness. effective blended learning would require that learners are able to initiate, discover and accomplish the processes of knowledge construction as antecedents of blended learning effectiveness. a study by rahman, yasin and jusoff (2011) indicated that learners were able to use some steps to construct meaning through an online discussion process through assignments given. in the process of giving and receiving among themselves, the authors noted that learners learned by writing what they understood. from our perspective, this can be considered to be accomplishment in the knowledge construction process. their study further shows that learners construct meaning individually from assignments and this stage is referred to as pre-construction which for our study, is an aspect of discovery in the knowledge construction process. predictors of blended learning effectiveness researchers have dealt with success factors for online learning or those for traditional face-to-face learning but little is known about factors that predict blended learning effectiveness in view of learner characteristics and blended learning design features. this part of our study seeks to establish the learner characteristics/backgrounds and design features that predict blended learning effectiveness with regard to couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu mahjudi, m., et al learner attitudes, student characteristics …| 102 indonesian counselor association (iki) | doi: 10.23916/0020210610430 satisfaction, outcomes, motivation and knowledge construction. song, singleton, hill, and koh (2004)examined online learning effectiveness factors and found out that time management (a selfregulatory factor) was crucial for successful online learning. eom, wen, and ashill (2006) using a survey found out that interaction, among other factors, was significant for learner satisfaction. technical problems with regard to instructional design were a challenge to online learners thus not indicating effectiveness (song et al., 2004), though the authors also indicated that descriptive statistics to a tune of 75% and time management (62%) impact on success of online learning. arbaugh (2000) and swan (2001) indicated that high levels of learner-instructor interaction are associated with high levels of user satisfaction and learning outcomes. a study by naaj et al. (2012) indicated that technology and learner interactions, among other factors, influenced learner satisfaction in blended learning. objective and research questions of the current study the objective of the current study is to investigate the effectiveness of blended learning in view of student satisfaction, knowledge construction, performance and intrinsic motivation and how they are related to student characteristics and blended learning design features in a blended learning environment. method research design this research applies a quantitative design where descriptive statistics are used for the student characteristics and design features data, t-tests for the age and gender variables to determine if they are significant in blended learning effectiveness and regression for predictors of blended learning effectiveness. this study is based on an experiment in which learners participated during their study using face-toface sessions and an on-line session of a blended learning design. a learning management system (moodle) was used and learner characteristics/background and blended learning design features were measured in relation to learning effectiveness. it is therefore a planning evaluation research design as noted by guskey (2000) since the outcomes are aimed at blended learning implementation at mmu. the plan under which the various variables were tested involved face-to-face study at the beginning of a 17 week semester which was followed by online teaching and learning in the second half of the semester. the last part of the semester was for another face-to-face to review work done during the online sessions and final semester examinations. a questionnaire with items on student characteristics, design features and learning outcomes was distributed among students from three schools and one directorate of postgraduate studies. data analysis first, descriptive statistics was conducted. shapiro-wilk test was done to test normality of the data for it to qualify for parametric tests. the test results for normality of our data before the t-test resulted into significant levels (male = .003, female = .000) thereby violating the normality assumption. we therefore used the skewness and curtosis results which were between − 1.0 and +1.0 and assumed distribution to be sufficiently normal to qualify the data for a parametric test, (pallant, 2010). an independent samples t-test was done to find out the differences in male and female performance to explain the gender characteristics in blended learning effectiveness. a one-way anova between subjects was conducted to establish the differences in performance between age groups. finally, multiple regression analysis was done between student variables and design elements with learning outcomes to determine the significant predictors for blended learning effectiveness. results and discussions student characteristics, blended learning design features and learning outcomes (rq1)
a t-test was carried out to establish the performance of male and female learners in the blended learning set up. this was aimed at finding out if male and female learners do perform equally well in blended learning given their different roles and responsibilities in society. it was found that male learners performed slightly better (m = 62.5) than their female counterparts (m = 61.1). an independent t-test revealed that the difference between the performances was not statistically significant (t=1.569, df=228, p=0.05, one tailed). the magnitude of the differences in the means is small with effect size (d = 0.18). a one way between subjects anova was conducted on the performance of different age groups to establish the performance of couns-edu  the international journal of counseling and education vol.6, no.3, 2021 learner attitudes, student characteristics …| 103 indonesian counselor association (iki) | doi: 10.23916/0020210610430 learners of young and middle aged age groups (20–30, young & and 31–39, middle aged). this revealed a significant difference in performance (f(1,236 = 8.498, p < .001). average percentages of the items making up the self regulated learning scale are used to report the findings about all the sub-scales in the learner characteristics/background scale. results show that learner self-regulation was good enough at 72.3% in all the sub-scales of goal setting, environment structuring, task strategies, time management, help-seeking and self-evaluation among learners. the least in the scoring was task strategies at 67.7% and the highest was learner environment structuring at 76.3%. learner attitude towards blended learning environment is at 76% in the sub-scales of learner autonomy, quality of instructional materials, course structure, course interface and interactions. the least scored here is attitude to course structure at 66% and their attitudes were high on learner autonomy and course interface both at 82%. results on the learners’ computer competences can be seen that learners are skilled in word processing at 91%, email at 63.5%, spreadsheets at 68%, web browsers at 70.2% and html tools at 45.4%. they are thereforegood enough in word processing and web browsing. their computer confidence levels are reported at 75.3% and specifically feel very confident when it comes to working with a computer (85.7%). levels of family and social support for learners during blended learning experiences are at 60.5 and 75% respectively. there is however a low score on learners being assisted by family members in situations of computer setbacks (33.2%) as 53.4% of the learners reported no assistance in this regard. a higher percentage (85.3%) is reported on learners getting support from family regarding provision of essentials for learning such as tuition. a big percentage of learners spend two hours on study while at home (35.3%) followed by one hour (28.2%) while only 9.7% spend more than three hours on study at home. peers showed great care during the blended learning experience (81%) and their experiences were appreciated by the society (66%). workload management by learners vis-à-vis studying is good at 60%. learners reported that their workmates stand in for them at workplaces to enable them do their study in blended learning while 61% are encouraged by their bosses to go and improve their skills through further education and training. on the time spent on other activities not related to study, majority of the learners spend three hours (35%) while 19% spend 6 hours. sixty percent of the learners have to answer to someone when they are not attending to other activities outside study compared to the 39.9% who do not and can therefore do study or those other activities. blended learning design features however, learners became skilled at navigating around the learning management system (79%) and it was easy for them to locate course content, tools and resources needed such as course works, news, discussions and journal materials. they effectively used the communication tools (60%) and to work with peers by making posts (57%). they reported that online resources were well organized, user friendly and easy to access (71%) as well as well structured in a clear and understandable manner (72%). they therefore recommended the use of online resources for other course units in future (78%) because they were satisfied with them (64.3%). on the whole, the online resources were fine for the learners (67.2%) and useful as a learning resource (80%). thelearners’ perceived usefulness/satisfaction with online system, tools, and resources was at 81% as the lms tools helped them to communicate, work with peers and reflect on their learning (74%). they reported that using moodle helped them to learn new concepts, information and gaining skills (85.3%) as well as sharing what they knew or learned (76.4%). they enjoyed the course units (78%) and improved their skills with technology (89%). learner interactions were seen from three angles of cognitivism, collaborative learning and student-teacher interactions. collaborative learning was average at 50% with low percentages in learners posting challenges to colleagues’ ideas online (34%) and posting ideas for colleagues to read online (37%). they however met oftentimes online (60%) and organized how they would work together in study during the face-to-face meetings (69%). the common form of communication medium frequently used by learners during the blended learning experience was by phone (34.5%) followed by whatsapp (21.8%), face book (21%), discussion board (11.8%) and email (10.9%). at the cognitive level, learners interacted with content at 72% by reading the posted content (81%), exchanging knowledge via the lms (58.4%), participating in discussions on the forum (62%) and got course objectives and structure introduced during the face-to-face sessions (86%). student-teacher interaction was reported at 71% through instructors individually working with them online (57.2%) and being well guided towards learning goals (81%). they did receive suggestions from instructors about resources to use in their learning (75.3%) and instructors provided learning input for them to come up with their own answers (71%). couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu mahjudi, m., et al learner attitudes, student characteristics …| 104 indonesian counselor association (iki) | doi: 10.23916/0020210610430 the technology quality during the blended learning intervention was rated at 69% with availability of 72%, quality of the resources was at 68% with learners reporting that discussion boards gave right content necessary for study (71%) and the email exchanges containing relevant and much needed information (63.4%) as well as chats comprising of essential information to aid the learning (69%). internet reliability was rated at 66% with a speed considered averagely good to facilitate online activities (63%). they however reported that there was intermittent breakdown during online study (67%) though they could complete their internet program during connection (63.4%). learners eventually found it easy to download necessary materials for study in their blended learning experiences (71%). learner extent of use of the learning management system features show that they are very rarely used features include the blog and wiki while very often used ones include the email, forum, chat and calendar.the effectiveness of the lms was rated at 79% by learners reporting that they found it useful (89%) and using it makes their learning activities much easier (75.2%). moodle has helped learners to accomplish their learning tasks more quickly (74%) and that as a lms, it is effective in teaching and learning (88%) with overall satisfaction levels at 68%. however, learners note challenges in the use of the lms regarding its performance as having been problematic to them (57%) and only 8% of the learners reported navigation while 16% reported access as challenges. learner attitudes towards face-to-face support were reported at 88% showing that the sessions were enjoyable experiences (89%) with high quality class discussions (86%) and therefore recommended that the sessions should continue in blended learning (89%). the frequency of the face-to-face sessions is shown in the table below as preferred by learners (table 5). learners preferred face-to-face sessions after every month in the semester (33.6%) and at the beginning of the blended learning session only (27.7%). learner outcomes learners reported high intrinsic motivation levels with interest and enjoyment of tasks at 83.7%, perceived competence at 70.2%, effort/importance sub-scale at 80%, pressure/ tension reported at 54%. the pressure percentage of 54% arises from learners feeling nervous (39.2%) and a lot of anxiety (53%) while 44% felt a lot of pressure during the blended learning experiences. learners however reported the value/usefulness of blended learning at 91% with majority believing that studying online and face-to-face had value for them (93.3%) and were therefore willing to take part in blended learning (91.2%). they showed that it is beneficial for them (94%) and that it was an important way of studying (84.3%). learner satisfaction was reported at 81% especially with instructors (85%) high percentage reported on encouraging learner participation during the course of study 93%,course content (83%) with the highest being satisfaction with the good relationship between the objectives of the course units and the content (90%), technology (71%) with a high percentage on the fact that the platform was adequate for the online part of the learning (76%), interactions (75%) with participation in class at 79%, and face-to-face sessions (91%) with learner satisfaction high on face-to-face sessions being good enough for interaction and giving an overview of the courses when objectives were introduced at 92%. learners’ knowledge construction was reported at 78% with initiation and discovery scales scoring 84% with 88% specifically for discovering the learning points in the course units. the accomplishment scale in knowledge construction scored 71% and specifically the fact that learners were able to work together with group members to accomplish learning tasks throughout the study of the course units (79%). learners developed reports from activities (67%), submitted solutions to discussion questions (68%) and did critique peer arguments (69%). generally, learners performed well in blended learning in the final examination with an average pass of 62% and standard deviation of 7.5. significant predictors of blended learning effectiveness (rq 2)
a standard multiple regression analysis was done taking learner characteristics/ background and design features as predictor variables and learning outcomes as criterion variables. the data was first tested to check if it met the linear regression test assumptions and results showed the correlations between the independent variables and each of the dependent variables (highest 0.62 and lowest 0.22) as not being too high, which indicated that multicollinearity was not a problem in our model. from the coefficients table, the vif values ranged from 1.0 to 2.4, well below the cut off value of 10 and indicating no possibility of multicollinearity. the normal probability plot was seen to lie as a reasonably straight diagonal from bottom left to top right indicating normality of our data. linearity was found suitable from the scatter plot of the standardized residuals and was rectangular in distribution. outliers were no cause for concern in our data since we had couns-edu  the international journal of counseling and education vol.6, no.3, 2021 learner attitudes, student characteristics …| 105 indonesian counselor association (iki) | doi: 10.23916/0020210610430 only 1% of all cases falling outside 3.0 thus proving the data as a normally distributed sample. our rsquare values was at 0.525 meaning that the independent variables explained about 53% of the variance in overall satisfaction, motivation and knowledge construction of the learners. all the models explaining the three dependent variables of learner satisfaction, intrinsic motivation and knowledge construction were significant at the 0.000 probability level (table 6). from the table above, design features (technology quality and online tools and resources), and learner characteristics (attitudes to blended learning, self-regulation) were significant predictors of learner satisfaction in blended learning. this means that good technology with the features involved and the learner positive attitudes with capacity to do blended learning with self drive led to their satisfaction. the design features (technology quality, interactions) and learner characteristics (self regulation and social support), were found to be significant predictors of learner knowledge construction. this implies that learners’ capacity to go on their work by themselves supported by peers and high levels of interaction using the quality technology led them to construct their own ideas in blended learning. design features (technology quality, online tools and resources as well as learner interactions) and learner characteristics (self regulation),significantly predicted the learners’ intrinsic motivation in blended learning suggesting that good technology, tools and high interaction levels with independence in learning led to learners being highly motivated. finally, none of the independent variables considered under this study were predictors of learning outcomes (grade). discussion in this study we have investigated learning outcomes as dependent variables to establish if particular learner characteristics/backgrounds and design features are related to the outcomes for blended learning effectiveness and if they predict learning outcomes in blended learning. the study suggests that the characteristics and design features examined are good drivers towards an effective blended learning environment though a few of them predicted learning outcomes in blended learning. student characteristics/background, blended learning design features and learning outcomes
the learner characteristics, design features investigated are potentially important for an effective blended learning environment. performance by gender shows a balance with no statistical differences between male and female. there are statistically significant differences (p < .005) in the performance between age groups with means of 62% for age group 20–30 and 67% for age group 31 –39. the indicators of self regulation exist as well as positive attitudes towards blended learning. learners do well with word processing, e-mail, spreadsheets and web browsers but still lag below average in html tools. they show computer confidence at 75.3%; which gives prospects for an effective blended learning environment in regard to their computer competence and confidence. the levels of family and social support for learners stand at 61 and 75% respectively, indicating potential for blended learning to be effective. the learners’ balance betweenstudy and work is a drive factor towards blended learning effectiveness since their management of their workload vis a vis study time is at 60 and 61% of the learners are encouraged to go for study by their bosses. learner satisfaction with the online system and its tools shows prospect for blended learning effectiveness but there are challenges in regard to locating course content and assignments, submitting their work and staying on a task during online study. average collaborative, cognitive learning as well as learner-teacher interactions exist as important factors. technology quality for effective blended learning is a potential for effectiveness though features like the blog and wiki are rarely used by learners. face-to-face support is satisfactory and it should be conducted every month. there is high intrinsic motivation, satisfaction and knowledge construction as well as good performance in examinations (m = 62%, sd = 7.5); which indicates potentiality for blended learning effectiveness. among the design features, technology quality, online tools and face-to-face support are predictors of learner satisfaction while learner characteristics of self regulation and attitudes to blended learning are predictors of satisfaction. technology quality and interactions are the only design features predicting learner knowledge construction, while social support, among the learner backgrounds, is a predictor of knowledge construction. self regulation as a learner characteristic is a predictor of knowledge construction. self regulation is the only learner characteristic predicting intrinsic motivation in blended learning while technology quality, online tools and interactions are the design features predicting intrinsic motivation. however, all the independent variables are not significant predictors of learning performance in blended learning. couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu mahjudi, m., et al learner attitudes, student characteristics …| 106 indonesian counselor association (iki) | doi: 10.23916/0020210610430 the high computer competences and confidence is an antecedent factor for blended learning effectiveness as noted by hadad (2007) and this study finds learners confident and competent enough for the effectiveness of blended learning. a lack in computer skills causes failure in e-learning and blended learning as noted by shraim and khlaif (2010). from our study findings, this is no threat for blended learning our case as noted by our results. contrary to cohen et al. (2012) findings that learners’ family responsibilities and hours of employment can impede their process of learning, it is not the case here since they are drivers to the blended learning process. time conflict, as compounded by family, employment status and management support (packham et al., 2004) were noted as causes of learner failure and drop out of online courses. our results show, on the contrary, that these factors are drivers for blended learning effectiveness because learners have a good balance between work and study and are supported by bosses to study. in agreement with selim (2007), learner positive attitudes towards e-and blended learning environments are success factors. in line with coldwell et al. (2008), no statistically significant differences exist between age groups. we however note that coldwel, et al dealt with young, middle-aged and old above 45 years whereas we dealt with young and middle aged only. learner interactions at all levels are good enough and contrary to astleitner, (2000) that their absence makes learners withdraw, they are a drive factor here. in line with loukis (2007) the lms quality, reliability and ease of use lead to learning efficiency as technology quality, online tools are predictors of learner satisfaction and intrinsic motivation. face-to-face sessions should continue on a monthly basis as noted here and isin agreement with marriot et al. (2004) who noted learner preference for it for facilitating social interaction and communication skills. high learner intrinsic motivation leads to persistence in online courses as noted by menager-beeley, (2004) and is high enough in our study. this implies a possibility of an effectiveness blended learning environment. the causes of learner dissatisfaction noted by islam (2014) such as incompetence in the use of the lms are contrary to our results in our study, while the one noted by hara and kling, (2001) as resulting from technical difficulties and ambiguous course instruction are no threat from our findings. student-teacher interaction showed a relation with satisfaction according to swan (2001) but is not a predictor in our study. initiating knowledge construction by learners for blended learning effectiveness is exhibited in our findings and agrees with rahman, yasin and jusof (2011). our study has not agreed with eom et al. (2006) who found learner interactions as predictors of learner satisfaction but agrees with naaj et al. (2012) regarding technology as a predictor of learner satisfaction. conclusions an effective blended learning environment is necessary in undertaking innovative pedagogical approaches through the use of technology in teaching and learning. an examination of learner characteristics/background, design features and learning outcomes as factors for effectiveness can help to inform the design of effective learning environments that involve face-to-face sessions and online aspects. most of the student characteristics and blended learning design features dealt with in this study are important factors for blended learning effectiveness. none of the independent variables were identified as significant predictors of student performance. these gaps are open for further investigation in order to understand if they can be significant predictors of blended learning effectiveness in a similar or different learning setting. in planning to design and implement blended learning, we are mindful of the implications raised by this study which is a planning evaluation research for the design and eventual implementation of blended learning. universities should be mindful of the interplay between the learner characteristics, design features and learning outcomes which are indicators of blended learning effectiveness. from this research, learners manifest high potential to take on blended learning more especially in regard to learner self-regulation exhibited. blended learning is meant to increase learners’ levels of knowledge construction in order to create analytical skills in them. learner ability to assess and critically evaluate knowledge sources is hereby established in our findings. this can go a long way in producing skilled learners who can be innovative graduates enough to satisfy employment demands through creativity and innovativeness. technology being less of a shock to students gives potential for blended learning design. universities and other institutions of learning should continue to emphasize blended learning approaches through installation of learning management systems along with strong internet to enable effective learning through technology especially in the developing world. couns-edu  the international journal of counseling and education vol.6, no.3, 2021 learner attitudes, student characteristics …| 107 indonesian counselor association (iki) | doi: 10.23916/0020210610430 references j. b. (2000). how classroom environment and student engagement affect learning in internetbasedmbacourses.business communication quarterly, 63(4), 9–18.
 askar, p. & altun, a. (2008). learner satisfaction on blended learning. e-leader krakow, 2008.
 munster, new york.
barnard, l., lan, w. y., to, y. m., paton, v. o., & lai, s. (2009). measuring self regulation in online and blended learningenvironments’. internet and higher education, 12(1), 1– 6.
 beard, l. a., harper, c., & riley, g. (2004). online versus on-campus instruction: student attitudes & perceptions.techtrends, 48(6), 29–31.
 berenson, r., boyles, g., & weaver, a. (2008). emotional intelligence as a predictor for success in online learning.international review of research in open & distance learning, 9(2), 1–16.
 blocker, j. m., & tucker, g. (2001). using constructivist principles in designing and integrating online collaborativeinteractions. in f. fuller & r. mcbride (eds.), distance education. proceedings of the society for information technology & teacher education international conference (pp. 32–36). eric document reproduction service no. ed 457 822. cohen, k. e., stage, f. k., hammack, f. m., & marcus, a. (2012). persistence of master’s students in the united states: developing and testing of a conceptual model. usa: phd dissertation, new york university. coldwell, j., craig, a., paterson, t., & mustard, j. (2008). online students: relationships between participation, demographics and academic performance. the electronic journal of e-learning, 6(1), 19–30. deci, e. l., & ryan, r. m. (1982). intrinsic motivation inventory. available from selfdeterminationtheory.org/intrinsicmotivation-inventory/. accessed 2 aug 2016. delone, w. h., & mclean, e. r. (2003). the delone and mclean model of information systems success: a ten-year update. journal of management information systems, 19(4), 9–30. demirkol, m., & kazu, i. y. (2014). effect of blended environment model on high school students’ academic achievement. the turkish online journal of educational technology, 13(1), 78–87. eom, s., wen, h., & ashill, n. (2006). the determinants of students’ perceived learning outcomes and satisfaction in university online education: an empirical investigation’. decision sciences journal of innovative education, 4(2), 215–235. garrison, d. r., & kanuka, h. (2004). blended learning: uncovering its transformative potential in higher education. internet and higher education, 7(2), 95–105. goyal, e., & tambe, s. (2015). effectiveness of moodle-enabled blended learning in private indian business school teaching niche programs. the online journal of new horizons in education, 5(2), 14–22. green, j., nelson, g., martin, a. j., & marsh, h. (2006). the causal ordering of self-concept and academic motivation and its effect on academic achievement. international education journal, 7(4), 534–546. guskey, t. r. (2000). evaluating professional development. thousands oaks: corwin press.
hadad, w. (2007). ict-in-education toolkit reference handbook. infodev. from http://www.infodev.org/en/publication.301. html. retrieved 04 aug 2015.
hara, n. & kling, r. (2001). student distress in web-based distance education. educause quarterly. 3.
 heinich, r., molenda, m., russell, j. d., & smaldino, s. e. (2001). instructional media and technologies for learning (7th ed.).englewood cliffs: prentice-hall.
 hofmann, j. (2014). solutions to the top 10 challenges of blended learning. top 10 challenges of blended learning.available on cedma-europe.org.
 couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu mahjudi, m., et al learner attitudes, student characteristics …| 108 indonesian counselor association (iki) | doi: 10.23916/0020210610430 islam, a. k. m. n. (2014). sources of satisfaction and dissatisfaction with a learning management system inpost-adoption stage: a critical incident technique approach. computers in human behaviour, 30, 249–261. kelley, d. h. & gorham, j. (2009) effects of immediacy on recall of information. communication education, 37(3), 198–207. kenney, j., & newcombe, e. (2011). adopting a blended learning approach: challenges, encountered and lessonslearned in an action research study. journal of asynchronous learning networks, 15(1), 45– 57.
 kuo, y., walker, a. e., belland, b. r., & schroder, l. e. e. (2013). a predictive study of student satisfaction in onlineeducation programs. international review of research in open and distributed learning, 14(1), 16–39.
 kwak, d. w., menezes, f. m., & sherwood, c. (2013). assessing the impact of blended learning on student performance.educational technology & society, 15(1), 127–136.
 lim, d. h., & kim, h. j. (2003). motivation and learner characteristics affecting online learning and learning application.journal of educational technology systems, 31(4), 423–439.
 lim, d. h., & morris, m. l. (2009). learner and instructional factors influencing learner outcomes within a blendedlearning environment. educational technology & society, 12(4), 282–293. kintu et al. international journal of educational technology in higher education (2017) 14:7page 20 of 20 lin, b., & vassar, j. a. (2009). determinants for success in online learning communities. international journal of web-based communities, 5(3), 340–350. loukis, e., georgiou, s. & pazalo, k. (2007). a value flow model for the evaluation of an e-learning service. ecis, 2007 proceedings, paper 175. lynch, r., & dembo, m. (2004). the relationship between self regulation and online learning in a blended learning context. the international review of research in open and distributed learning, 5(2), 1– 16. marriot, n., marriot, p., & selwyn. (2004). accounting undergraduates’ changing use of ict and their views on using the internet in higher education-a research note. accounting education, 13(4), 117–130. menager-beeley, r. (2004). web-based distance learning in a community college: the influence of task values on task choice, retention and commitment. (doctoral dissertation, university of southern california). dissertation abstracts international, 64(9-a), 3191. naaj, m. a., nachouki, m., & ankit, a. (2012). evaluating student satisfaction with blended learning in a gender-segregated environment. journal of information technology education: research, 11, 185– 200. nurmela, k., palonen, t., lehtinen, e. & hakkarainen, k. (2003). developing tools for analysing cscl process. in wasson, b. ludvigsen, s. & hoppe, v. (eds), designing for change in networked learning environments (pp 333–342). dordrecht, the netherlands, kluwer. osgerby, j. (2013). students’ perceptions of the introduction of a blended learning environment: an exploratory case study. accounting education, 22(1), 85–99.oxford group, (2013). packham, g., jones, p., miller, c., & thomas, b. (2004). e-learning and retention key factors influencing student withdrawal. education and training, 46(6–7), 335–342. park, j.-h., & choi, h. j. (2009). factors influencing adult learners’ decision to drop out or persist in online learning.educational technology & society, 12(4), 207–217.
 picciano, a., & seaman, j. (2007). k-12 online learning: a survey of u.s. school district administrators. new york, usa: sloan-c. piccoli, g., ahmad, r., & ives, b. (2001). web-based virtual learning environments: a research framework and apreliminary assessment of effectiveness in basic it skill training. mis quarterly, 25(4), 401– 426.
 couns-edu  the international journal of counseling and education vol.6, no.3, 2021 learner attitudes, student characteristics …| 109 indonesian counselor association (iki) | doi: 10.23916/0020210610430 pituch, k. a., & lee, y. k. (2006). the influence of system characteristics on e-learning use. computers & education, 47(2),222–244.
 rahman, s. et al, (2011). knowledge construction process in online learning. middle east journal of scientific research,8(2), 488–492.
 rovai, a. p. (2003). in search of higher persistence rates in distance education online programs. computers & education,6(1), 1–16.
 sankaran, s., & bui, t. (2001). impact of learning strategies and motivation on performance: a study in web-basedinstruction. journal of instructional psychology, 28(3), 191–198.
 selim, h. m. (2007). critical success factors for e-learning acceptance: confirmatory factor models. computers &education, 49(2), 396–413.
 shraim, k., & khlaif, z. n. (2010). an e-learning approach to secondary education in palestine: opportunities andchallenges. information technology for development, 16(3), 159–173.
 shrain, k. (2012). moving towards e-learning paradigm: readiness of higher education instructors in palestine.international journal on e-learning, 11(4), 441–463.
 song, l., singleton, e. s., hill, j. r., & koh, m. h. (2004). improving online learning: student perceptions of useful andchallenging characteristics’. internet and higher education, 7(1), 59–70.
 stacey, e., & gerbic, p. (2007). teaching for blended learning: research perspectives from on-campus and distancestudents. education and information technologies, 12, 165–174.
 swan, k. (2001). virtual interactivity: design factors affecting student satisfaction and perceived learning inasynchronous online courses. distance education, 22(2), 306–331.
 thompson, e. (2004). distance education drop-out: what can we do? in r. pospisil & l. willcoxson (eds.), learningthrough teaching (proceedings of the 6th annual teaching learning forum, pp. 324–332). perth, australia:murdoch university.
 educational technology & society, 14(2), 224–235.
willging, p. a., & johnson, s. d. (2009). factors that influence students’ decision to drop-out of online courses. journalof asynchronous learning networks, 13(3), 115–127.
 zhu, c. (2012). student satisfaction, performance and knowledge construction in online collaborative learning.educational technology & society, 15(1), 127–137. couns-edu the international journal of counseling and education vol.5, no.4, 2020, pp. 173-184 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200526440 received on 05/12/2020; revised on 10/01/2020; accepted on 11/27/2020; published on: 12/30/2020 173 non-permanent english teachers’ resilience in constructing professional identity in the remote areas of south sulawesi yunika upa 1*) , concilianus laos mbato 2 12 universitas sanata dharma, indonesia *)corresponding author, e-mail: yunikayuni735@gmail.com abstract being a non-permanent english teacher in a remote area is not easy. the non-permanent teachers have to face many challenges. without having resilience, the teachers can not survive to teach in the area. this study investigated the factors that influenced the resilience of the non-permanent english teachers in building a professional identity in the remote areas of south sulawesi. the mixed-method explanatory sequential experimental design was used by involving non-permanent english teachers at five schools in the remote area of tana toraja, south sulawesi province. the rsa scale questionnaire and interview were used to find out what factors influenced teachers’ resilience. the results showed that the challenges faced by non-permanent english teachers made them resilient teachers. personal resources and contextual resources seemed to play a major role in their growth of resilience. the high resilience of teachers shapes their professional identity, which makes them stay afloat and think that teaching is their calling. this study suggests implications for the education of policymakers and the government in indonesia, and also for future researchers who are interested in a similar topic may conduct further studies with a broader context. keywords: teacher identity, resilience, non-permanent english teacher. how to cite: upa, y., & mbato, c. (2020). non-permanent english teachers’ resilience in constructing professional identity in the remote areas of south sulawesi. couns-edu: the international journal of counseling and education, 5(4). doi: http://dx.doi.org/10.23916/ 0020200526440 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction identity development is the biggest challenge process for teachers (pearce & morrison, 2011). teacher identity has an important role in teaching and learning (friesen et al., 2013) and teacher identity development (rodrigues & mogarro, 2019). johnson et al., (2015) states that 'teacher identity leads to self-understanding and development of awareness as teachers'. it means that the teacher's identity is complex, and can change from time to time (richardson & watt, 2018). thus, it can be concluded that the teacher's identity is related to how they see themselves and the work they do. when teachers face many challenges in their teaching job, then over time, their identities may change. teacher identity is influenced by two aspects. they are aspects of external experiences (life experiences during teaching) and aspects of internal experiences (emotions and personal factors). teacher identity is the result of interaction between students, parents, and colleagues while teaching identity is the result of interaction from the teacher's personal experience and the school environment (gonzález-calvo & arias-carballal, 2017). according to day (as cited in schutz & hong, n.d., 2018) the teacher's work environment is identical to emotional work. it is caused by high job demands on the teacher. thus, when a teacher cannot face challenges in his work environment, his identity as a teacher will change. http://dx.doi.org/10.23916/0020200526440 http://dx.doi.org/10.23916/0020200526440 couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu upa, y., & mbato, c. non-permanent english teachers’ resilience ...|174 indonesian counselor association (iki) | doi: 10.23916/0020200526440 becoming a teacher in a remote area is not easy, especially for non-permanent english teachers in a remote area of south sulawesi. there are so many challenges that must be faced by teachers in remote areas. besides the limited infrastructure in remote areas, teachers also have to deal with limited facilities in the teaching and learning process. several researchers highlight the challenges faced by teachers in remote areas in indonesia. febriana et al., (2018) states that the factors that cause teachers' reluctance to teach in remote areas are "language barrier, parents' mindset about the importance of learning, student competency and students' mindset in learning languages because they are not interested in subject". on the other hand, prouty (papua, 2012) mentioned that difficult access to schools is also a reason for the absence of teachers in remote areas. the location of schools in remote areas far from the center of the crowd and inadequate housing facilities that are not met by the government makes teachers unable to survive in the area. therefore, many teachers feel uncomfortable and ask to move to schools in urban areas. hidayah & tri marhaeni, (2016) also found that the late payment of teacher salaries resulted in teachers absenteeism in school to carry out the teaching and learning process to find additional work to meet their daily needs. this issue also influenced teachers' motivation for going to teach in school. this situation is a big challenge for the teachers in remote areas which makes many teachers reluctant to teach in the area. it is resulting in a lack of teaching staff in the area. to be able to overcome these challenges, the teacher must have the ability to adapt and overcome existing problems. this ability is called self-resilience. resilience has a positive influence on the teacher's professional identity (schutz & hong, n.d.). therefore, when the teacher successfully negotiates his identity, then he will become a resilient teacher. resilience was originally used to explain a person's ability to adapt and develop in the face of adversity. madhie et al., (2015) as cited by (madihie, 2016) stated that resilience is part of “personal attribute development in individual”. but over the past decade many researchers have developed research on resilience in education, especially for teachers. many researchers define and conceptualize teacher resilience in various ways. on the other hand, petterson & kelleher as quoted in (nurwidodo et al., (2017) stated that resilience is a basic contraction that gives strength to help school leaders (teachers, principals, and educators) to rise and develop in the face of adversity. as a teacher, of course, he faces many difficulties in his work. however, in dealing with these difficulties, the success of the teacher depends on how the teacher faces these challenges. two factors affect teacher’s resilience (c. mansfield et al., 2014). they are personal resources and contextual resources. personal resources include motivation, self-efficacy, and emotional competence. to carry out the task as a teacher who faces many challenges in teaching, strong motivation is needed, so that the teacher can hold the teaching position for a long period time. motivation is the circumstances and factors that encourage teachers' commitment to teaching that enable them to savor teaching so as to achieve their goals (salifu et al., 2013). upa & mbato, (2020) mentioned that teachers' sense of responsibility towards their students, family, students, and colleagues have an influence on teacher motivation to maintain their commitment in teaching. besides, teachers also need self-efficacy as confidence and the ability to solve problems in facing various challenges in teaching. self-efficacy is a personal resource that emphasizes teachers' belief in their ability to solve problems in facing teaching challenges (le cornu, 2009). besides, (botou et al., 2017) added that one of the challenges teachers must face is the lack of salary they get. when teachers have positive beliefs, this is related to increased motivation and perseverance so that negative thinking about the ability of teachers will decrease (cassidy, 2015). lastly, emotional competence. emotional competence is a factor that can affect teacher resilience. resilient individuals use a set of skills well that can help them to control their emotions, attention, and behavior (c. f. mansfield et al., 2016). resilient teachers use a set of skills well that can help them to control their emotions, attention, and behavior. according to chang (2009) teachers will easily experience stress and fatigue when he is unable to manage his emotions. teachers who lack the ability to regulate emotions have difficulty in establishing and maintaining relationships with others. this can be caused by a variety of reasons including the fact that no one wants to spend time with people who are angry, anxious, worried and anxious at all times. therefore, teachers in remote areas need awareness and knowledge about how to recognize and control them so that when faced with challenges in teaching they are not easily stressed and tired. contextual resources are factors that come from outside the individual such as relationships, school community, and family support. resilience is formed from strong relationships and mutual trust between teachers, colleagues, students, and leaders. according to sammons et al., (as quoted in beltman et al., 2011) "personal, professional, and co-supportive relationships are important for the dynamic process of resilience”. therefore a good relationship between teacher-colleague, teacher-student, and teacher-leader couns-edu  the international journal of counseling and education vol.5, no.4, 2020 non-permanent english teachers’ resilience ...|175 indonesian counselor association (iki) | doi: 10.23916/0020200526440 will make teachers feel comfortable in the learning process. when teachers experience difficulties in the learning process, teachers will tend to communicate with colleagues or leaders. through this good relationship, the teacher will also get support from the work environment when facing challenges in the work environment. the second is the school community. according to (c. mansfield et al., (2014) challenges faced by teachers in the school environment include a variety of student needs, building positive relationships with students and colleagues, limited infrastructure, challenging teaching assignments (curriculum demands and heavy workloads), and parents' demands. thus, many challenges that must be faced by teachers in schools can affect teacher resilience. when teachers are not able to face the challenges that exist in school, the teachers will tend to feel stressed and cause them to give up and leave their jobs. family plays an important role as supporters in facing challenges at work (c. mansfield et al., 2014). botou et al., (2017) found that teacher resilience was influenced by strong support built by family members. family support plays a role in the psychological state of teachers who experience pressure in their work. through the support provided by the family, psychological well-being will increase with the attention and understanding that give rise to feelings of belonging, increase self-esteem, and positive feelings towards individuals. many studies discuss the importance of teacher resilience. botou et al., (2017) examined the resilience of teachers in greece who have severe economic crisis conditions. their findings show that resistance to more than half of primary school teachers is quite high and a small proportion of teachers have very low endurance. therefore, the economic crisis in greece caused the resilience of teachers to a moderate level. furthermore, arnup & bowles (2016) stated that the reason why teachers want to leave their work is stress that affects teacher commitment in teaching. besides, according to kharismawan & mbato (2020), teachers still want to keep their job because “they enjoy teaching, want to share knowledge, are inspired by their families, get career clarity, want to develop their country, and become valuable in becoming a teacher". furthermore nurwidodo et al., (2017) focuses on "teacher resilience in remote islands. they found that subjects had optimism about their views on life and the profession tended to be more resilient and easily reached a phase of better resilience while some subjects had pessimism about life and professions that they concentrated tended not easily through the resilience phase to reach the next phase. they also found that experience, appreciation of the government/department of education, and the level of achievement of teacher education determine the acceleration phase of the resilience and resilience strategies achieved. these studies show that resilience has an important role in maintaining teacher commitment in their careers. research on resilience is very important to understand how teachers show resilience when they not only survive, but thrive, amid challenging conditions (beltman et al., 2011). regarding the importance of teacher resilience in facing challenges, there is no research that talks about the resilience of non-permanent english teachers in remote areas in south sulawesi ( south sulawesi is in eastern indonesia, which is far from urban education centers such as java). the urban education center has supporting facilities in the teaching and learning process while in remote areas, educational facilities are still very limited. in this study, the researchers wanted to find out more about what factors affected nonpermanent english teachers resilience in constructing professional identity in the remote areas of south sulawesi. method this study utilized mixed-methods research where it involved gathering quantitative and qualitative data to generate additional insights beyond the information provided and to understand the research problem by triangulating qualitative data in the form of descriptive detail with quantitative data in the form of numbers (creswell & creswell, 2018). the explanatory sequential mixed-method was used in this method by using quantitative data to explain the relationships that were found in qualitative data. it aims to strengthen the results of qualitative research. the researchers collected data from 6 non-permanent english teachers in 5 schools in the remote areas of south sulawesi. the study was conducted from september 2019 to january 2020. these teachers were non-permanent english teachers who had the teaching experiences from 2 to 7 years in the remote area of south sulawesi. the teachers consisted of 2 males and 4 females. the researchers collected data by using three instruments. they were observation, questionnaire, and interview. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu upa, y., & mbato, c. non-permanent english teachers’ resilience ...|176 indonesian counselor association (iki) | doi: 10.23916/0020200526440 data collection quantitative data was gathered by distributing a questionnaire to six non-permanent english teachers in the remote area of south sulawesi. the resilience scale for adults (rsa) from friborg (2005) was adopted to collect quantitative data. the questionnaire consists of 33 items in the form of a close-ended question (the likert scale type of questions). the rsa scale consists of 6 dimensions to assess teacher’s resilience: the first, personal strength, with two subscales: perception of self consists of 6 items (e.g., “i trust completely/i often doubt about my judgments and decisions in teaching at remote area”) and perception of the professional future consists of 4 items (e.g., “i feel my future looks very promising/uncertain”). second, structured style constitutes 4 items (e.g., i am good at organizing my time/wasting my time). third, social competence consists of 6 items (e.g., i enjoy being together with other people/ by myself). forth, family cohesion consists of 6 items (e.g., my family is characterized by disconnection/healthy coherence). fifth social resources consist of 7 items (e.g., i can discuss personal issues with no one/friends). the participants were asked to answer the questions using a five likert scale (1= strongly agree; 2= agree; 3= neutral; 4= agree; 5= strongly disagree). the teachers were asked to give their perceptions about what factors affected their resilience to teach in the remote area. this questionnaire has been tested for validity and reliability by (demir polat & i̇skender, 2018) by distributing to 581 teachers working in bursa, sakarya, and yalova provinces of turkey. the questionnaire consisted of 33 items and consisted of 5 likert-point scales, with responses ranging from "strongly disagree" to "strongly agree", to assess the variables associated with each teacher's resilience. the trial results showed that all items are valid (include number) and the instrument is considered reliable (include number). qualitative data was used to expand quantitative data. the six teachers were interviewed by using in-depth interviews and focused on the factors that affect teachers’ resilience to teach in the remote area. the researchers explored information from the teacher based on the questionnaire that they had filled out. open-ended questions were used to enable teachers to voice their experiences without being limited by the perspective of the researcher or previous research findings. to ensure answers from interviewees, researchers conducted interviews twice. observations were used to confirm the answers of non-permanent english teachers in the questionnaire and interview. observation is an important source in this research, which includes challenges faced by teachers in remote areas. the researchers noted the important things during the observation. the observations were made twice in 5 schools. data analysis quantitative data were analyzed by using descriptive analysis. the analysis was conducted to see the characteristics of each variable in the study. qualitative data were analyzed by transcribing the audio recording, typing field data, and organizing the data into different types depending on the source of information. next, the researchers code all the data and applied the coding process to describe the informants, categories, and themes to be analyzed. in the end, the researchers described the theme to be brought into the narrative. results and discussions the results showed that even though many challenges must be faced by non-permanent english teachers to teach in the remote area, they were supported by personal resources and contextual resources that made them becoming resilient teachers. quantitative data analysis the following table presents the results of the survey, regarding the factors that influence teacher resilience, namely perception of self (table 1), perception of future (table 2), structured style (table 3): as indicated in the table; 1, all participants showed high agreement for six statements (ranging from mean 4.17/item 1 to mean 4.50/item 5) about the personal strength/perception of self dimension. they strongly agreed that they always found solutions when unexpected things happened in teaching (item 1/mean 4.17) and also knew how to solve personal problems in teaching (item 2/mean 4.33), and found something that could help them to develop in difficult times (item 5/mean 4.50). this indicates that the non-permanent english teacher teachers were able to control their emotions and found the right solution when dealing with problems in teaching. besides, they acknowledge that they believed in their ability to teach (item 3/mean 4.17), trust assessment and decisions in teaching (item 4/mean 4.50), and managed to reach an agreement with the events experienced (item 6/mean 4.33). positive overall responses of non-permanent english couns-edu  the international journal of counseling and education vol.5, no.4, 2020 non-permanent english teachers’ resilience ...|177 indonesian counselor association (iki) | doi: 10.23916/0020200526440 teachers to dimension of the perception of personal strength/perception of self the importance of emotional competence when the teacher is confronted with the difficult times experienced by the teacher. table 1. personal strength/perception of self no statement mean 1 when something unforeseen happens in my teaching at remote area i always find a solution 4.17 2 i know how to solve my personal problems in teaching 4.33 3 i strongly believe my abilities in teaching 4.17 4 i trust completely my judgments and decisions in teaching at remote area 4.50 5 in difficult periods i have a tendency to find something good that help me thrive 4.50 6 i manage to come to terms with events in my life that i can’t influence 4.33 mean score of perception of self 4.33 table 2. personal strength/perception of future no statement mean 7 my plans for the future in my teaching in remote area are possible to accomplish 4.33 8 i know how to accomplish my future goals in my teaching in remote area 4.17 9 i feel that my future in teaching in the remote area looks very promising 4.33 10 my goals for the future in my teaching at remote area are well thought through 4.33 mean score of perception of future 4.29 table 2 shows the average responses of the non-permanent english teachers to the 4 types of statements regarding the dimensions of perception of future (item 7-item 10). items 7, 9, and 10 showed the highest average (4.33) and perceptions about the future in remote areas have the lowest mean (4.17). the non-permanent english teachers showed high confidence in everything they planned for their future in teaching in the remote areas that can be achieved (item 7/mean 4.33). in addition, the non-permanent english teachers believed that the future of teaching in the remote areas was very promising (item 9 / mean 4.33). the contribution of self-assessment (item 10) to their goals in teaching in the remote areas showed that they have thought it through carefully. it seems that teachers did not still have positive beliefs about their plans and goals for teaching in remote areas. the lowest response to this group of questions is item 8 (mean 4.17) where the non-permanent english teacher showed a positive attitude towards their own self-assessment in how to achieve their future goals in teaching in the remote areas. overall the nonpermanent teachers showed a positive attitude towards the dimensions of their self-perception in teaching in remote areas. table 3. structured style no statement mean 11 i am at my best in my teaching in remote are when i have a clear goal to strive for 3.83 12 when i start on new things/projects in my teaching i prefer to have a thorough plan 3.67 13 i am good at organizing my time in teaching 4.33 14 simplify my everyday life in rules and regular routines in teaching in remote area 4.50 mean score of structured style 4.08 table 3 shows the high agreement of the non-permanent english teachers on the 4 attitude statements about structure styled dimensions. the highest agreement was found in item 14. the nonpermanent english teachers recognized that rules and routines in teaching in the remote areas simplify their daily lives (mean 4.50). the second highest agreement is shown in students' responses to item 13 (mean 4.33). the non-permanent english teachers did not continue to agree that they were good at managing their time in teaching. the third highest agreement is shown in item 11. the non-permanent english teachers agreed that they were in the best condition in teaching in the remote areas when they had clear goals to strive for (mean 3.83). although it was still high, students' responses to the overall plan when they started something new showed the lowest mean (mean 3.67). couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu upa, y., & mbato, c. non-permanent english teachers’ resilience ...|178 indonesian counselor association (iki) | doi: 10.23916/0020200526440 table 4. social competence no statement mean 15 i enjoy being together with other people 4.33 16 to be flexible in social settings is really important to me 3.83 17 new friendships are something i make easily 4.50 18 meeting new people is something i am good at 3.83 19 when i am with other i easily laugh 4.17 20 for me, thinking of good topics for conversation is easy 3.83 mean score of social competence 4.08 three statements show the same level of agreement of non-permanent english teachers in table 4 (items 16, 18, & 20/mean 3.83). the non-permanent english teachers were pointing out that for them being flexible was very important in social relationships (item 16). besides, meeting new people was something they were good at. this indicates that they were not rigid when meeting new people. they also admitted that thinking about a good topic of conversation was something that was easy for them. in item 13 (mean 4.17) the non-permanent english teachers admitted that they laughed easily when they were together with others. this shows that they were able to socialize well in social relationships. they also showed a very high agreement (mean 4.33) about enjoying being with others. item 17 shows the highest agreement that establishing a relationship with someone new was easy for them (mean 4.50). the positive response of the non-permanent english teachers in the remote areas to the social competence dimension confirmed that establishing good social relationships around teachers is very important in maintaining their commitment to teach in the remote areas. table 5. family cohesion no statement mean 21 my family’s understanding of what is important in life is very similar to me 4.00 22 i feel very happy with my family 5.00 23 my family is characterized by healthy coherence 5.00 24 keeps positive outlook on the future in difficult periods in my teaching at remote area 4.67 25 facing people, our family acts loyal towards one another 4.33 26 in my family we like to do things together 4.33 mean score of family cohesion 4.55 as indicated in table 5, all participants showed very high agreement for the six statements (ranging from mean 4.00/item 21 to mean 5.00/item 26) about the family cohesion dimension. two statements indicated the same level of student agreement (items 22 & 23/mean 5.00). they strongly agreed that they were happy with their family (item 22). they also showed the highest agreement (item 23) regarding healthy relationships in their families. besides, they showed that they were able to maintain a positive outlook when they were in a difficult time (item 24/mean 4.67). items 25 & 26 showed the same level of agreement with the non-permanent english teachers (mean 4.33). the non-permanent english teachers showed that they agreed to be loyal to each other in their family (item 25). on the other hand, they also strongly agreed that in doing everything they did it together in the family (item 26). although it was still very high, the responses of the teachers were not fixed to the similarity of understanding they had with the family about what was important in life showed the lowest average (mean 4.00). the overall positive response of non-permanent english teachers to the family cohesion dimension confirmed that a good relationship between family and non-permanent english teachers made a very important contribution in maintaining their commitment to teaching in the remote areas. couns-edu  the international journal of counseling and education vol.5, no.4, 2020 non-permanent english teachers’ resilience ...|179 indonesian counselor association (iki) | doi: 10.23916/0020200526440 table 6. social resources no statement mean 27 i can discuss personal issues in my teaching with my colleague/family members 3.50 28 those who are good at encouraging me in my teaching at remote area are some close friends/colleague/ family members 4.17 29 the bonds among my colleague is strong 4.00 30 i am informed right away when a family member experiences a crisis/emergency 4.50 31 i get support from friends/ family, colleague/family members 4.33 32 when needed, i have always someone who can help me 4.00 33 my close friends/ colleague/ family members appreciate my qualities 4.00 mean score of social resources 4.07 the non-permanent english teachers agreed that when family members experienced an emergency problem, they were immediately notified by their family showing the highest average (item 30/mean 4.50) and discussed personal problems with family members and colleagues (item 27) lowest average (3.50). they also showed high agreement regarding support from friends, family, and colleagues (item 31/mean 4.33). in item 28 the non-permanent english teachers showed high agreement (mean 4.17) regarding close friends, colleagues, and family members who always gave encouragement to them for teaching in the remote areas. three statements showed the same level of agreement with the non-permanent english teachers (items 29 & 32/mean 4.00). the non-permanent english teacher showed strong agreement about the strong bond between colleagues and them (item 29). it appeared that the non-permanent english teachers able to build good relationships between colleagues, family, and close friends. they also showed that when they needed something, they always had people who could help them (item 33). positive responses from the non-permanent english teachers to the social resources dimension emphasized the importance of establishing positive relationships between the non-permanent english teachers, family, colleagues, and close friends in maintaining teachers' commitment to teaching in the remote areas. qualitative data analysis qualitative data strengthened the findings from quantitative data on factors that affect the non-permanent english teachers’ resilience in constructing professional identity in the remote areas. the results showed that non-permanent english teachers in the remote area were teachers who had teaching experience for two to seven years. they are indigenous people in the remote area. initially they were hesitant to teach in the area because there were many challenges they had to face. from the results of observations we found that to reach the remote area it was taken approximately 6 hours and must pass through a mountain and a forest. furthermore, we found that the challenges that must be faced by non-permanent english teachers in the remote areas were cellular networks were, only available in certain places and only available from 07:00 am to 7:00 pm; there was no internet network and electricity was only available from 7 pm to 7 am. there were limited textbooks for the students to study. furthermore, students were still not fluent in indonesian which caused teachers to use three languages when teaching english (local language, indonesian, and english). there were also late payments of salaries for approximately one year and the limited number of teachers causing teachers to teach about 4 subjects. these situations were worsened by the lack of parental knowledge about the importance of education for children, and the limited facilities in the school. the number of challenges that must be faced by the teachers in the remote area make the teachers in the urban area reluctant to come to teach in the remote area school. even when there are teachers who come to teach from urban areas, none of them can survive to teach in the remote area. they prefer to return to the urban area to teach which results in a lack of the teaching staff in the remote area. despite the many challenges faced by non-permanent teachers in the remote area the data show that non-permanent english teachers are resilient teachers. it is influenced by personal resources and contextual resources. personal resources motivation for each non-permanent teachers, motivation seems to occur before becoming non-permanent teachers in the remote area. in this case, non-permanent teachers have an ambition to develop their area through teaching even though they must be confronted by limited infrastructures and facilities. they hope education can be further developed by the presence of native teachers who teach in the area. they also couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu upa, y., & mbato, c. non-permanent english teachers’ resilience ...|180 indonesian counselor association (iki) | doi: 10.23916/0020200526440 persisted in teaching in the area because there were no teachers who wanted to come to teach there because of the limited infrastructure and the lack of facilities in the learning and teaching. they said that "if we want to wait for others to come for teaching in this remote area, it will be very difficult. so who will teach the students here beside us as natives " (teacher-01, teacher-03, teacher-04, & teacher-06). besides, sometimes they felt compassionate to students who had traveled a distance of about 7 kilos by walking from home but when they arrived at school, the students only came for playing because no teacher came to teach. the non-permanent teachers also had to travel more or less than 5 hours to urban areas to access the internet to get the learning resources for the students even though they had to go through the forest. self-efficacy the non-permanent english teachers seemed to have high confidence in a better future and their ability to face challenges. this is manifested in the actions of non-permanent teachers who continue to utilize simple learning media but could arouse students' enthusiasm in learning. although when teaching english they had to use 3 languages (local languages, indonesian and english) but they believed that their efforts would not be in vain in educating them. one thing that the non-permanent english teachers often experienced was that they had to handle the whole classes because no other teachers were present. they never complained and just gave up. the non-permanent english teachers gave assignments and controlled them one by one to their respective classes. even though sometimes their income as non-permanent english teachers were not comparable to their dedication, they still insist to continue teaching for the sake of their students. they also had a positive belief that even though they often experienced delays in salary payment but they believed that behind the difficulties there were separate blessings that god would always provide for them. in addition, with their dedication, they believed that one day they would definitely be civil servants. the most impressive thing for non-permanent english teachers was that despite the limited school staff and the lack of school facilities in the teaching and learning process, it made them able to continue to process and could even produce outstanding alumni and not inferior to students in an urban area. besides, the high confidence of the non-permanent english teachers made them wanting to prove for many people that remote areas were not a barrier for them to create quality alumnus. emotional competence experience while teaching in the remote area showed that the non-permanent english teacher was very understanding of emotions within themselves. they were able to channel their emotions in the right way. one thing that showed that they had a good emotional regulation was when the non-permanent english teachers faced many challenges in terms of geographical, social, and challenges in the teaching and learning process. when first teaching, the non-permanent english teachers seemed to be aware that changing the mindset of parents about the importance of education for their children was not easy, but by continuing to approach the parents it can be changed slowly. besides, when the non-permanent english teachers faced students who underestimate the teachers' skill, the teachers were not tempted by emotion and did not give up even though the teachers felt disappointed with the students' attitude. but the teachers kept thinking that i am a teacher who will be a role model for my students, so whatever the challenges and problems i experience, i have to face them firmly. the problems were able to make the teachers develop more and make the problem as motivation to learn more about many things besides teaching. they learned a lot that whatever problems they faced, they tried to calm down and found a way out of events that occurred and also in dealing with problems they must be professional and not easily ignited by emotion. contextual resources relationship a good relationship between the non-permanent english teachers, students, colleagues, and leader looked very well. when the non-permanent english teachers faced problems in the teaching and learning process, they tend to discuss it with their colleagues and superiors for finding solutions to the problems they faced. besides, the non-permanent english teachers and colleagues worked hand in hand to provide understanding to parents of the importance of education for their children. they provided mutual support in realizing educational development in the remote area, so that they can create quality alumnus who were not inferior to students in the urban area. when the non-permanent english teachers teaching, the students were enthusiastically welcome them to class. even though surrounded by limited facilities in learning, the students felt comfortable and happy when learning because of the creativity of the teachers in creating a good atmosphere in the classroom for them. a good relationship between the non-permanent english couns-edu  the international journal of counseling and education vol.5, no.4, 2020 non-permanent english teachers’ resilience ...|181 indonesian counselor association (iki) | doi: 10.23916/0020200526440 teachers, students, colleagues, and leader made the teachers feeling comfortable and reluctant to leave their profession as teachers in a remote area. school community the non-permanent english teachers seem comfortable staying in the remote area to teach because they were influenced by the school community. they felt comfortable being teachers because the students were obedient and more respect them as teachers. they saw the difference when they taught the students in urban areas with those in the remote area. every morning they had to wake up at 6 am and walked to school but when they entered the classroom to teach, their fatigue immediately disappears. it was because of the enthusiasm of the students to learn. solidarity and cooperation were also considerations to stay afloat in teaching in the remote area. besides, the parents’ demands and mandated curriculum did not burden them, but made them realized that it was challenging for them to develop themselves to be better in the future. on the other hand they also thought that teaching was their soul calling. family support the family support that the non-permanent english teachers became an encouragement for them to continue teaching in remote areas. even though initially the non-permanent english teachers aware that salaries to become non-permanent teachers were not many and sometimes experienced late payment of salaries by more than one year, the family continued to support them to continue serving as teachers. their families also never complained about the income that they got. they made the family a place to lean back when they faced problems at school. besides, the family encouraged the non-permanent english teachers to prioritize in teaching the students than participating in community activities that coincide with the teaching and learning process. the high level of family support that the non-permanent english teachers got, making their psychological well-being and self-confidence increase which made them stay afloat to become non-permanent english teachers in the remote area. discussion the researchers found interesting findings in this study. in this study, the researchers found that even though the non-permanent english teachers experienced the late payment of their salaries for more than one year, it did not make them to give up and leave their profession as non-permanent teachers in the remote areas. they still came with enthusiasm to carry out the teaching and learning process at school, even though sometimes they felt their dedication was not worth the income they get. this finding refutes the study of hidayah & tri marhaeni, (2016)who stated that late payment of teacher salaries results in the absence of teachers in schools to conduct teaching and learning. their absence was because they had to find additional work to meet their daily needs. furthermore, although the non-permanent english teachers had to travel long distances to school through difficult access, it does not dampen their spirits. they say that their feelings will disappear when they see the students’ enthusiasm for learning when they entered the classroom. this is inversely proportional to the findings of prouty (2012) which states that difficult access to schools is also a reason for the absence of teachers in remote areas. in this study, the researchers also found findings that support the findings of previous studies. the researchers found that the non-permanent english teachers highly motivated in maintaining their commitment to teaching in the remote areas. this was influenced by their ambition to develop education in their area. besides, responsibility for the students was the factor that most influences teachers’ motivation. the absence of teachers from urban areas who was able to survive to teach in the area that makes the teachers chose to survive in advancing the education of students in the area. these findings support the findings of upa & mbato, (2020)which stated that teachers’ sense of responsibility towards students has an influence in increasing teacher motivation to maintain their commitment in teaching. furthermore, le cornu, (2009)states that self-efficacy is a personal resource that emphasizes teachers’ beliefs in their ability to solve problems in facing teaching challenges. it seemed that teachers do not still have high self-efficacy in building their resilience in remote areas. this is manifested in the high confidence that they have about the better future and their ability to face challenges in the remote areas. when teachers have positive beliefs, this is related to increased motivation and perseverance so that negative thinking about the ability of teachers will decrease (cassidy, 2015). the high self-efficacy of the nonpermanent english teachers contributes to their ability to face and adapt to life’s challenges and pressures that they experienced in the remote area. on the other hand, emotional intelligence as a factor in the non-permanent english teachers contributed to their ability to face or adapt to life's challenges and pressures. the results showed that the couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu upa, y., & mbato, c. non-permanent english teachers’ resilience ...|182 indonesian counselor association (iki) | doi: 10.23916/0020200526440 non-permanent teachers were able to control their emotions well in dealing with the problems they experienced. it showed that the non-permanent teachers who were resilient used a set of skills well that could help them to control their emotions, attention, and behavior (c. f. mansfield et al., 2016). skills in managing emotions made the teachers becoming skilled in breaking away from negative feelings, so that the pressure and stress that arises when facing a problem minimized. the non-permanent teachers who have high emotional intelligence make themselves able to manage the stresses and stress they experience so that they become resilient teachers. in contextual resources, relationship plays an important role in shaping teachers’ resilience. the non-permanent teachers in this study indicate that a good relationship that established among the nonpermanent english teachers and colleagues, leaders, and students were able to provide a sense of comfort for the teachers. support among colleagues, leaders, and the non-permanent teachers in dealing with problems and advancing education in the remote areas showed that the non-permanent teachers were able to build good social relationships with people around them so that it builds their resilience. this finding is supported by the findings of sammons et al., (as cited in beltman et al., 2011) “personal, professional, and supportive relationships are important for dynamic resilience processes”. a good relationship between non-permanent teachers, colleagues, and leaders provided benefits for the non-permanent teachers in improving psychological well-being and also adjustment by providing a sense of belonging, clarifying selfidentity, increasing self-esteem and reducing stress. besides, the researchers also found that the non-permanent english teachers have family support which could increase their resilience. specifically, in the aspects of emotional support, families give attention, trust, and expressions of empathy. this is evident from the recognition of precarious teachers stating that family support is an encouragement for them to continue teaching in remote areas. this finding supported by botou et al., (2017) study that stated that teacher endurance is influenced by strong support built by family members. the high level of family support that the non-permanent english teachers got, making their psychological well-being and self-confidence increase, which made them stay afloat to become non-permanent english teachers in the remote area. the results of this study also show that teachers maintain their commitment in teaching because they liked teaching, wanted to develop education in their areas, and shared knowledge with children. these findings confirm the findings of kharismawan & mbato, (2020) who found that teachers still want to keep their jobs because ‘they enjoy teaching, want to share knowledge, are inspired by their families, get career clarity, want to develop their country, and become valuable in being a teacher’.the results of this study also show that teachers maintain their commitment in teaching because they liked teaching, wanted to develop education in their areas, and shared knowledge with children. these findings confirm the findings of kharismawan & mbato, (2020) who found that teachers still want to keep their jobs because ‘they enjoy teaching, want to share knowledge, are inspired by their families, get career clarity, want to develop their country, and become valuable in being a teacher’. furthermore, these findings also show that the way teachers negotiate themselves in facing challenges in remote areas shows that they are tenacious teachers. this is due to the factor of personal resources and contextual resources contributing to teachers in facing challenges in remote areas. this finding supports the research of c. mansfield et al., (2014). they stated that teacher resilience is influenced by two factors, namely personal resources and contextual resources. research on resilience is very important to understanding on how teachers show resilience when they not only survive, but thrive amid challenging conditions (beltman et al., 2011). this research emphasized that the way of the non-permanent english teachers deal with challenges in the remote areas showed that they have high resilience. the high resilience of non-permanent english teachers in remote areas contributes positively in constructing their identities so they can maintain their commitment in teaching in remote areas. it also influenced by personal resources and contextual resources. this is in line with schutz & hong, n.d., (2018) which states that resilience has a positive influence on the teacher’s professional identity. therefore, when the non-permanent teachers successfully negotiate their identity, they will become a tenacious teacher. they realized that whatever challenges they faced, it would shape them into better individuals. this research has several weaknesses. one of the weaknesses of this study is that respondents who were limited to the non-permanent english teachers, so that this study is unable to see the dynamics of selfresilience in teachers who have the status of civil servants. for future researchers who will conduct research, we suggest using other methods in data collection, larger population instruments and varied couns-edu  the international journal of counseling and education vol.5, no.4, 2020 non-permanent english teachers’ resilience ...|183 indonesian counselor association (iki) | doi: 10.23916/0020200526440 samples taking into account the environmental, social, and cultural conditions of the subjects to simplify the research. this research is expected to provide non-permanent teachers with information about ways to develop self-resilience strategies. the school is expected to make policies or programs in schools that can maintain the level of self-resilience of teachers in their schools. this research is also expected to provide information to the public, especially for those who are in close contact with teachers on the importance of social support provided to teachers, especially for the non-permanent teachers, regarding their level of resilience. it is also hoped that the government will not turn a blind eye to the welfare of non-permanent teachers in remote areas. conclusions when looking at the lives of english teachers not being settled in remote areas, they were experiencing various challenges that can disrupt their psychological health if they did not counterbalance with resilience. besides geographical challenges, they also experienced challenges related to students’ character, parents’ demands, limited teaching staff, late payment of salaries, limited facilities, language barriers, and parents’ mindset about the importance of education. however, these challenges seem to be overcome by the emergence of personal resource factors which include motivation, self-efficacy, and emotional competence; and contextual resources including relationships, school community, and family support in them. the high resilience of non-permanent english teachers in remote areas contributes positively that constructs their identities so that they can maintain their commitment in teaching in remote areas. references arnup, j., & bowles, t. (2016). should i stay or should i go? resilience as a protective factor for teachers’ intention to leave the teaching profession. australian journal of education, 60(3), 229–244. https://doi.org/10.1177/0004944116667620 beltman, s., mansfield, c., & price, a. (2011). thriving not just surviving: a review of research on teacher resilience. educational research review, 6(3), 185–207. https://doi.org/10.1016/j.edurev.2011.09.001 botou, a., mylonakou-keke, i., kalouri, o., & tsergas, n. (2017). primary school teachers’ resilience during the economic crisis in greece. psychology, 08(01), 131–159. https://doi.org/10.4236/psych.2017.81009 cassidy, s. (2015). resilience building in students: the role of academic self-efficacy. frontiers in psychology, 6(nov), 1–14. https://doi.org/10.3389/fpsyg.2015.01781 creswell, j. w., & creswell, j. d. (2018). research and design qualitative, quantitative and mixed methods approaches. in thousand oaks california. demir polat, d., & i̇ skender, m. (2018). exploring teachers’ resilience in relation to job satisfaction, burnout, organizational commitment and perception of organizational climate. international journal of psychology and educational studies, 5(3), 1–13. https://doi.org/10.17220/ijpes.2018.03.001 febriana, m., nurkamto, j., rochsantiningsih, d., & muhtia, a. (2018). teaching in rural indonesian schools: teachers’ challenges. international journal of multicultural and multireligious understanding, 5(5), 11. https://doi.org/10.18415/ijmmu.v5i5.305 gonzález-calvo, g., & arias-carballal, m. (2017). a teacher’s personal-emotional identity and its reflection upon the development of his professional identity. qualitative report, 22(6), 1693–1709. hidayah, i., & tri marhaeni, p. a. (2016). reinforcement of professional teacher candidates in indonesia through program of graduates educating in the frontier, outermost, and disadvantaged regions (sm3t). international journal of research in education and science, 2(1), 166–171. https://doi.org/10.21890/ijres.02425 kharismawan, p. y. (2020). teachers attrition in influencing teachers ‘ decision making  : the view of seven early career english teachers. https://doi.org/10.4108/eai.20-9-2019.2292099 le cornu, r. (2009). building resilience in pre-service teachers. teaching and teacher education, 25(5), 717– 723. https://doi.org/10.1016/j.tate.2008.11.016 madihie, a. (2016). resilient therapy as an expansion of counselling services in working with the vulnerable clients. couns-edu| the international journal of counseling and education, 1(1), 22. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu upa, y., & mbato, c. non-permanent english teachers’ resilience ...|184 indonesian counselor association (iki) | doi: 10.23916/0020200526440 https://doi.org/10.23916/22-28.0016.11-i2b mansfield, c., beltman, s., & price, a. (2014). im coming back again! the resilience process of early career teachers. teachers and teaching: theory and practice, 20(5), 547–567. https://doi.org/10.1080/13540602.2014.937958 mansfield, c. f., beltman, s., broadley, t., & weatherby-fell, n. (2016). building resilience in teacher education: an evidenced informed framework. teaching and teacher education, 54, 77–87. https://doi.org/10.1016/j.tate.2015.11.016 nurwidodo, n., rahardjanto, a., husamah, h., mas’odi, m., & mufrihah, a. (2017). teacher resilience in remote islands area: a case study in small pagerungan island sumenep regency, indonesia. journal of education and learning (edulearn), 11(1), 47. https://doi.org/10.11591/edulearn.v11i1.4669 papua, w. (2012). “ w e l ike b eing t aught ” a s tudy on t eacher a bsenteeism. pearce, j., & morrison, c. (2011). teacher identity and early career resilience: exploring the links. australian journal of teacher education, 36(1). https://doi.org/10.14221/ajte.2011v36n1.4 rodrigues, f., & mogarro, m. j. (2019). student teachers’ professional identity: a review of research contributions. educational research review, 28(4), 694–713. https://doi.org/10.1016/j.edurev.2019.100286 salifu, i., agbenyega, j. s., & practice, p. (2013). teacher motivation and identity formation: issues affecting professional practice. 3(1), 58–74. schutz, p. a., & hong, j. (n.d.). on teacher identity. upa, y., & mbato, c. l. (2020). english teacher identity construction: indonesian teachers’ motivation and strategies in teaching english for special needs students. project (professional journal of english education), 3(2), 311. https://doi.org/10.22460/project.v3i2.p311-321 couns-edu the international journal of counseling and education vol.3, no.4, 2018, pp. 133-139| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180316440 received on 06/14/2018; revised on 03/15/2018/; accepted on 08/21/2018; published on: 12/31/2018 133 effectivenes of group counseling with people-centered approach to improve student’s social skills rini larassati *)1 , suwarjo 2 universitas negeri yogyakarta *)corresponding author, e-mail: larassatirini@gmail.com abstract humans are social beings who cannot live alone and always have relationships with others. each individual is expected to relate well with other individuals in order to fulfill social needs. fulfillment of good relationships with others requires skills of social skills. however, in reality there are still students who do not have good social skills. therefore, the purpose of this study was to determine the effectiveness of group counseling with a person centered approach to students' social skills. the method used is quasi experimental research with non-equivalent control group design. the research was conducted in smp negeri 8 yogyakarta with sample of 10 students of class vii. the instrument used in this study is the scale of social skills. data analysis technique using wilcoxon test. the results showed that group counseling with a person centered approach was effective on the students' social skills. keywords: group counseling, person centered, social skills. how to cite: larassati, r., & suwarjo. (2018). effectivenes of group counseling with people-centered approach to improve student’s social skills. couns-edu: international journal of counseling and education, 3(4): pp. 133-139. doi: https://doi.org/10.23916/0020180316440 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2018 by author. introduction humans are social beings who can not live alone and always have relationships with others. learners are part of social beings who need others to help their survival, which is marked by the interaction with other individuals in the surrounding environment. this interaction will be more intensive and mature in adolescence. based on the development phase, junior high school (junior high school) students enter the stage of teenage development. according to papalia and olds (in jahja, 2011: 220) adolescence is a period of transition or transition from childhood to adulthood, which generally begins at the age of 12 or 13 years and ends in the late teens or early 20s . in addition erickson (in santrock, 2002: 43) reveals that in adolescence learners are expected to know his identity, knowing the advantages and weaknesses of the self, have ideals in life and began to take a role in activities in the environment. therefore, when adolescents allow individuals to establish social relationships with other individuals in their environment. building relationships with others will make individuals experience more advanced growth, otherwise individuals who can not establish good relationships with others will experience obstacles in their growth. it shows that relationship with others is a significant and very important aspect for human life. like the research conducted by marriage (2005) which mentions that individuals lacking social skills, http://dx.doi.org/10.23916/0020180316440 couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu larassati, r., & suwarjo effectivenes of group counseling with people-centered approach to improve student’s social skills| 134 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316440 the individual is isolated from the association in his school and rejected by his peers (painter, 2006: 13). the previous statement shows that establishing relationships with others is an important aspect of human life. in order for learners to establish a good relationship and acceptable to the environment, learners are expected to have a skill. skills in question is a social skill. this is supported by the opinion of (lee, 2015: 561) that social skills play a crucial role in enhancing collaboration and cooperation among individuals and in conflict resolution. corey (2013: 263) reveals that social skills are the ability to connect with others appropriately and effectively. jarvela (2011: 137) defines social skills as the ability to be successful in relationships with others, both in school, workplace, family and community. in line with previous opinions (frick, 2010: 150) defining social skills is a necessary skill to be successful in interacting with peers and adults. social skills play an important role in one's life. opinion (matson, 2009: 2) social skills are special skills that need to be learned. social skills are the ability of individuals to behave with other individuals to make individuals acceptable to their environment (merrel, 2003: 313). others argue that social skills are the ability to be able to do the deeds that will be accepted and avoid actions that will be rejected by the environment (certledge & milburn, 1995: 151). social skills have been conceptualized as skills that effectively understand social cues, precisely and accurately in interpreting interpersonal dynamics, and flexibly adjust one's behavior to respond to social demands (sharon, 2012: 54). however, in reality there are still learners who do not have social skills. of course this cooking will hinder the social life of learners in the school environment. based on the results of media analysis of problem tracing (mlm), there are learners who have low social skills seen from students difficult to adapt to the environment as many as 64 students, less able to organize as many as 51 students, less able to interact as many as 37 students, and difficult to communicate as many as 34 learners. of course it will hinder the lives of effective learners. research conducted by gottman (in painter, 2006: 19) states that unskilled learners in social life will be socially rejected, and such rejection will occur throughout the ages and even into adulthood. one of the most appropriate types of counseling and counseling services to assist students in improving social skills is group counseling services. group counseling is one of the services in guidance and counseling with a group system. group counseling is counseling using groups to help provide feedback and learning experiences and processes using group dynamics principles (latipun 2008: 178). according to (corey, 2012: 28) group counseling focused on issues of learning, career, and personal social. group counseling activities are expected to be a means of self-development in order to learn to interact positively within the scope of small groups. many approaches can be used in group counseling services, one of which is the person-centered approach. according to (corey, 2013: 188) the group counseling approach can be applied in group processes. in a person-centered approach, counselors as group facilitators try to get the group to congruence, unconditional acceptance, and empathy. when group facilitators demonstrate a sense of trust to group members, accepting unconditionally, as well as counselors and group members can empathize about what individuals convey in groups can then develop attitudes and behaviors that enable members to interact with each other. thus, group counseling services with a person-centered approach that will be provided to students continuously are expected to affect the social skills of learners. method the research design in this study used quasi experimental (creswell, 2010; sugiyono, 2008). the design used is non-equivalent control group design. in this design the experimental group and the control group are equally given pre-test and post-test. however, only the experimental group was treated. the population in this study are students of class vii smp negeri 8 yogyakarta, amounting to 278 students. sampling technique in this research use purposive sampling technique. according to (johnson & christensen, 2014: 364), purposive sampling is a non-random sampling technique in which the sample determines according to certain characteristics. characteristics in question are learners who have social skills are in the low category. based on the results of social skills scale, there are 10 students that will be divided into two groups, ie five students in the experimental group who will be given treatment using couns-edu  the international journal of counseling and education vol.3, no.4, 2018 effectivenes of group counseling with people-centered approach to improve student’s social skills| 135 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316440 counseling service group of person-centered approach and five students in the control group are given treatment as done in school that is by technique discussion. data collection techniques used in this study by using the scale of social skills developed by researchers. in addition there are techniques of supporting data collection in the form of documentation methods, interviews. stages or procedures in this study is the beginning stages, working stages and termination stages. data analysis technique used in this research is by using wilcoxon test that is increase of sign test, because in this research pretest and posttest test using spss (statistical package for social science) version 16. based on wilcoxon test using spss 16 program, obtained level of significance, with qualification if sig. <0,05 then ho is rejected and ha accepted, meaning that there is improvement of social skill of learners after given treatment in form of group counseling with approach of person-centered. results and discussions the based on the result of dissemination of social skill scale instrument to 278 students of class vii of smp negeri yogyakarta, the percentage of social skills profile of learners is 143 students (51,43%) are in high category, social skill in medium category as many as 125 students (44.96%) and high social skills low category of 10 students (3.59). based on previous explanation, it can be seen that the social skill of students of class vii of smp negeri 8 yogyakarta is mostly in high category, but there are still students who are in medium and low category. the data is used as data pretest. then 10 students who are in the low category were given treatment in the form of group counseling with the approach of person centered, after the treatments, experimental group and control group given post-test. the following table presents the pre-test and post-test of the experimental and control groups. table 1. pretest and posttest results of experimental social skills group no name (initial) score pretest category score posttest category 1. bl 93 low 156 high 2. jo 92 low 164 high 3. ht 95 low 161 high 4. ar 94 low 163 high 5. ym 95 low 162 high table 1 shows that the post-test value has an increase from the pre-test value. overall the pre-test and post-test developments are presented in the following figure. couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu larassati, r., & suwarjo effectivenes of group counseling with people-centered approach to improve student’s social skills| 136 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316440 figure 1. graph of pretest development and posttest of social skill of experiment group based on the results of pre-test and post-test, all learners who become samples experienced an increase in social skills. the observed changes that have shown behavior such as good relationships with peers, have good self-management, academic skills, compliance in social behavior, and assertive behavior. the results of the social skills of control groups are as follows: table 2. pretest and posttest results of social skills of the control group no name (initial) score pretest category score posttest category 1. rn 93 low 92 low 2. ft 91 low 91 low 3. pl 96 low 97 low 4. an 92 low 90 low 5. vr 98 low 98 low table 2 shows no significant change between pre-test results and post-test results. overall the pretest and post-test developments are presented in the following figure: 0 50 100 150 200 bl jo ht ar ym improved pre-test results and post-test social skills experiment group pretest posttest couns-edu  the international journal of counseling and education vol.3, no.4, 2018 effectivenes of group counseling with people-centered approach to improve student’s social skills| 137 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316440 figure 2 graph of pretest development and posttest of social skills control group based on the results of pre-test and post-test, all subjects in the control group did not experience significant improvement. the result of test of influence of group counseling with person-centered approach to individual social skill using wilcoxon test, while wilcoxon test of social skill in experimental group showed that there was difference of result before and after treatment (sig value 0,043 <0,05). in addition, there was an increase in the average pretest and posttest score of social skills in the experimental group of 67.4 (93.80 <161.20). while in the control group of wilcoxon test results showed that the sign value of 0.414 is greater than 0.05, so it can be concluded that there is no significant difference before and after treatment. while based on the average value of pretest and posttest decreased by 0.4 (94.00 <93.60). thus, it can be concluded that after being given treatment in the form of group counseling approach personcentered learners have increased social skills. group counseling is effective in helping individuals deal with social skills issues. group counseling is a unique intervention system that differs significantly from procedures that can be described as guidelines and therapeutic processes commonly referred to as psychotherapy (berg, 2006: 13). group counseling is a type of group activity characterized by a dynamic interpersonal process in order to solve problems collectively in groups (mapiare, 2010: 164). group counseling is a counseling service between counselors and counselees in a group that utilizes group dynamics in the development and growth of group members (jacobs, 2012: 13). in line with that opinion (gibson & mitchell, 2011: 52) revealed that group counseling provides experiences to grow within the group. the use of group centered counseling approaches can foster individual self-management skills such as being able to control emotions, follow rules and limitations, compromise with others, and be able to accept criticism well (merrel 2003: 316). the previous opinion is similar to the opinion (morgan, 2012: 6) which suggests that social skills are needed for school success because it can lead to behaviors such as pleasant behavior toward teachers, can express opinions and needs in a way that can control emotions, work together with peers and able to follow directions. further (lodder, 2016) discloses that learners who do not have good social skills will have difficulty interacting with others, limiting the quantity of social relationships, can not cope with life stressful events, and will affect the quality of low friendships. the person-centered approach is one of the approaches of humanistic counseling. for counselors who use humanistic counseling, counselors will help counselees to improve self-understanding and be able to make decisions and as initiators of their own growth and development (glading, 2015: 244). in line 85 90 95 100 rn ft pl an vr improved pre-test results and post-test social skills control group pretest posttest couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu larassati, r., & suwarjo effectivenes of group counseling with people-centered approach to improve student’s social skills| 138 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316440 with (sharf, 2012: 234) reveals that the individual is able to develop the ability to understand himself, able to change his own attitude and behavior. in counseling groups of person-centered approaches believe that the individual has the power to be able to access the power within him, then in the counselor counseling process makes the individual realize that the individual has low social skills. counseling groups of person-centered approaches train individuals to dare to speak or express their opinions and feelings, train individuals to mutual tolerance, train for mutual respect, train to respond to the opinions of others, train to interact and communicate. the group atmosphere created in long-term group counseling will affect the attitude and behavior of the individual so that the individual will follow whatever his friends do in groups. knowledge of him will increase if the individual interacts with many friends who will improve social skills. someone with good social stature will show the behavior of providing help, being able to listen to others, communicate openly, be able to control emotions, be self, show concern for others, and be more confident (santrock, 2011: 433). through a group atmosphere, individuals will gain knowledge about their weaknesses and strengths. the individual becomes aware that he or she has low social skills and it can disturb him in social relationships with others. the stronger the relationships created in the group the greater the group's influence on the individual. the influence appears like a tendency to speak, how to behave and behave. the process of impersonation done by individuals learned through the learning process in a group atmosphere that over time will create a picture of the individual's self how to behave and behave. through group counseling, individuals can develop social aspects and abilities in social interaction with other group members. when in a group, individuals will be required the ability and social skills to be able to connect with others. being willing to listen to others' opinions, expressing opinions, empathizing, cohesiveness is a positive thing for group members, so group process as one way to develop personality (schmidt, 2003). a series of group counseling activities will be a learning process for each individual to learn new behaviors within the group to take positive values at each meeting that ultimately provide the expected improvement of social skills. conclusions based on the objectives, the results of the research discussion, it can be concluded that group counseling with the approach of person centered effectively on improving social skills of class vii students smp negeri 8 yogyakarta. the result of the treatment is that students are able to establish good relationships with others, able to manage themselves, have academic skills, compliance and assertive behavior. researchers realize there are still many shortcomings in this study. therefore, it is hoped that the next researcher can research counseling group of person centered approach to improving social skills better. acknowledgements in writing this article the author has been assisted by various parties. the parties who have helped and supported the completion of this article are dr. suwarjo, m.si., my parents, and dear friends. references berg, robert c. (2006). group counseling : concepts and procedures 4th edition. new york. routledge. cartledge, m., & milburn, j. f. (1995). teaching social skills to children and youth: innovative approaches. boston: allyn and bacon. corey, gerald. (2013). theory and practice of counseling and psychotherapy, 8th edition. usa: brooks/cole, cengange learning. corey, gerald. (2013). theory and practice of counseling and psychotherapy, 9th edition. usa: brooks/cole, cengange learning. creswell, j. w. (2010). research design pendekatan kualitatif, kuantitatif, dan mixed. yogyakarta: pustaka pelajar. couns-edu  the international journal of counseling and education vol.3, no.4, 2018 effectivenes of group counseling with people-centered approach to improve student’s social skills| 139 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316440 frick, p.j., kamphaus, r.w & barry, c.t. (2010). clinical assessmentof child and adolescent personality and behavior (third edition). new york: springer science business media. gibson, r.l dan mitchell, m.h. (2011). bimbingan dan konseling (edisi tujuh). yogyakarta: pustaka pelajar. gladding t. samuel. (2015). konseling profesi yang menyeluruh. jakarta: indeks. jacobs, ed e, et al., (2012). group counseling: strategies and skills, 7th edition. usa: brooks cole. jahja, yudrik. (2011). psikologi perkembangan. jakarta: kencana. jarvela, s. (2011). social and emotional aspects of learning. oxford. elsevier ltd. jhonson, b.r., & cristensen, l. (2014). educational research: quantitative, qualitative, and mixed approaches 5th edition. united states of america: sage publications, inc latipun. (2008). psikologi konseling (edisi ketiga). malang: universitas muhammadiyah malang press. lee, dabae & huh, y. (2015). collaboration, intragroup conflict, and social skills in project-based learning. journal counseling. 43:561–590 doi 10.1007/s11251-015-9348-7. lodder, g.m.a.,goossens, l., scholte, r.h.j., engels, r.c.m.e &verhagen. m. (2016).adolescent loneliness and social skills: agreement and discrepancies between self-, meta-, and peerevaluations. empirical research. 45,2406–2416. http://doi10.1007/s10964-016-0461-y. mappiare, andi. (2010). pengantar konseling dan psikoterapi. jakarta: pt. raja grafindo persada. matson, j. l. (2009). social behavior and skill in children. new york: baton rouge. merrell, kenneth w. (2003). behavioral social. and emotional assessment of children and adolescents. new jersey: lawrence erlbaum associates, inc., publishers. morgan, j.j. (2012). teaching online social skills to students with emotional and behavioral disorders. (doctor of philosophy in special education, 2012). department of educational and clinical studies. painter, kim kiker. (2006). social skills groups for children and adolescentswith asperger’s syndrome: a step-by-step program. london: jessica kingsley publishers. santrock, j.w. (2002). adolescence. (tenth edition). new york: the mcgraw hill companies. santrock, j.w. (2011).child development thirteenth edition. new york:mcgraw-hil. sharf, s.d. (2012). theories of psychotherapy and counseling. 5th edition. usa: brooks/cole. sharon y. wu, k12 inc. daniel b. turban. (2012). social skill in workplace mentoring relationships. journal of organizational culture, communications and conflict, volume 16, number 2, 2012university of missouri yu ha cheung, hong kong baptist university. schmidt, j.j. (2003). counseling in school, essential services and comprehensive program 4th edition. usa: pearson education, inc. http://doi10.1007/s10964-016-0461-y couns-edu the international journal of counseling and education vol.4, no.3, 2019, pp. 114-120 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020190421230 received on 05/24/2019; revised on 06/19/2019; accepted on 08/15/2019; published on: 09/15/2019 114 marital satisfaction of visually impaired couples nur zahra suaidi 1 , jamayah saili *)2 12 universiti malaysia sarawak, malaysia *)corresponding author, e-mail: sjamayah@unimas.my abstract despite the relatively high degree of research among disabilities in malaysia, there remains lack of research on issues and challenges faced by visually impaired couples. visually impaired couples may experience different set of challenges and seek different needs for a satisfying married life as compared to typical couples. the research was conducted qualitatively by interviewing four visually impaired couples. the analysis of in-depth interviews with the couples yields three main themes which are the challenges, the coping strategies, and the future hopes of the visually impaired couples. keywords: visually impaired, marriage, satisfaction, disability, support how to cite: suaidi, n., & saili, j. (2019). marital satisfaction of visually impaired couples. couns-edu: the international journal of counseling and education, 4(3), 114-120. doi: https://doi.org/10.23916/0020190421230 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction marriage is the fundamental basis of a personal association between a man and woman and a biological relationship for mating and reproduction; it unites partners socially and economically, which is relatively consistent over time and accords each member with certain agreed-upon rights. however, when long-term sickness or known as disability encounters in a couple’s life, it can be stressful for the couple and this permanent disability could lead to sudden effect on the marital relationship. in the case of marital relationships, when a spouse’s functional becomes limited, it will also affect the role of healthy partners to support disabilities of the partner. hence, visual disability will curtail an individual’s lifestyle (schwartz &scott, 2012). there are three objectives for this research, which are to explore the challenges faced by spouses with visual impairment, the coping strategies and to obtain their future hopes. hence, the significance of this study is to help couples with vision impairment to know their rights and raise their motivation and strength with visually impaired spouses. in addition, it can help them to have an open communication with their spouses and resolve the conflict which will lead to the success of marriage and decrease the level of divorce rate. marital satisfaction is one of the common concepts used for assessing happiness and stability in a marriage. one latest study conducted by zeinab et al. (2016) stated that the factor comes from a multidimensional concept. correlated to this, it is also one of the most important indicators of life satisfaction and family performance. marital satisfaction is a process that comes into existence in the life of couples because it requires compliance with tastes, knowledge of personality attributes, establishing rules of behaviour, and formation of relationship patterns because marital relationship is the primary source of social support for most couples and acts as a protective factor against both psychological and physiological affliction; marital satisfaction affects physical and mental health, life satisfaction, success in work, and social communication (akbari, 2009). as quoted from alyson aliano (2018), through christian perspectives, marriage is a formal union; it is a social and legal contract between two individuals that unite mailto:sjamayah@unimas.my http://dx.doi.org/10.23916/0020190421230 couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu nur zahra suaidi, et. al marital satisfaction of visually impaired couples | 115 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421230 their lives legally, economically, and emotionally. it is a contractual marriage by which they have legal obligations to each other until they decide to divorce. it is also added from another definitions, according to merriam-webster web (2012), marriage is the state of being united to a person of the opposite sex as husband or wife in a consensual and contractual relationship recognized by the law; the state of being united to a person of the same sex in a relationship like that of a traditional marriage [same-sex marriage], and the mutual relation of married persons that lead to the institution whereby individuals are joined in a marriage. in addition, through the concept of islam, ibn 'uthaimin ('uthaymin) took an even more comprehensive view of the institution of marriage in his definition of it as follows, "it is a mutual contract between a man and a woman whose goal is for each to enjoy the other, become a pious family, and a sound society.” marital satisfaction is a mental state that reflects the perceived benefits and costs of marriage to a person. the more costs a marriage partner inflicts on a person, the less satisfied one generally is with the marriage and with the marriage partner. similarly, the greater the perceived benefits are, the more satisfied one is with the marriage and with the marriage partner. unfortunately, for the disabled couples in fact, the disabled person is the one whose physical or mental health has been damaged temporarily or permanently, and who has lost his/her ability to perform personal and daily chores and social activities and as a result, he/she cannot continue living without help or special support and care. in other words, disability, due to severe and on-going problems which cause limitations and many psychological and social pressures for the individual and his/her family, has several consequences (kathleen, 2012). undoubtedly, the disabled person’s spouse is the closest to the patient, having the greatest emotional, cognitive, verbal, and nonverbal relationship with the patient and this would distract their marital satisfaction of the marriage because of their partner. methods this research was conducted by using qualitative approach. the design was to expose the unique furtherance of the case. besides that, qualitative research enables the information to be collected in detail so that wider view of the research could be explored. this research focused on marital satisfaction of visually impaired couples and such method is helpful to obtain data and understand deeply in detail (kathleen, 2012). the participants of this research study are from the sarawak society for the blind (ssb) and four couples mainly involved in the interview session with the researcher. in the current study, the researcher used semi-structured interviews and the interview protocol was prepared. in contrast, qualitative research interview goes in depth and uses researcher’s standards of quality (brinkmann, 2001). semi-structured interviews involve the questions to be predetermined, but the order as well as the wording can be modified, and questions can be omitted or added during the interview (robson, 2002). the interviews were conducted in the researcher’s language proficiency that can be in english, malay, or local dialects such as sarawak malay dialect. the interview conversation were transcribed after the interview session had been done. thematic analysis was utilized to analyze the data (braun & clarke, 2016). according to emily (2012), thematic analyses move beyond counting explicit words or phrases and focus on identifying and describing both implicit and explicit ideas within the data that are themes and it is applied to represent the linked raw data as summary markers for later analysis. couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 marital satisfaction of visually impaired couples | 116 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421230 results and discussion demographic information participant f.c couple f.a couple m.r couple sa.tj couple current age 40 (husband) 42 (wife) 51 (husband) 31 (wife) 76 (husband) 46 (wife) 54 (husband) 52 (wife) ethnic iban malay iban malay place of origin sarawak sarawak sarawak sarawak occupation both are working at reflexology massage for the blind people. both are working at reflexology massage for the blind people. wife, reflexology massage blind centre. husband (nonworker) husband, professional massage centre wife, a secondary school teacher. number of child/age of child 1 child12 years old 3 children – 12, 10 and 4 years old 1 child -19 years old 1 child (deceased) type of disability both are blind oku both are blind oku husband (deaf + blurry vision) wife(blind oku) both are blind oku four couples were interviewed in this research. they are originally from sarawak and most of them are majority ethnics of local sarawak which are iban and malay. besides that, all the couples have children, and only one couple has a deceased child. most of them work as massage therapists for blind people and have a certificate to work as professional massage therapists for blind people, while only one person works as a teacher. apart from that, their overall types of disability are blind except for m.r couple, where the husband is deaf and has blurry vision. there are three main themes that emerged from the data, which were to explore the challenges faced by couples with visual impairments, to explore the coping strategies by visually impaired couples, and their future hopes on their marital relationship in many aspects. couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu nur zahra suaidi, et. al marital satisfaction of visually impaired couples | 117 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421230 figure 1 : structural overview of three major themes and sub-themes figure1 shows the structural overview for each theme. in this study, each major theme has three-sub themes. theme 1 discussed the challenges faced by the spouses with visual impairments; it includes the family origin, communication, and social life. next, theme 2 discussed the coping strategies by the visually impaired couples. lastly, theme 3 discussed the future hopes of their marital relationships which are lasting marriage, welfare of oku blind people, and motivation in life. figure 2 : the challenges the challenges of the visually impaired couples include the family that is child custody, communication that is nonverbal cues, and social pressure that constitutes to earn a living for their survival. firstly, the challenge comes from the family, which is child custody. this happens because of family’s interference and their family does not put a high trust on them to raise their child. this statement was supported by the national council on disability (2012), who stated that parents with disabilities that are engaged in the custody or visitation in the family law will regularly encounter discrimination. next is communication, which is non-verbal cue. for the visually impaired couples, non-verbal cues are important because they help the couples to have a better communication. this is supported by a study couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 marital satisfaction of visually impaired couples | 118 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421230 conducted by humprey (2015), which stated that non-verbal compliments also bring closer or move apart from expressing emotions. hence, the problem encounters when the partners change the habitual practice of relying on non-verbal cues as a part of the message and this makes they lose the cues of communication. lastly, the challenge is social pressure. this is more to unemployment among the participant and correlates to how they earn a living. one of the studies conducted by ling & khoo (2013) stated that there are biases and discriminations in hiring the visually impaired people because they have a negative view and prevalent misconceptions in the job market. this stereotyping often happens when it comes to hiring disabled people. figure 3 : the coping strategies based on the findings, the coping strategies firstly discussed is through discussion and shared opinion that comes out with mutual decision making, while the next sub-theme is embracing love through partner support and lastly followed by tolerance that comes with trust and respect. one literature review that can support mutual decision making as one of the coping strategies is the study conducted by avivi et al. (2009), which indicated that stability and quality depend on the partners’ sharing of meaningful goals. another study conducted by mackey & bernard (2010) stated that one of the lasting married adaptations is through mutual decision together and it can also avoid conflicts in the marital relationship. next is partner support. this finding was supported by a study conducted by vanover (2016), which stated that the important factor in marital success is partner’s support and the consequence of divorces is the loss of a key source of support. lastly, the strategy is trust and respect. one study conducted by moone (2012) revealed that trust is vital to healthy personalities and satisfying relationships and trust has been described as a belief, expectancy, and a feeling such as "an individual's belief in, and willingness to act on the basis of, the words, actions, and decisions of another”. hence, vulnerability can be particularly great in close, intimate relationships where there is significant investment of self and dependence upon the other (johnson, makinen, & millikin, 2001). figure 4 : the future hope couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu nur zahra suaidi, et. al marital satisfaction of visually impaired couples | 119 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421230 according to the malaysian government department of social services (2014), in order to provide for the future with high need for supports, they must reflect on hopes and dreams for the future of the persons especially the people with disabilities. creating visions, hopes, and dreams are plans that they are willing to fulfil for their dreams and do best with their ability. all the future hopes and need, mentioned by the visually impaired participants are similar because they are convinced and congruent to each other. all participants want a long-lasting married life and no one in this world want to experience divorce. with regards to the welfare of blind people, they are hopeful that they can manage to build a home and rescue other visual handicapped people. finally, they expressed, the hope is life of faith. this is meaningful because they have high enthusiasm in life and the belief that god creates something not only without purpose but it comes with wonderful reasons in life. conclusion in conclusion, the three main findings in this research are the challenges, the coping strategies, and the future hopes of visually impaired couples. the participants had encountered some challenges such as from their family, communication, and their social pressure too. they also came out with coping strategies through discussion and shared opinion, embracing love, and having tolerance in their daily life. references akbari. (2009). mental health, life satisfaction, success in work, and social communication. marital satisfaction. doi:10.1109/inmic.2009.5383155 alyson, a. (2018). the definition of marriage. retrieved from https://www.thespruce.com/definition-ofmarriage2303011 avivi, rosika, & evina. (2009). linking relationship quality to perceived mutuality in marriage. retrieved from http://www.bing.com/cr?ig=21f227ab6dbd4f5a931c6f12b113a5bb&cid=215d6076479e 609e010f6c7046 636124&rd=1&h=uis8bxhago7xel3mktq-ift2srty4whkhzxs fqpckq&v=1&r=http://www.psy.miami.edu/faculty/ccarver/abstracts/09_avivi_jscp.pdf&p=d evex.lb.1,5068.1 brinkmann. (2001). interviews: learning the craft of qualitative research interviewing: amazon.de: steinar kvale, svend brinkmann: fremdsprachige bücher. retrieved from https://www.amazon.de/interviews-learningqualitative-research-interviewing/dp/0761925422 braun, & clarke. (2006, august 12). thematic analysis in qualitative study. retrieved from http://www.bing.com/cr?ig=a7887dca527d4f1ab50a6b7a493c3e4b&cid=17f544f9d08 a6ec23e3948ffd1776f1b&rd=1&h=xkmr9qxsp9_n87fjqlr89itvlkj9ekufosvruehceeq &v=1&r=http://eprints.uwe.ac.uk/11735/2/thematic_analysis_revised__final.pdf&p=devex.lb.1 ,5519.1 emily. (2012, may 14). applied thematic analysis. retrieved from http://us.sagepub.com/enus/nam/appliedthematic-analysis/book233379 humprey. (2015). top 5: marital issues. retrieved from http://www.csg.org/pubs/capitolideas/2015_jan_feb/top5_federalism.aspx kathleen. (2012). vision impairment and blindness. retrieved from http://www.who.int/en/newsroom/factsheets/detail/blindness-and-visual-impairment ling, & khoo. (2013). emloyment of visual handicapped. retrieved from http://journals.sagepub.com/doi/abs/10.1177/1049909113500136 national health interview survey on disability. (2012, august 15). retrieved from https://www.cdc.gov/nchs/nhis/nhis_disability.htm murray, mckay, nieuwoudt, nyman, gosney, & victor. (2010). needs of visual impairment couples. retrieved from https://issuu.com/wescom/docs/bulletin_daily_20110717 martin, a. (2014, august 07). definition of legal blindness. retrieved from https://www.avvo.com/attorneys/60604il-alexis-martin-4277209.html moone. (2012). et-moone b2b relationships questionnaire. psyctests dataset. doi:10.1037/t48145000 robson, b. (2002, september 28). collecting data by in-depth interviewing. retrieved from http://www.leeds.ac.uk/educol/documents/000001172.htm https://www.thespruce.com/definition-of-marriage-2303011 https://www.thespruce.com/definition-of-marriage-2303011 https://www.thespruce.com/definition-of-marriage-2303011 http://www.bing.com/cr?ig=21f227ab6dbd4f5a931c6f12b113a5bb&amp;cid=215d6076479e609e010f6c7046 http://www.bing.com/cr?ig=21f227ab6dbd4f5a931c6f12b113a5bb&amp;cid=215d6076479e609e010f6c7046 http://www.psy.miami.edu/faculty/ccarver/abstracts/09_avivi_jscp.pdf%26p%3ddevex.lb.1%2c5068.1 http://www.psy.miami.edu/faculty/ccarver/abstracts/09_avivi_jscp.pdf%26p%3ddevex.lb.1%2c5068.1 https://www.amazon.de/interviews-learning-qualitative-research-interviewing/dp/0761925422 https://www.amazon.de/interviews-learning-qualitative-research-interviewing/dp/0761925422 http://www.bing.com/cr?ig=a7887dca527d4f1ab50a6b7a493c3e4b&amp;cid=17f544f9d08a6ec23e3948ff http://www.bing.com/cr?ig=a7887dca527d4f1ab50a6b7a493c3e4b&amp;cid=17f544f9d08a6ec23e3948ff http://eprints.uwe.ac.uk/1 http://eprints.uwe.ac.uk/1 http://us.sagepub.com/en-us/nam/applied-thematic-analysis/book233379 http://us.sagepub.com/en-us/nam/applied-thematic-analysis/book233379 http://us.sagepub.com/en-us/nam/applied-thematic-analysis/book233379 http://www.csg.org/pubs/capitolideas/2015_jan_feb/top5_federalism.aspx http://www.who.int/en/news-room/fact-sheets/detail/blindness-and-visual-impairment http://www.who.int/en/news-room/fact-sheets/detail/blindness-and-visual-impairment http://www.who.int/en/news-room/fact-sheets/detail/blindness-and-visual-impairment http://journals.sagepub.com/doi/abs/10.1177/1049909113500136 https://www.cdc.gov/nchs/nhis/nhis_disability.htm https://issuu.com/wescom/docs/bulletin_daily_20110717 https://www.avvo.com/attorneys/60604-il-alexis-martin-4277209.html https://www.avvo.com/attorneys/60604-il-alexis-martin-4277209.html http://www.leeds.ac.uk/educol/documents/000001172.htm couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 marital satisfaction of visually impaired couples | 120 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421230 sampson. (2004). a guide to using qualitative research methodology. retrieved from https://www.bing.com/cr?ig=64c7337060c2498889af56675a7b52ad&cid=2e8658677eb56 c1a000254617f486df5&rd=1&h=gehh2asxtoegiv1agdh-z42qna66 pdhlyqbcj28cc4&v=1&r=https://cloudfront.ualberta.ca/-/media/science/research-andteaching/teaching/qualitative-research-methodology.pdf&p=devex.lb.1,5834.1 schwartz, m. and scott, b. (2012). marriages and families. boston: prentice hall. smith. (1999). mixing interview and pilot study : qualitative. retrieved from http://www.bing.com/cr?ig=2d1bfaf24aba4ef5b4731213ba76df80&cid=0658073831d4 60ef31b30b3e30 2961cb&rd=1&h=00rtz3ccxa1seqalgdb54n8wo go8ukywzdlado0yse&v=1&r=http://www.pareonline.net/getvn.asp?v=15&n=1&p=devex.lb. 1,5875.1 vanover, k. e. (2016). factors in marital success and satisfaction. behavioural pharmacology,10(1). doi:10.1097/00008877-199908001-00244 zeinab t., zahra b.m, alireza n.n, nikzad i, & maryam e. (2016). marotal satisfaction through the lens of iranian women: a qualitative study. pan african medical journal, 25, doi:10.11604/pamj.2016.25.208.9769 208 http://www.bing.com/cr?ig=64c7337060c2498889af56675a7b52ad&amp;cid=2e8658677eb56c1a000254617f4 http://www.bing.com/cr?ig=64c7337060c2498889af56675a7b52ad&amp;cid=2e8658677eb56c1a000254617f4 http://www.bing.com/cr?ig=2d1bfaf24aba4ef5b4731213ba76df80&amp;cid=0658073831d460ef31b30b3e30 http://www.bing.com/cr?ig=2d1bfaf24aba4ef5b4731213ba76df80&amp;cid=0658073831d460ef31b30b3e30 http://www.pareonline.net/getvn.asp?v=15&amp;n=1&amp;p=devex.lb.1%2c5875.1 http://www.pareonline.net/getvn.asp?v=15&amp;n=1&amp;p=devex.lb.1%2c5875.1 http://www.pareonline.net/getvn.asp?v=15&amp;n=1&amp;p=devex.lb.1%2c5875.1 couns-edu the international journal of counseling and education vol.3, no.3, september 2018, pp. 86-92 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180317730 received on 28/08/2018; revised on 09/09/2018; accepted on 20/09/2018; published on: 30/09/2018 86 alizamar alizamar *)1, gusni dian suri2 , mudjiran mudjiran3 , syahniar syahniar4, afdal afdal5 abstract the future achievement of adolescent in correctional institutions is also required to assume education or learning. the purpose of this study was to describe learning skills of the young prisoners in correctional institution adolescent tanjung pati. this research used quantitative approaches with descriptive-quantitative method. the sample in this research consisted of 32 young prisoner. an analyze of the data used instruments learning skills of the young prisoners and analysis used is presentation. the research finding showed that learning skills of young prisoners at a medium level as many as 17 people with 73.91%, the very high level as many as 5 people with 21.74%, the low level as many as 1 people with 4.35%. the implication of this research is to describe learning skills young prisoners. in order, the results of this study could be data to assist the prisoners and coaching for solving their problems in learning. keywords: learning skills, young prisoners this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author. introduction adolescence is a period of change (santrock, 2002; linamarliyah, 2004; kurniawan, 2009; maslihah, 2011) from childhood to adulthood (kartono, 2005; laksmiwati, 2011; batubara, 2016) which experiences development into all aspects or functions (qomariyah, 2009). adolescence is also know as a period of storm and stress, which is period of turbulence and conflict and mood changes (payne, 2012; arnett, 2006) some teenagers have not been able to control themselves well which leads to deviant behavior. teenagers that behave deviantly because the lack or do not get love, care, guidance in developing attitudes, behaviors, adjustments, and supervision from parents, guardians, or foster parents will be easily dragged in the flow of community relations and an unhealthy environment and detrimental to development personal experience (syamsiah, 2010). the negative experiences faced by teenagers who are dealing with the law are very diverse (astuti, 2011; fitriani, 2017). children in conflict over the law (sinaga, 2010; sudarti, 2014). the future achievements of adolescents (shofia, 2009; nasimah, 2009) who are in correctional institutions is also required to carry out education or learning, because education must be implemented at all levels of society from an early age, adolescence, adulthood, to old age, including life skills education for prisoners who are serving sentences in prisons. this is in agreement with widari (2012) that the right of education of students in prison must be given even though they are undergoing coaching, the right to freedom is revoked. in the end, akbar, wijaya, & alkonia (2014) in their research mentions non-formal learning skills level on the young prisoners how to cite: alizamar, a, suri, g.d, mudjiran, m, syahniar, s, afdal, a . (2018). learning skills level on the young prisoners. couns-edu: international journal of counseling and education, 3(3): pp. 86-92. doi: https://doi.org/10.23916/0020180317730 12345 universitas negeri padang *)corresponding author, e-mail: alizamar@konselor.org http://dx.doi.org/10.23916/0020180317730 couns-edu  the international journal of counseling and education vol.3, no.3, 2018 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180317730 education programs in prisons, giving a very large contribution, especially for child inmates who should at the age of their formal education, but because of a crime, they have to be in prison. efforts to facilitate prisoners in solving learning problems can be through tutoring services. in this study, the objectives to be achieved related to aspects of learning are focused on developing learning skills. in the research, sirait & sewu (2015) found that there were concerns of assisted children when they were rejected by the community after completing the construction period, especially if the child was not equipped with skills. then in terms of education which was interrupted, resulting in a lack of information obtained, plus lpka was not allowed to use communication tools with the outside world. this is also an important factor for young prisoners in developing learning skills. the problem now is that there is no implementation of learning skills in lpka tanjung pati, which is an important part of the learning process at lpka. initial interviews conducted with four prisoners in lpka tanjung pati on july 20, 2017 found that generally they were less able to develop learning skills for their future provision after leaving / undergoing criminal time and also lack of information and learning that was obtained by them in developing learning skills. living the learning process is an important part (tahar, 2006; hakim, 2005) in learning activities in order to understand and master the subject matter well (chrisnajanti, 2002, muhson, 2009). the skills of each individual are needed so that the process becomes maximal and provides satisfactory results (rahayu, et al, 2011; kriswoyowati, 2011). marshak & burkle (in juneja, 2016) states "study skills can be defined as learned abilities essential to acquiring knowledge and competence. study skills emphasize the process of learning. "furthermore, gall (1990: 17) stated " study skills as the effective use of appropriate techniques for completing a learning task ". furthermore, surya (in adiningtiyas, 2016; sulistyowati, 2015) revealed that skills are neoromuscular activities. learning skills is the ability to develop a framework of thinking, attitude and skill in a focused and directed way by doing an activity or deed. learning skills is very effective (darmayanti, 2015) in understanding everyday lessons and to increase learning interest. t his is also found in juneja's (2016) study stating, "the evidence shows that there is a direct co-relation between the applications and academic and performance issues of students with learning issues in class. group of 354 students between the age of 12 and 15, found that high-achieving students are able to recognize the use good good strategies and good good skills over effective effective learning "the "the aspects of learning skills according to prayitno (1997: 89) namely (1) make a note of the teacher's teaching time (siagian, 2015; buzan, 2007), (2) make a summary of the material that is read (warouw, 2010), (3) make a report (review report, discussion, implementation of certain activities ), (4) developing ways to answer / solve test / exam questions, (5) compile papers, effective effective reading (oral and write), (7) ask effectively. the basic concept of adolescents and young prisoners adolescence is one of the stages or phases of human development, which means growing into adulthood or developing into adulthood. according to who (in sarwono, 2012), adolescence is a time when an individual develops from the first time he shows his secondary sexual signs of sexual maturity; individuals experience psychological development and patterns of identification of children reaching adulthood; there is a shift from full socio-economic dependence to relatively more independent conditions. furthermore, de brun (in jahja, 2013) defines adolescence as a period of growth between childhood and adulthood. in line with this opinion, papalia, olds & feldman (2009: 8) also explained that "adolescence is the transition of the development period between childhood to adulthood, which includes major changes in physical, cognitive, and psychosocial aspects, which generally begin at age 11 or 12 years and ends at the end of a dozen years or early twenties. " during the development of adolescents who experience a lot of changes and developments, it is not uncommon for teenagers to fall into negative directions, where they take actions that they should not do or deviant behavior. the deviant behavior can be said to be a child's delinquency defined by sarwono (2012: 252) as an act by an immature person who deliberately violates the law, and the act was known by a legal officer he can be used by punishment. deviant or delinquent behavior of children in the form of narcotics uses and distribution, extortion and threats, rape, murder, mistreatment, theft, robbery, sexual harassment, possession of firearms, gambling and embezzlement, which are usually influenced by several factors such learning skills level on the young prisoners | 87 couns-edu  vol.3, no.3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu alizamar alizamar, gusni dian suri, dkk… indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180317730 as neglect of parents in educating, parents' disputes or conflicts, parental divorce, family economic lives that are in disarray, unemployed life, lack of ability to take advantage of free time, negative relationships, and so on. these cases are the cause of a teenager entering a correctional institution because of unlawful behavior and subjected to sanctions in the form of punishment. young prisoners learning skills the learning skills of young prisoners in lpka tanjung pati can be said to be still low, prisoners have not used the library that has been provided properly in lpka tanjung pati. prisoners rarely come into the library because they do not have good learning skills. young prisoners in lpka tanjung pati explained that the desire to learn exists in interviews. however, it is less skilled in utilizing libraries, while in the library inmates are confused about how to read, write or concentrate well. method this research is a descriptive study (arikunto, 2010; yusuf, 2005). it was aimed to describe learning skills of the young prisoners in correctional institution adolescent tanjung pati lima puluh koto. this research used quantitative approaches with the descriptive-quantitative method. the sample for this research consisted of 32 young prisoner. d ata analyze learning instruments learning skills with aspects learn, to learn, reading skills, recording skills, listening skills, memorization/recall skills, speaking skills, critical-thinking skills, time managing skills, concentration skill of the young prisoners and analysis used is presentation. results and discussions based on the result of data processing, the result of this study can be described as follows: description of the results of young prisoners learning skills based on the data processing that has been done, the results of the study are presented and analyzed with the aim of seeing an overview of the learning skills of young prisoners. the results of a study of 23 prisoners in lpka tanjung pati, it was known that; young prisoners as a whole have learning skills in the category of as many as 17 people with a percentage of 40.48%. prisoners who have learning skills in the high category are 5 people with a percentage of 11.90%. prisoners who have learning skills in the low category are 1 person with a percentage of 2.38%. these prisoners needs guidance from the counselor to improve their learning skills, counselors can improve learning skills by providing various services. because learning skills are needed by young prisoners. description of the results of young prisoners learning skills sub variable the results of questionnaire processing to 23 young prisoners as follows. no the aspects learning skills  ideal score  score % mean category 1 desire to learn (10) 1150 883 76,78 hight 2 reading skills (9) 1035 632 61,06 enough 3 recording skills (7) 805 419 52,05 enough 4 listening skills (7) 805 517 64,22 enough 5 memorization/recall skills (3) 345 186 53,91 enough 6 speaking skills (2) 230 146 63,48 enough 7 critical thinking skills (3) 345 227 65,80 enough 8 time managing skills (8) 920 601 65,33 enough 9 concentration skills (4) 460 230 50.00 low learning skills level on the young prisoners | 88 couns-edu  the international journal of counseling and education vol.3, no.3, 2018 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180317730 the table illustrates the learning skills of prisoners lpka tanjung pati is in the enough category. aspects of their learning skills is at score of 883 with a percentage of 76.78, aspects of their reading skills at score of 632 with a percentage of 61.06. the results of zakopoulou's study in london found learning difficulties assumed to be the most decisive factor in the development of prisoners (zakopoulou et al., 2013). simonoff, elander, pickles, murray & rutter (2004) suggest that reading problems are weak predictors in relation to crime, but predictors of reading or cognitive problems in the long run will affect antisocial behavior because they are related to cognitive problems, young prisoners must improve reading skills to develop cognitive young prisoners. aspects of recording skills is at score of 419 with a percentage of 60.72, aspects of listening skills is at a score of 517 with a percentage of 64.22, aspects of memorizing skills / remembering is on a score of 186 with a percentage of 53.91, aspects of speaking skills at a score of 146 with a percentage of 63.48, aspects of critical thinking skills on score 227 with a percentage of 65.80, aspects of managing skills time at score 601 with a percentage of 65.33, aspects of concentration skills at a score of 230 with a percentage of 50.00.. the problem of young prisoners as a whole is in enough category, this explains that prisoners do not have good learning skills. reading skills are in the enough category. reading in the context of learning is an activity to obtain information from something written. reading is one way to improve and enhance the effectiveness of prisoners (hastarita, 2013). furthermore, the aspect of noting/recording skills is in the enough category, this mean that they have not made learning as the most important thing in life. furthermore, the aspect of listening skills of young prisoners is in the enough category. aspect of skills in memorizing is in the enough category, aspect of speaking skills is in the enough category. aspect of critical-thinking skills is in the sufficient category. aspect of skills is in the sufficient category. this means that prisoners are lacking in utilizing time in lpka to go into the library. learning resources as thinking skills such as problem-solving skills and learning resources such as libraries, learning by using resources provides opportunities for students in this case namely young prisoners to improve learning motivation, self-development in terms of learning that allows them to continue learning throughout life (sudjana, 2007). in the nordic countries (denmark, sweden, finland and norway), north america, australia, britain and ireland, prison systems generally recognize the need to provide prisoners with basic education, such as: reading (knowing letters) and counting. in the nordic countries, the focus is on ensuring that prisoners have equal rights to education as well as people outside prison, and prisoners have the opportunity to participate in all forms of education, including vocational education and higher education. in the united states, canada, australia, the united kingdom and ireland, the focus is on inmates who acquire basic reading and numeracy skills to enable them to participate in training that will give them the best prospects for work when they leave (dawe, wynes, & misko, 2010). however, the aspect of concentration skills of young prisoners is in the low category. this shows that prisoner learning skills are indicated to be low. learning skills is very important and has a big role in improving one's intellectual property. sukmadinata (2013) stated that the success of one's learning is influenced by their skills, such as readability, discussion, problem solving, doing assignments. in developing countries, this cognitive-behavioral program model has greatly influenced the correctional system in north america, britain and australia. experience in north american, british and australian countries shows that the intervention of vocational education and training (vet) aims to meet the needs of each prisoner, by creating activities that allow inmates to engage in learning. in this way, it can help support the personal development of prisoners and equip them to continue to further education and employment when they leave prison (dawe, wynes, & misko, 2010). in queensland, correctional institutions explain the success in the use of vocational education and training (vet) in reducing prisoners who reenter prison facilities (callan & gardner, 2005). learning is needed by young prisoners for provision during the prison and continuing education, there are several things that can be given to adolescent inmates to improve learning skills, by providing learning services and training. learning skills level on the young prisoners | 89 couns-edu  vol.3, no.3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu alizamar alizamar, gusni dian suri, dkk… indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180317730 conclusions the result showed that, overall, most of the learning skills of young prisoners are at medium level. then, this showed the importance of learning skills for young prisoners that can be used as provision for young prisoners after completing the term of detention or leaving the penitentiary in order to continue formal education well. for that the existence of learning skills in lpka which will be expected to affect the desire of young prisoners to continue to study and study despite being in prison. skills to learn that young prisoners can also use the library well and learn effectively. learning skills are the ability of individuals to do and solve problems in a process or activity. furthermore, suggestions for improving learning skills for juvenile inmates by developing a vocational education and training (vet) model in indonesia to meet the needs of prisoners, by creating activities that allow inmates to engage in learning, so that after adolescent inmates are free from correctional institutions can continue their education and be accepted in the world of work. references adiningtyas, s. w. (2016). meningkatkan keterampilan belajar siswa melalui layanan penguasaan konten. jurnal dimensi, 5(3). afrida, y. 2013. “pengaruh keterampilan belajar terhadap hasil belajar mahasiswa pendidikan ekonomi koperasi fkip universitas riau" (online). (http://repository.unri.ac.id/xmlui/bitstream/handle/123456789/2151/jurnal%20fitri%20 afrida%20yanti.pdf?sequence=1) diakses 30 agustus 2017. akbar, wijaya, & alkonia. (2014). “kontribusi pendidikan alternatif untuk meningkatkan soft skills narapidana anak di lembaga permasyarakatan kelas ii a kabupaten jember”. artikel ilmiah. vol i (1):1-4. alizamar, a., fikri, m., & afdal, a. (2017). social anxiety of youth prisoners and guidance and counseling services for prevention. jurnal psikologi pendidikan dan konseling: jurnal kajian psikologi pendidikan dan bimbingan konseling, 30-36. arikunto, s. (2010). research procedure a practical approach. jakarta: pt rineka reserved. arnett, j. j. (2006). g. stanley hall's adolescence: brilliance and nonsense. history of psychology, 9(3), 186. astuti, m. (2011). anak berhadapan dengan hukum ditinjau dari pola asuhnya dalam keluarga. sosio informa, 16(1). batubara, j. r. (2016). adolescent development (perkembangan remaja). sari pediatri, 12 (1), 21-9. buzan, t. (2007). buku pintar mind map untuk anak: agar anak jadi pintar di sekolah. gramedia pustaka utama. callan, v. and gardner, j. (2005). vocational education and training provision and recidivism in queensland correctional institutions, national centre for vocational education research (also covered in dawe, 2007), adelaide chrisnajanti, w. (2002). pengaruh program remedial terhadap ketuntasan belajar siswa. jurnal pendidikan penabur, 1(1), 81-86. darmayanti, t., rachmatini, m., karim, f., & nurhayati, r. (2015). studi jangka panjang tentang efektivitas intervensi psikologis dalam meningkatkan kemampuan belajar mandiri dan prestasi belajar mahasiswa pendidikan jarak jauh. jurnal pendidikan terbuka dan jarak jauh, 12(1), 1-18. dawe, s., wynes, s. h., & misko, j. (2010). prisoner education and training. in international encyclopedia of education (pp. 300–305). elsevier ltd. https://doi.org/10.1016/b978-0-08-044894-7.00766-1. fahri, i. (2010). memahami urgensi keterampilan belajar dalam pendidikan [online] vol 4 (12), 110 halaman.. diakses dari http://www.scribd.com/doc/35820391/memahami-urgensiketerampilan-belajar-dalam-pendidikan pada tanggal 21 agustus 2017. fitriani, i. l. (2017). islam dan keadilan restroratif pada anak yang berhadapan dengan hukum. in right: jurnal agama dan hak azazi manusia, 2(1). gall, m. d. (1990). tools for learning: a guide to teaching study skills. association for supervision and curriculum development, alexandria, va. (http://files.eric.ed.gov/fulltext/ed320126.pdf). hakim, t. (2005). belajar secara efektif. niaga swadaya. hastarita, r. d. (2012). layanan dasar bimbingan dan konseling untuk mengembangkan keterampilan belajar. bandung: upi. jahja, y. 2013. psikologi perkembangan. jakarta: kencana media grup. learning skills level on the young prisoners | 90 http://repository.unri.ac.id/xmlui/bitstream/handle/123456789/2151/jurnal%20fitri%20afrida%20yanti.pdf?sequence=1 http://repository.unri.ac.id/xmlui/bitstream/handle/123456789/2151/jurnal%20fitri%20afrida%20yanti.pdf?sequence=1 http://repository.unri.ac.id/xmlui/bitstream/handle/123456789/2151/jurnal%20fitri%20afrida%20yanti.pdf?sequence=1 http://www.scribd.com/doc/35820391/memahami-urgensi-keterampilan-belajar-dalam-pendidikan http://www.scribd.com/doc/35820391/memahami-urgensi-keterampilan-belajar-dalam-pendidikan http://files.eric.ed.gov/fulltext/ed320126.pdf couns-edu  the international journal of counseling and education vol.3, no.3, 2018 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180317730 juneja, c. (2016). “study skills of learners with learning difficulty”. international journal of social science and humanities research. vol.4, issue 3, pp: (490-494). kartono, m. (2005). perbandingan perilaku agresif antara remaja yang berasal dari keluarga bercerai dengan keluarga utuh. jurnal psikologi vol, 3(1), 1. khairina. 2014. “pelaksanaan pola pembinaan narapidana anak berdasarkan undang-undang nomor 12 tahun 1995 tentang pemasyarakatan”. laporan penelitian tidak diterbitkan. batusangkar: stain batusangkar. kiswoyowati, a. (2011). pengaruh motivasi belajar dan kegiatan belajar siswa terhadap kecakapan hidup siswa. portal jurnal universitas pendidikan indonesia, 2(1), 12-16. kurniawan, t. (2009). hubungan antara interaksi teman sebaya dan konsep diri dengan intensi perilaku seks pranikah pada remaja (doctoral dissertation), universitas muhammadiyah surakarta). laksmiwati, a., & ayu, i. (2011). transformasi sosial dan perilaku reproduksi remaja. jurnal studi jender srikandi, 3(1). linamarliyah, f., & dewi, r. (2004). persepsi terhadap dukungan orangtua dan pembuatan keputusan karir remaja. jounal provitae, 200459. maslihah, s. (2011). studi tentang hubungan dukungan sosial, penyesuaian sosial di lingkungan sekolah dan prestasi akademik siswa smpit assyfa boarding school subang jawa barat. jurnal psikologi undip, 10(2), 103-114. miasari, a. (2013). hubungan antara komunikasi positif dalam keluarga dengan asertivitas pada siswa smp negeri 2 depok yogyakarta. empathy jurnal fakultas psikologi, 1(1) muhson, a. (2009). peningkatan minat belajar dan pemahaman mahasiswa melalui penerapan problembased learning. jurnal kependidikan, 39(2). nasimah, s. (2009). hubungan self esteem dengan orientasi masa depan pada remaja papalia, d.e., olds, s.w., & feldman, r.d. (2009). human development. jakarta: salemba humanika. payne, m. a. (2012). "all gas and no brakes!": helpful metaphor or harmful stereotype?. journal of adolescent research, 27 (1), 3-17. pratama, r., syahniar, s., & karneli, y. (2016). perilaku agresif siswa dari keluarga broken home. konselor, 5(4), 238-246. prayitno, alizamar, taufik, syahril dan elida prayitno. (1997). seri latihan keterampilan belajar. program studi dan beban studi. satgasus 3scpd. tim pengembangan 3scpd proyek pgsm dikti depdikbud. qomariyah, a. n. (2009). perilaku penggunaan internet pada kalangan remaja di perkotaan. universitas airlangga surabaya. rahayu, e., susanto, h., & yulianti, d. (2011). pembelajaran sains dengan pendekatan keterampilan proses untuk meningkatkan hasil belajar dan kemampuan berpikir kreatif siswa. jurnal pendidikan fisika indonesia, 7(2). santrock, j. w. 2002. life-span development: perkembangan masa hidup. edisi kelima. jilid ii. penerjemah chusairi dan damanik. jakarta. sardiman, a. m. (2007). interaksi dan motivasi belajar mengajar: bandung. rajawali pers. sarwono, s.w. (2012). pengantar psikologi umum. jakarta: pt raja grafindo persada. siagian, r. e. f. (2015). pengaruh minat dan kebiasaan belajar siswa terrhadap prestasi belajar matematika. formatif: jurnal ilmiah pendidikan mipa, 2(2). simonoff.e., elander, j,. pickles, a,. murray, r,. & rutter, m. (2004). predictors of antisocial personality. continuities from childhood to adult life. british journal of psychiarty, 184, 118-127. sinaga, s. m., & lubis, e. z. (2010). perlindungan hukum terhadap anak yang melakukan kejahatan dalam persidangan anak. jurnal mercatoria, 3(1), 52-57. sirait, y. h., & sewu, p. l. s. (2015). pendidikan kemandirian dan keterampilan bagi anak binaan di lembaaga khusus pembinaan anak sukamiskin. prosiding snapp: sosial, ekonomi, dan humaniora, 5(1), 301-308. sistem database pemasyarakatan. (2017). http://smslap.ditjenpas.go.id. (online). diakses tanggal 15 agustus 2017. shofia, f. (2009). optimisme masa depan narapidana (doctoral dissertation, universitas muhammadiyah surakarta). learning skills level on the young prisoners | 91 http://smslap.ditjenpas.go.id/ couns-edu  vol.3, no.3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu alizamar alizamar, gusni dian suri, dkk… indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180317730 sudarti, e. (2014). perlindungan hukum terhadap anak dalam proses ajudikasi. jurnal ilmu hukum jambi, 2(2). sudjana, n., & rivai, a. 2007. teknologi pengajaran. bandung: sinar baru algensindo. sukmadinata, nana syaodih. (2007). landasan psikologi proses pendidikan. bandung: remaja rosdakarya. sulistyowati, a. n. l. (2015). layanan bimbingan kelompok untuk meningkatka keterampilan belajar siswa. edukasia: jurnal penelitian pendidikan islam, 10(2). syamsiah, n. (2010). hubungan antara persepsi anak terhadap perhatian orang tua dan intensitas komunikasi interpersonal dengan kepercayaan diri pada remaja difabel (doctoral dissertation, universitas muhammadiyah surakarta). tahar, irzan. "hubungan kemandirian belajar dan hasil belajar pada pendidikan jarak jauh." jurnal pendidikan dan jarak jauh 7.2 (2006): 91-101. undang-undang no. 12 tahun 1995 tentang pemasyarakatan. yusuf, a. m. 2005. metodologi penelitian (dasar-dasar penyelidikan. ilmiah). padang: unp press. warouw, z. w. (2010). pembelajaran cooperative script metakognitif (csm) yang memberdayakan keterampilan metakognitif dan hasil belajar siswa. in prosiding seminar biologi (vol. 7, no. 1). widari, t. m. (2012). pemenuhan hak pendidikan anak didik pemasyarakatan di lembaga pemasyarakatan anak. dih: jurnal ilmu hukum, 8 (15). zakopoulou, v., pashou, t., tzavelas, p., christodoulides, p., anna, m., & iliana, k. (2013). learning difficulties: a retrospective study of their co morbidity and continuity as indicators of adult criminal behaviour in 18-70-year-old prisoners. research in developmental disabilities, 34(11), 3660–3671. https://doi.org/10.1016/j.ridd.2013.08.033 learning skills level on the young prisoners| 92 couns-edu the international journal of counseling and education vol.3, no.3, september 2018, pp. 80-85 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180314330 received on 15/03/2018; revised on 22/03/2018; accepted on 22/05/2018; published on: 30/09/2018 80 the application of structure equation modeling analysis for assessment and educational research augusto da costa *) instituto superior cristal, timor-leste * ) corresponding author, e-mail: adacostas3bk2015@gmail.com abstract the purpose of this study is discovering and confirmingthe essentialfunction of structure equation modeling (sem) analysis for assessment and educational research. the literatures in regards to sem analysis as method of assessment and educational research will be descriptive analyzed and explored in the light of meta-analysis. the result of the study shown that by using sem analysis ones get empirical data and clear picture of student’s need and do right assessment and research in education. the empirical data enable scholars and government to set new or revise current education program for the future. therefore this result should be considered as important data for government, especially education department to establish curriculum and planning strategy of teaching and learning which is conjunction with reality in the field. it means the education program that been established and will develop really match with real life and needs of student, society and the nation. so sem analysis is important method for each researchers and scholars to run assessment and educational research now and beyond. keywords: structure equation modeling, assessment, education, research. how to cite: costa, a.d. (2018). the application of structure equation modeling analysis for assessment and educational research. couns-edu: international journal of counseling and education, 3(3): pp. 80-85. doi: https://doi.org/10.23916/0020180314330 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2018 by author. introduction structural equation modeling (sem) is a general method of data analysis that brings together path analysis and factor analysis. the path analysis specifies and tests a models of causal relationships among variables and to estimate direct and indirect effects. sem uses traditional path analysis by estimating of full model simultaneously and providing overall measures of model fit (hair et al, 2014). the factor analysis is to identify unobserved, latent variables that related between observed variables. sem is a statistical technique that use to test hypothesis and to analysis a structural theory (raykov and marcoulides, 2006; fadlelmula, 2011). sem been used to construct validation and theory development (pedhazur & pedhazur, 1991; fadlelmula, 2011). sememphasis on confirmatory factor analysis that been proposed a factor model and test to see whether the data is fits. finally, sem allows to combine path analysis and confirmatory factor analysis by testing models of causal relationships among hypothesized factors. mirroring on the title of articles there are three elements that need to be explore in this article such as sem, educational assessment and educational research. speaking about sem analysis ones thinking are directly pointed to the highest and complicated method. the method that been used to analysis the data of social, economic, psychology and education since wright (1918) in (khine, 2013). for analysis the data of mailto:adacostas3bk2015@gmail.com http://dx.doi.org/10.23916/0020180314330 couns-edu  the international journal of counseling and education vol.3, no.3, 2018 the application of structure equation modeling analysis for assessment and educational research | 81 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314330 genetic theory in biology has been created a path analysis (teo & khine, 2009). since then sem has been develop more rapidly in social science such as using amos (analysis of moment structures) been developed (arbuckle, 2006). nowadays sem takes essential place in multivariate statistical analysis. nowadays, sem has become increasingly popular among researchers from many different disciplines. interestingly that sem has been growing numbers of software programs to apply sem such as (amos, eqs, lisrel, and mplus) (ruiz etal, 2010; brandmaier et al, 2013; hair et al, 2014). numerous graduate and postgraduate level courses were continuing education workshops to explain sem. many empirical works been published the researchers describe sem results (kline, 2011). this fact is proving that most of the data analytical techniques, such as confirmatory factor analysis,multiple regression, path analysis, and several analysis of variance as well as multivariate variance analysis, are special cases of structural equation modeling (hayes, 2013). in regards to the running program of sem there are 6 basic steps that been formulated by kline (2011) these steps are actually iterative because problems at alater step may require a return to an earlier step: (1) specify the model. (2) evaluate model identification (if not identified, go back to step 1). (3) select the measures (operationalize the constructs) and collect, prepare, andscreen the data. (4) estimate the model: (a) evaluate model fit (if poor, skip to step 5), (b) interpret parameter estimates, (c) consider equivalent or near-equivalent models (skip to step 6). (5) re-specify the model (return to step 4). (6) report the results.without abandoned the other social science which use sem as method of analyzing the data; this article more focus on the data of assessment and educational research. the terms of evaluation or assessment are both in common using in education environment. in timor leste, both terms are using to describe two simultaneously attitude, assessment refer to judgment of students work, mean-while evaluation to refer to judgecourse/s delivery andthe process of judgments. that is how those both termswill be used in this article. assessment isreferring to a judgment which can be justified according to specific weighted set goals, yielding either comparative or numerical ratings. it is necessary to justify (a) the data-gathering instruments, (b) the weightings and (c) the selection of goals (scriven, 1967). it means assessment is essential part of running the education system. assessment is a process to obtain information relative to some goals. assessment be understood also as ongoing process of: (a) establishing clear, explicit and measurable objectives of student learning, (b) ensuring and verifying the program is designed to foster students learning and opportunities to gain those objectives, (c) systematically gathering, analyzing, and interpreting data that indicate student ability to determine student ability in learning conjunction to education institute’s expectations, (d) using the resulting information to understand, to foster and to elevate student learning. assessment be formulated that expectation outcomes of student learning at all levels of education system and of all programs that address to foster student learning and development. the result of assessment providesfact that students are achieving key institutional and program learning outcomes (lópez &garcia, 2014). it will be used to improve student teaching and learning. there are two types of assessment test and non-test. assessment non-test be conducted without using instrument such as observation and interview. assessment test be done by instruments of test to get result of an education system that been implemented.standard instruments refer to instruments such as rulers, scales, thermometers, pressure gauges, etc. assessment is a broad term that includes testing. a test is a special form of assessment. tests are assessments made under especially circumstances which be administered. tests are assessments however not all assessments are tests. testing be done at the end of a program (kizlik, 2012). assessment is a progress at the end of a school year by testing. assessment is most usefully in related to some goal for which the assessment is designed. validity of instrument needs to be tested divergent and convergent validity. these both elements are important to be examined. however there is a lack of studies which examine and establish the convergent validity among creativity tests (plucker & maker, 2010; yoon, 2017).critical thinking are examples of studies attempting the validation of critical thinking as a subject-specific skill (tiruneh et al, 2017), the primary purpose of assessment is to improve of student learning. the assessment process will highlight and promote those practices that are most effective, determine action for improvement where needed and couns-edu  vol.3, no.3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu augusto da costa the application of structure equation modeling analysis for assessment and educational research | 82 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314330 provide evidence of program quality and student learning. assessment is essential element of education (taras, 2005). however, there is no evidence about the convergent validity between measurement tools of critical thinking. even when convergent validity of critical thinking measurement tools is examined, it is not established on comparison of performances in critical thinking assessments (ventista, 2018). the researchers tried to establish the criterion validity with comparing the performance of students with their grades of students in arts, in spite of another critical thinking assessment (gelerstein et al, 2016). assessment yields information relative to goal. it means that assess to determine whether or not goal has been obtained. assessment of skill attainment is rather straight achieved. either the skill exists at some acceptable level or it does not. assessment of understanding is much more difficult and complex (kizlik, 2012). the assessment could be done on a person’s knowledge in a variety of ways. in the section on behavioral verbs is to assess means the conditions by which the behavior specified in goal may be exacted. based on the result of assessment government or those in charge of education responsibility should be provide a good system of teaching and learning to create and to elevate student’s skill. it will facilitate student to able to adapt with gadget era. student must be critical and creative thinking in face this development (berliner, 2011).those activities exist during the learning process be named assessment (dylan wiliam, 2011). furthermore, economies, societies and psychologies aspects nowadays are changing rapidly, therefore schooling must be prepared learners to deal with specific problems (chiu, 2016). in spite of timing learners will finish their study, there areraisednew problems to be solved. it means they should be able to critically approach these issues and generate solutions creatively (ventista, 2018). nowadays, particularly in the english-speaking research has been an increasing tendency to understand activities that are provided to guide the learning towards the goals. the one spesific goal of education is outcomes of the student learning. learning outcomes becomesfundamental key to a meaningful education. the focusing on learning outcomes is essential elementsto inform diagnosis and improve processes of teaching and student learning. meanwhile there is a long tradition of discovering learning outcomes which named assessment. assessment that been running within institutions courses and programs, emphasis on learning outcomes has become more important in current years (marshall, 2009). the steps assessment: (1) determine goals and objectives, (2) checking alignment between the curriculum and objectives, (3) develop a meaningful, manageable, and sustainable assessment plan, (4) collect assessment data, (5) close the loop–collective reflection and action, (6) routinely examine the assessment process.interesting on developing comparative measures of learning outcomes has increased also in response to a range of higher education trends, challenges and paradigm shifts (tremblay, 2012). australian learning and teaching council, (2010) presented seven key points to guide assessment in light of increasing focus on standards, and to address criticisms of current practice. it sets directions for change designed to enhance learning achievements for all students. students be able to improve the quality of their experience (faulkner, 2017). the seven key points states that assessment has most effect when assessment is used to: (1) engage students in learning that is proactive, (2) actively improve student learning, (3) facilitate student and teachers become responsible partners in learning and assessment, (4) help students to induct into the assessment practices and cultures of higher education, (5) assessment for learning is placed at the centerof subject and program design, (6) assessment for learning is a focus for staff and institutional development, (7) assessment provides inclusive and trustworthy representation of student achievement. based on the description of the assessment by some researchers, would be formulated that assessment is ongoing process of education system such as teaching and learning circle. assessment be needed to courage teacher/lectures and student to be partner in learning process. it will be able student to proactive in learning to improve the skill, knowledge, critical thinking ability to achieve best outcomes of learning. education becomes essential part of the human race, without gaining good education ones will not be fully function in socially life (scott & usher, 2011). to provide best education systemand curriculum for couns-edu  the international journal of counseling and education vol.3, no.3, 2018 the application of structure equation modeling analysis for assessment and educational research | 83 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314330 the learners, government and education institution need to do educational research. education research is the scientific study to exam the education and learning processes. the learning process expresses in human attributes, interactions, organizations, and institutions which provide and shape educational outcomes (smeyers & depaepe, 2010). scholars endeavor to describe, understand, and explain how learning should takes place throughout the life. how ones be educated in formal and informal education contexts that affect all forms of learning. education research involve the full spectrum of fabulous methods appropriate to the questions that being asked and also engage the development of new tools and methods (greeno, 2006).developing new tools and method are one advance step in research, however should be started from many basic ideas and concepts that involved in educational research(chiu, 2016). those concepts that been included in educationalresearch as follows: quantitative, qualitative, r&d, hypotheses, population, sampling, variables, indicator, item, measurement, exploratory factor analysis, confirmatory factor analysis, validity, reliability, correlation, simple regression, multi regression, path analysis, sem and so on (oecd, 2009). process of educational research also need certain skills that will enhance researchers’ability to understand and master the research process (reason & bradbury, 2006).these include such things as how to select a research problem, formulate a hypothesis, conduct a literature search, choose population and sample, define words and phrases clearly, develop a valid instrument, and many other steps that needs to take place (sas, 2003). regardless of the methodology a researcher uses, all of these skills are important to master a research. mentioning also the ethical aspects and implications involved in conducting of research itself(maxwell, 2004). the ethical and aspect that involved in research such as citation and quotation, should according to the rule of it. based on the description about educational resercah can be conclude that educational research is essential and central part of education system, program and process. education research are integral and central part of education system because of conducting educational research new and affective instruments an methods of education can be discover. scholars and government has responsibility to promote and to embraces each one who are conducting educational research. method this study is literature study that uses meta-analysis to explore and to discover the function of sem analysis in assessment and educational research. study been done by analyzing the literature of sem analysis, assessment and educational research that provided in books and international journal. first of all study been done about literature that describe all the aspect of sem including important steps and points. this same processstudy also been done toward assessment and educational research. result and discussion the literature study towards sem analysis, assessment and educational research discovered four essential points: (1)sem analysis is best method to discover and confirm detail and specific the empirical data of research. (2) assessment is one way of research to discover and to get empirical data and clear information of education program that has been done by education institutions. (3) educational research is the study that been taken place in education circumstances to get and to develop effective tools and methods of education. (4)sem analysis becomes a best method in conducting assessment and educational research. based on the literature study towards application of sem analysis for assessment and educational research there are three points (sem, assessment and research) need to be discussed. first of all, sem is clear and detail and exact method of analyzing data in regards to any social science topic, economic, psychology, politic even biology and health. sem embraces all aspect that form and include in quantitative research. sem presents empirical data more detail and explicit, from the correlation between items, indicators, variables, item to indicators and variables. that is why sem be name best method of the statistical data analysis at present moment probably unto beyond. however sem couns-edu  vol.3, no.3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu augusto da costa the application of structure equation modeling analysis for assessment and educational research | 84 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314330 has limitation in providing and in conveying the information. the limitation is focus only on statistical data (numerical, nominal and scale), out of the numerical data such observation and interview as even documentation (pictures) could not be able to analysis. secondly, assessment be understood that an ongoing process of getting and collecting information that becomes empirical data do establish or revise any existing programs, especially in education circumstances. by assessment conductors of assessment be able to distribute questions in frame on test, and observe and interview to collect the correlation data in terms of non-test. using assessment education people be able to identify the needs of learners and to discover the strength or advantage of learners. these data will help educators to create education programs and system that match with the needs of learners in all education levels. means the program that being established based on assessment there are small possibilities to fail. because the program is creating and establishing based on empirical data from the field no according to the will of educators. it will be able learners to enjoy with teaching and learning process because program is matching with learners ability and capacity. this point is conjunction with teaching of the vygotsky (in hitepeuw, 2009)that program been established no too far from the initial ability of learners, learners will enjoy the program and will succeed in teaching and learning process. mirroring of this fact all educators must integrate assessment effectively in education program and system to establish program based on characteristic learners and program. finally, education research means an effort that been done, is doing and will be running in all education system. educational research is essential element of the education system and program, because by research education institute and government be able to revise, to increase and to provide valid and reliable tools and methods of education. at this point educators and government be enriched experiences of education and enable to establish effective education program to educate learners and all citizens and furtherresearch in various fields. conclusion based on the all process of study including result, could be concluded that application of sem analysis of assessment and educational research are most important. sem analysis contribute an empirical data by analyzing the collected data. assessment is collecting empirical data by test and non-test methods to establish effective program by considering characters of learners and characters of program. it will facilitate learners to enjoy the program, means learners and educators will success in the process of teaching and learning. educational research is essential and fundamental element of education system and program, because it provide effective tools and methods of education now unto beyond. references arbuckle, j. l. (2006). amos version 7.0 computer program. chicago: spss. berliner, d. c. (2011). the context for interpreting pisa results in the usa: negativism, chauvinism, misunderstanding, and the potential to distort the educational systems of nations. in pereira, m.a., kotthoff, h. & cowen, r. (ed.) pisa under examination changing knowledge, changing tests, and changing schools. rotterdam: sense publishers. brandmaier, a.m., oertzen, t., mcardle, j. j. lindenberger, u. (2013) structural equation model trees. american psychological association, psycho-logical methods, 18(1): 71–86. chiu, m.h. (2016). science education research and practices in taiwan challenges and opportunities. london: springer singapore heidelberg. fadlelmula, f.k. (2011). assessing power of structural equation modeling studies: a meta-analysis. education research journal, 1(3): 37-42, august 2011. issn: 2026 – 6332. faulkner, a. g. (2017). assessment handbook.australia: ulster university gelerstein, d., del río, r., nussbaum, m., chiuminatto, p., & lópez, x. (2016). designing and implementing a test for measuring critical thinking in primary school. thinking skills and creativity, (20): 40-49. greeno, j. g. (2006), learning in activity in r. k. sawyer (ed.), cambridge handbook of the learning sciences (79-96). new york: cambridge university press. couns-edu  the international journal of counseling and education vol.3, no.3, 2018 the application of structure equation modeling analysis for assessment and educational research | 85 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180314330 hair, j. f. jr., black, w.c., babin, b.j., anderson, r. e. (2014). multivariate data analysis (7th. ed.). england: pearson education limited. hayes, a.f. (2013). introduction to mediation, moderation, and conditional process analysis. new york: guilford press. hitipeuw, i, (2009). pelajar dan pembelajaran. malang: fakultas ilmu pendidikan universitas negeri malang. khine, m.s. (2013). application of structural equation modeling in educational research and practice. the nederland: sense publishers. kizlik, b, (2012). measurement, assessment, and evaluation in education. http://www.adprima.com/measurement.htm. accessed january 21th, 2018. kline, r.b. (2011). principles and practice of structural equation modelling. (3rd. ed.). new york: guilford press. lópez, j. a. m., garcía, v.c. (2014). in search of an effective model for assessing learning in bilingual education: the authentic assessment. porta linguarum 21, enero 2014, issn: 1697-7467. marshall, k. (2009). rethinking teacher supervision and evaluation how to work smart, build collaboration and close the achievement gap. san fransisco: jossey-bass. maxwell, j.a. (2004) .causal explanation, qualitative research, and scientific inquiry in education. educational researcher, 33 (2): 3–11. oecd. (2009). higher education to 2030, volume 2 globalization. www.oecd.org/publishing/corrigenda. accessed 27 january 2018. plucker, j a. & makel., m.c. (2010) assessment of creativity. in kaufam, j.c. & sternberg, r.j. (ed.) the cambridge handbook of creativity (pp.48-73). cambridge: cambridge university press. reason, p., & bradbury, h. (eds.). (2006). handbook of action research: concise paperback edition. thousand oaks, ca: sage. ruiz, m. a., pardo, a. & martín, r. s. (2010). structural equation models. panelsdel psicólogo, 31(1): 34-45. sas institute inc. (2003). jmp statistics and graphics guide. cary, nc: sas institute inc. scott, d & usher, d. (2011). researching education: data methods and theory in educational enquiry (2ed.). london: continuum international publishing group. smeyers, p., depaepe, m. (2010). educational research: the ethics and aesthetics of statistics. london: springer dordrecht heidelberg. taras, m. (2005). assessment – summative and formative – some theoretical reflections. british journal of educational studies, issn 0007-1005, 53(4): 466–478, december 2005. teo, t. & khine, m. s. (2009). modeling educational research: the way forward. in t. teo & m. s. khine (eds.), structural equation modeling in educational research: concepts and applications. rotterdam: sense publishers tiruneh, d. t., de cock, m., weldeslassie, a. g., elen, j., & janssen, r. (2017). measuring critical thinking in physics: development and validation of a critical thinking test in electricity and magnetism. international journal of science and mathematics education, (15): 663-682. tremblay, k., lalancette, d., roseveare, d. (2012). volume 1 – design and implementation. ahelo feasibility study. report volume 1, oecd publications. ventista, a.m. (2018). multi-trait multi-method matrices for the validation of creativity and critical thinking assessments for secondary school students in england and greece.international journal of assessment tools in education international journal of assessment tools in education, 5 (1) 15-32, (2018). william, d. (2011). what is assessment for learning? studies in educational evaluation, 37 (2011) 3–14. doi:10.1016/j.stueduc.2011.03.001. yoon, c. h. (2017). a validation study of the torrance tests of creative thinking with a sample of korean elementary school students. thinking skills and creativity, 26, 38-50. http://www.adprima.com/measurement.htm http://www.oecd.org/publishing/corrigenda.%20ascessed couns-edu the international journal of counseling and education vol.4, no.1, 2019, pp. 1-14| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020190416610 received on 30/06/2018; revised on 20/10/2018; accepted on 30/12/2018; published on 16/05/2019 1 drug abuse among street children (case study: commercial vans casual apprentices at car parks) yahya muhammed bah *)1 1 university of the gambia, school of arts and sciences, brikama campus, the gambia, west africa * ) corresponding author, e-mail: yahyamuhammed@yahoo.co.uk abstract in the gambia like all nations, drug abuse is seen as a social and health problem that has many serious implications for the physical, social, psychological and intellectual development of the victims more especially, the children. though there some studies on drug abuse, there is none on children and drug abuse focusing on the street children the most vulnerable category. street children are hypothesized to be more at risk of any epidemic, including drug abuse. this study sought to determine the risk and prevalence of drug abuse among street children focusing on those in the car parks. the research was focused on six critical areas: level of knowledge of drug abuse, perception towards it, level of knowledge of the causes of it in the community and among street children, level of knowledge of negative impacts of it, level of knowledge of the preventive methods; and level of knowledge of the support services and treatments needed by victims. a structured questionnaire was used to collect the data from thirty five participants were interviewed. the data was presented and analysed using tables and percentage. the findings revealed among other things, that there is high level of awareness of drug abuse, but the feeling towards it is mixed. keywords: drugs, abuse, street children, casual van apprentice; and commercial van driver. how to cite: bah, y.m. (2019). drug abuse among street children. couns-edu: the international journal of counseling and education, 4(1), 1-14. doi: https://dx.doi.org/10.23916/0020190416610 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction drug abuse is not loner just part of the seedy underbelly of society as it has exploded into the open streets, reaching nearly every corner of civilization. the once silent killer is claiming more victims than ever before, and in horrific manners. sadly, drug abuse continues to maintain a stranglehold on adolescences stripping away their chances for stable, happy and productive life, the real truth (n.d.). the history of drug abuse is as old as mankind. human beings have always had a desire to eat or drink substance that make them feel relaxed, stimulated or euphoric. the discovery of fermentation and farming since 6000bc is when people started to use drugs. the first drug to be abused was homemade alcohol wine and the level could read up to 14-16%. it was used in religious rites and children were given it too in their holly communion. other drugs were used for legitimate purposes, medical or scientific purposes, (14) matowo, a. s. (2013). essentially, drug abuse started to be high through various experimentations and http://dx.doi.org/10.23916/0020190416610 couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yahya muhammed bah drug abuse among street children…| 2 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 people diverted the use of drugs for money generating activities. however, recognizing the effects was noted and restriction to abuse legalized but the problem still goes high. while in 2015 about a quarter of a billion people used drugs, united nations office on drugs and crime (unodc) (n.d.). in 2016, according to un 250 million people between the ages of 15 and 64 used at least one drug in 2014 and more than 29 million are suffering drug use disorders compared with 27 million in 2013. of the 12 million people who inject drugs 14% are now living with hiv. heroin top the list of the killing drug and the poorest societies bear the brunt, un news (2016). africa now occupies second position worldwide in the trafficking and consumption of illegal drugs. the un estimate in 2014, there were 28 million drug users in africa and 37,000 people die annually from diseases associated with the consumption of illegal drugs. the children are identified as the most vulnerable, especially those who cannot resist peer pressure, dw made for mind (2013). therefore, it seems drug addiction has reached epidemic levels across the world and the spectrum of the drug on the drug market has widened considerably, becoming one of the social problems that affect everyone, everywhere, either directly or indirectly and children are no exception, mabeyo, (2010) as cited in matowo, a. s. (2013). children are a valuable asset and pride, not only to their family but to the nation. similarly, today’s children are tomorrow’s adults and builders of the nations and deserves all protection form the menace (91) singh, b. et al., (2017). therefore, the use of substances among adolescents is not only a public health concern but equally socio-economic one. the prevalence among the youth is alarming. globally, in 2011, about 211,000 deaths were recorded, somani, s. et al., (2016). in view of the fact that adolescence is a critical stage in the life and is considered the most transformative period, it is incumbent upon all to fight the menace. the gambia like all developing countries has many problems one of which is substance abuse and associated problems. through 2001, increased in the abuse of cannabis, heroin, cocaine, ecstasy and other stimulant drugs were noted in the country, united nations (2003) as cited in anderson, z. (2004). risk factors for drug abuse represent challenges to individual’s emotional, social and academic development. these factors can produce different effects depending on the individual’s personality traits, phase of development, and environment, national institute on drugs (2003). abuse of solvent/inhalants amongst children in the gambia have been around for some years and is estimated that more than 40% of illicit drugs users are under the age of 20 years to escape problems such as poverty, failure in school and unemployment (state house, 2003; united nations, 2003; international youth parliament, 2004) as cited in anderson, z. (2004). because children are the source of hope and inspiration for the society, they have the right to be protected, supported and brought up in a positive environment. unfortunately, children do not only live in poverty but tens of millions of them around the world find themselves living or working in the streets as street children. street children is a growing global phenomenon that is characterized by vulnerable children migrating to the streets in the urban areas in developed and developing countries (niekerk, v. 2007) as cited in molahlehi, l. a. (2014). however, research shows that the street children phenomenon is not a new socio-economic problem as for a long time, vulnerable children whose personal and ecological resilience resources were depleted have adopted streetism in order to fend for themselves or supplement family income, de moura, (2005) as quoted in molahlehi, l. a. (2014). despite some evidences existing, it is difficult to know how many children live and work on the streets, since they are a mobile group who occasionally enter and exit the category. therefore, their mobility is one of the main reasons why their number cannot be confirmed with sufficiently, malindi, (2009) as cited in molahlehi, l. a. (2014). their being sometimes persecuted by the police for being in the street, search for greener pastures, and bullying that occurs among them also adds to their constant mobility, molahlehi, l. a. (2014). although the number of street children is unknown, existing estimates suggest that tens of millions of children are street-based and that their numbers are rising secondary to global population growth, the hiv epidemic, migration, and increasing urbanization, unicef. the state of the world’s children, (2012) as quoted in woan, j. et al., (2013). therefore, street children constitute a marginalized population in most urban centers of the world. in their marginalized state they constitute a truly ‘hidden’ population in which they are not covered nor can they be found in the national census, education or health data, largely because they have no fixed address. couns-edu  the international journal of counseling and education vol.4, no.1, 2019 drug abuse among street children…| 3 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 street children are often found in busy places such as railway stations, bus stations, in front of film or night clubs, with no adult supervision, sleeping in half-destroyed houses, abandoned basements, under bridges and in open air, unicef. street and unsupervised children of africa, (2003) as cited in cumber, s. m., et al., (2015). to survive they have been seen to roam the streets of urban areas begging and looking for jobs in order to obtain food and other basic necessities. they usual work in poor conditions, dangerous to their health, and starve some days. therefore, street children survive on the streets through conventional and unconventional ways such as rubbish picking, shoe shining, flower selling, petty crimes, drug abuse, begging, panhandling, prostitution, petty theft; and drug trafficking. they also develop passive and aggressive attitudes, replacing their families with street gangs and experiencing social, sexual, physical and emotional abuse, grundling, et al., (2004) as quoted in molahlehi, l. a. (2014). therefore, streets throughout the world are home to millions of children who endure hardships and injustices while struggling to survive, embleton, l. et al., (2013). often, these children lack a balanced social network, and do not have an adequate relationship with an adult caregiver, leaving them extremely vulnerable with many of their physical, mental, and social needs unfulfilled, towe, v. l. et al., (2009) as cited in embleton, l. et al., (2013). thus, street children are face with a myriad of challenges in their daily lives, including child abuse and exploitation, bal, b. et al., (2010) as quoted in embleton, l. et al., (2013). under such circumstances, they fall into patterns of drug abuse in order to cope with their adverse conditions and survive on the streets, towe, v. l. et al., (2009) as quoted in embleton, l. et al., (2013). this, has warranted the global concern for the plight of street children growing over the years, and as such governments and community organizations have attempted to design interventions in order to ameliorate their plights. the gambia government as a party to many international and regional conventions: convention on the psychotropic substance of 1971, un convention against illicit traffic in narcotic and drugs and psychotropic substances of 1988, in response to the concerns, has developed numerous policies (e.g. national drug policy) and laws (e.g. national drug control act) to tackle it and its associated problems. all major drugs like cannabis, heroin and cocaine are illegal in the country and it is illegal to sell alcohol to under than 16 years, anderson, z. (2004). furthermore, to strengthen the fight against drugs the government has established the national drug control council (ndcc) to be the national drug law enforcement agency in collaboration with the national drugs squad (nds), anderson, z. (2004). along with the government legislations and substance use programmes, several non-governmental organizations (ngos) provide prevention, education and treatment for substance use in the country, anderson, z. (2004). however, cannabis grows naturally in the country with around three harvests per year, anderson, z. (2004). despite few studies reporting prevalence there are no pooled data on the types of substance abused, reasons for abuse by children including the street children. therefore, there is an urgent need to compile objective information about street children and drug abuse to both understand the magnitude of the problem and design programmes for prevention and rehabilitation. method the study was conducted in five car parks with urban areas namely; serekunda, coastal road, bundung, banjul; and brikama car park. the research sample was 35 people, taken using a purposive sampling technique. the data was collected by conducting individual interviews using a structured questionnaire with thirty five participants.the data analysis process was in two folds: the first fold was coding and creation of tables, preparation of variables by combining a number of codes, converting codes into variables or developing completely new variables. this was used to provide a summary of patterns that emerged from the responses. results and discussions level of knowledge of drug abuse the results indicate a high level of awareness of drugs in the community since all the participants have not only heard of them but have personally seen them and are well familiar with the different varieties available in the community and above all have seen people abusing them. with such degree of couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yahya muhammed bah drug abuse among street children…| 4 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 awareness, it is highly anticipated that the participants will do all it takes to avoid being engaged in abusing them despite being young, although age is found to be a strong risk factor. rambaree, k. et al., (2017), the strongest predictor of reporting drug use was age. somani, s. et al., (2016), predisposing factors for substance abuse among adolescents are age, gender, family structure and relations, poverty, availability; and accessibility of drugs. whitesell, m. et al. (2013), adolescents are particularly susceptible to involvement in substance abuse due to the underdeveloped state of their brains, which can lead to reduced decision making ability and increased long term effects of drugs and alcohol. alhyas, l. et al., (2015), many factors increased the risk of substance among adolescents such as peer pressure, inadequate knowledge of the harmful consequences of it, family related factors( e.g. low monitoring and pooradolescents relationship), affordability and availability. alhyas, l. et al., (2015), inadequate knowledge of the health hazards associated with the use of substance could contribute to young people’s substance abuse. alhyas, l. et al., (2015), lack of awareness of the risk associated with alcohol and drugs trigger experimentation or abuse of drugs. chie, q.t. et al., (2015), participation in awareness raising project was associated with a decrease in willingness to experiment with drugs, even though all groups showed strong negative attitudes towards drug use. heckman, c.j. et al., (2012), inclusion of drug education in school curricula shown to be effective in modifying substance abuse related attitudes and behaviors. if the power of classroom were systematically harnessed to disseminate lessons learned from research, effective prevention strategies would have been widespread and major impacts registered. buhler, a. et al., (2008), increasing knowledge about life skills (communication, problem solving) was followed by a more distant attitude toward tobacco and alcohol and fewer cases of nicotine. however, the degree of knowledge and awareness of a particular phenomenon does not automatically guarantee people completely avoiding it or a behavioral change. birch et al., (1998) as cited in gossop, m. et al., (2001) about two-third of recently qualified doctors exceeded recommended safe drinking limits and were drinking at hazardous level. a quarter were using cannabis and 10% were using hallucinogens, and as many as one doctor in fifteen may be affected by drug or alcohol dependence problems at some point during their careers. majelantle, r. g. et al. (2014), increased in knowledge about the disease is not a predictor for behavioral change, although knowledge about the disease is prerequisite for change. njord, et al., (2010) as cited in embleton, l. et al., (2012), street children have a moderate degree of awareness about the negative health outcomes associated with drugs use, yet they continued to use inhalants. furthermore, the findings revealed that in the community children as young as nine years are abusing drugs. this concurs with the age of initiation of substance abuse using non-drugs like glue was 9 years old, ramlagan, s. et al., (2010). many adolescents started smoking, alcohol or drug use at the age 11 and younger, they have access to substances at home, from friends, or from shop or street vendors, unicef. global school-based student health survey report, tajikistan (n.d.) as quoted in somani, s. et al., (2016). the age of initiation was between 10 and 13 for street children who commonly use and abuse substance like alcohol, cigarettes, inhalants, cocaine, marijuana, heroin, shoemakers glue, correction fluid, paint thinner; and coca paste (nada, k.h. et al., 2010; hillis, s.d. et al., 2011; elkoussi, a. et al., 2011) as quoted in cumber, s. m., et al., (2015). young persons have experimented with inhalants at least once by the time they are in eight grade and mean age of first time inhalant abuse is 13 years, mcgarvey, e.l. et al., (1999) as quoted in mondal, n. k. (2013). sampasa-kanyinga, h. et al. (2018), some students reported having tried cannabis for the first time as early elementary school. similarly, the results revealed that marijuana, alcohol, opium, cocaine, inhalant, and antibiotics are one of the most commonly abused drugs in the community, concurring with cannabis remains the most common illegal drug in african countries, united nations (2003) as cited in anderson, z. (2004). cannabis is both the most abuse drug and the primary illicit substance at admission to south african drug treatment centers, peltzer, k. et al., (2010). the most common and available drugs of abuse is still cannabis, which is known to be a contributing factor to the occurrence of a schizophrenic-like psychosis, rhodes, t. et al., (1998) as cited in sereta, b. n. et al., (2016). the most commonly used and abused substances are cigarettes, cannabis, alcohol, inhalants, heroin and cocaine, (antwi, j. d., adjei, s., asare, j. b., & twene, r., 2003). couns-edu  the international journal of counseling and education vol.4, no.1, 2019 drug abuse among street children…| 5 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 in the same vein, the findings revealed that the common abuse of these drugs was largely due to quick “highness” or drunkenness, making one work hard and long, easy accessibility and affordability, long term drunkenness, drunkenness being not easily noticed, etc. which dovetails with drugs make individual strong to do hard work, boost appetite to eat, to study to pass examinations, overcome problems, confidence to rape girls, work more to generate income for the family, provide protection for the family due to being feared by others, ministry of health/ghana health service world health organization ghana, (2003). access to alcohol and other drugs is positively associated with their abuse brook et al., (2005) as cited in morojele, n. et al. (n.d.). many adolescents started smoking or alcohol or drug use at the age of 11 and younger, because they have access to substance at home, from friends, or from shops or street vendors. accessibility to alcohol at home and parents drinking are risk factors for the onset of alcohol use in adolescence, unicef. global school-based student health survey report, tajikistan (n.d.) cited in somani, s. et al., (2016). bailey et al., (1992) as cited in patrick, m. e. et al., (2011), ever getting high (i.e. stoned) was associated with continued use of marijuana. parry (2004) as cited in anderson, z. (2004), increase development leads to better technology like refrigeration which may lead to increase heavy drinking in areas where it was not often seen before because previously alcohol beverages did not last long in very warm climates. perception towards drug abuse the results indicate a mix feelings towards drugs abuse with very bad, bad and normal at the top which is very encouraging and at the same time discouraging in the fight and total elimination of the menace in the society especially among the children the very last hope of all families, communities and nations. regarding the phenomenon as evil in the society occurs with the public possess a negative attitude towards dependents, low, w. et al., (1995). attitudes towards drug addicts or who use it were largely negative and unsympathetic, and were characterized by fear and a desire to avoid such individuals, bryan, a. et al., (2000). illicit drug use is a classic example of social deviance, and most of the available literature suggest that those engaged in such brand of social deviance are perceived in a negative light by society at large, young (1987) as quoted in bryan, a. et al., (2000). the stigma associated with substance use in south africa is high and not necessarily dependent on the drug choice. however, a range of factors, including gender of substance user, and ethnicity of rater, may impact on stigma, sorsdah, k. et al., (2012). equally, viewing the phenomenon as normal in the society in light of the unprecedented developments taking place nearly everywhere concurs with adolescents’ involvement in drug abuse and selling of drugs routinely is regarded as natural, faria, f. e.a. et al., (2015). substance initiation is viewed as a normal adolescent behavior that is expected to produce pleasurable physical and psychoactive effects, kingston, s. et al., (2017). majority of the participants believed that it was ‘normal’ for young people to try drugs at least once and most of them experimented with cannabis and ecstasy, bryan, a. et al., (2000). however, since the vast majority viewed the phenomenon as negative, a strong hope exist that the battle to save our children is winnable. furthermore, the findings revealed a highly negative and stigmatizing attitudes towards the abusers both by the community and participants which for some people can be supportive in the fight but it can equally be destructive as the more they feel ostracized and unwanted, the more they are likely not to seek support or treatments. above all, it affects resources allocation at various levels in terms of fighting the menace. for instance, labeling them as criminals and thieves, dangerous, lazy and unproductive, aimless and good for nothing, cursed and a societal burden, disbelievers and evils, shameless and disappointing, failures, etc. does not denied them community support, push them into hiding, make them reluctant or even afraid to seek treatments, skip appointments, etc. but make their situations worse. this findings is strongly supported by local people saw cannabis users as being immature and incapable of looking after their self, anderson, z. (2004). inability to share problems with others and stigma are the two major barriers in both groups as cited in cunningham et al., (1993) as cited in rapp, r. et al., (2006). societal negative attitudes serve to exacerbate the plight of the drug abusers by increasing their sense of alienation, thus discouraging from seeking help for their problems (power, 1989; rhodes, 1990) as cited in bryan, a. et al., (2000). the inability to share their concerns and problems out of fear of punishment from wellwishers as well as blackmailers, rejection, blame and guilt coupled with ignorance, they shun from seeking social support both from the family, friends and other authorities forced them to accept the situation as helplessness and above all making it more complex singh, b. et al., (2017). women addicts skip treatment couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yahya muhammed bah drug abuse among street children…| 6 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 appointment or avoid treatment altogether to manage the risk of detection by health workers and justice authorities, stone, r. (2015). however, rapp, r. et al., (2006) found contrary, the barriers that interfere with treatment entry are a part of most substance abusers’ life styles, as well as substance abusers’ treatment. the results furthermore, unearthed different types of children being engaged in drug abuse or are at the risk of it namely, school drop outs, street children, children of jobless parents, children of drug abusers, children from poor family, children of homeless parents, poor performing students, orphans, single parent children, children of divorced parents, etc. which is in agreement with youth of single parent are at high risk for drug abuse as compare to adolescent with dual parents because single parents have financial crises and have less time to monitor their children hemovich, v. et al., (2011) cited in somani, s. et al., (2016). children and adolescents from economically deprived families and communities are at risk of engaging in substance abuse spooner, et al., (2005) as cited in morojele, n. et al., (n.d.). in the absence of nurturing home environments children and adolescents often become more inclined to seek others, who are mostly fellow peers, to fulfill their need for acceptance and recognition with greater risk of drug use brook et al., (2006) as cited in morojele, n. et al. (n.d.). the causes of drug abuse among children are adults marital conflicts, limited time for socialization, being orphans, selling and consuming drugs within the confines of households, peer influence, poverty, joblessness which result into idling, (kudrati, m. et al., 2008; nada, k.h. et al., 2010; morakinyo, j. et al., 2003) as quoted in cumber, s. m., et al., (2015). socio-economic status (e.g. living in a deprived neighborhood, low income level) is an important risk factor for problematic behaviors, including alcohol and drug abuse, matens, m. et al., (2006) as quoted in tulu, s. k. et al., (2015). although all participants subscribed to children abusing drugs, the rationales advanced were mixed. for examples, peer influence and media, pleasure and brevity seeking, poor academic achievements, unstable or broken home environment, easy affordability and living with abusers, ignorance and poverty, curiosity and weak law enforcement, easy accessibility and public acceptance, not fearing of parents and adults, lack of parental supervision; and to work or study hard for long hours, etc. the findings is supported by, numerous factors can enhance the risk for initiating or continuing substance abuse including socioeconomic status, quality of parenting skills, peer group influence, and biological/inherent predisposition towards drug addiction, national institute on drug abuse, (2010) as cited in das, j. k. et al. (2016). the major determinants of substance abuse include desires to relax or sleep after hard day’s job, work hard, relieve stress; and pleasure is the major factors associated with the abuse of substances by respondents, yunusa, u. et al., (2017). students use alcohol and drugs believing that such stimulation activate their brains which in return helps them to study hard and overcome teaching and learning process and meet deadline meressa, k. et al., (2009) as quoted in tulu, s. k. et al., (2015). the motives for using alcohol include staying awake in order to study at night, to forget problems, alleviate anxiety, enjoy festival, non-existence of alcohol control policies increasing its availability; and peer pressure, dumbili, e.w. (2015). peer pressure and exposure to drug-related marketing activities are predisposing factors for adolescents to initiate drug abuse, somani, s. et al., (2016). children in the gambia misuse illicit drugs to escape problems, such as poverty, failure in school and unemployment, youth front against drugs and alcohol abuse, (2004) as cited in anderson, z. (2004). in addition, the study revealed different places where children mostly abuse drugs namely; peers’ homes, street corners, car parks, night and video clubs, ghettoes and during parties, schools, beach sides/tourism areas, children’s own homes, etc. this concurs with schools are known to be the temples of knowledge and wisdom but they do not have power to closely monitor the life activities and events of students to a check against smoking, drinking, sex or poor eating patterns and others, singh, b. et al., (2017). traditional illicit drugs, cocaine misuse is very high in club culture, vento, a.e. et al., (2014). one participant initiated substance use with his mother’s supply and escalated immediately to daily use by continuing to steal his mother’s alcohol and prescription drugs, kingston, s. et al., (2017). the most common place for initiation of substance abuse was recreational avenues for males and homes for females, sarangi, l. et al., (2008). nightlife tourism is a booming business and the levels of drug and alcohol use and associated risk taking behaviors are often increased during these nightlife holiday periods, hughes, et al., (2011) as cited in healthy nightlife toolbox info sheet, (2016). couns-edu  the international journal of counseling and education vol.4, no.1, 2019 drug abuse among street children…| 7 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 similarly the findings revealed that children obtain drugs through various means including peers offering them, buying them jointly, adults abusers offerings them, picking remains in streets and ghettoes, stealing, as gifts for services to sellers, buying them individually, payment for services and including romantic ones, etc. this is supported the by drugs initiators often obtained substances from friends but more frequently they stole them from parents or guardians, kingston, s. et al., (2017). a majority of the adolescents purchase substances from their self-earning, sarangi, l. et al., (2008). panhandling is the most common source of income for homeless adolescents; however, they also earn income through prostitution, drug distribution, stealing, trading sex for money; and from parents/other family members or friends (o’grady, b. et al., 2004; farrow, j.a. et al., 1992; unger, j.b. et al., 1998) as cited in gomez, r. et al., (2010). sometimes, children and adolescents indulge in drug abuse are forced into sex in exchange for drugs, singh, b. et al., (2017). many people may become involved in the sex industry to finance their drug addiction and often trade their body for drugs, dara, (n.d.). level of knowledge of the causes of street children abusing drugs the findings revealed that street children like other children are engaged in drugs abuse and for numerous reasons including peer influence and group recognition, lack of parental supervision or control, curiosity and residing adult abusers, lack of stable home environment, to work hard and for long hours, to relieve stress, ignorance, easy accessibility, for seeking pleasure and relaxation, easy affordability, etc. as unearthed by street children use psychoactive substance for coping and fitting into street life circumstances, boldness to withstand violence, survival sex, pleasure, to curb hunger, to induce sleep, to numb emotions; and for entertainment (kudrati, m. et al., 2008; nada, k.h. et al., 2010; morakinyo, j. et al., 2003) as quoted in cumber, s. m., et al., (2015). the most common reasons for substance abuse were due to peer pressure, experimentation or to boost self-confidence, abhay, m. et al. (2007). drug use is a feature of adolescent gangs and other marginalized peer group networks such as street children, and being a member of such groups often necessitates the use of different drugs, bility, (1999) as cited in morojele, n. et al. (n.d.). factors influencing adolescent drug abuse include poor self-image, low religiosity, poor school performance, parental rejection, family dysfunction, abuse, under-or over-controlling by parents, and divorce (block, b.j. et al., (1988); brown, k.s.g. et al., (1983) as quoted in shinitzky, h.m.e. et al., (1998). in the absence of nurturing home environments children and adolescents often become more inclined to seek others, who are mostly fellow peers, to fulfill their need for acceptance and recognition with greater risk of drug use, brook et al., (2006) as cited in morojele, n. et al. (n.d.). similarly, the study revealed different perceived benefits for street children abusing drugs such as hallucination or feeling high, to feel accepted and trusted by peers, drowsiness, ability to work hard and for long hours, brevity, ability to focus or concentrate, ability to think and memorize quickly, etc. this concurs with the use of drugs and alcohol gives children the necessary courage to engage in violent behaviors and to instill fear in people, salaam, a.o. et al., (2011). a moderate positive correlation exist between intrinsic anger and addiction severity, and a negative correlation between controlled anger and addiction severity, avci, d. et al., (2017). children abuse drugs for numerous reasons and benefits such as curiosity and recreation to cope with stress however, it leads to complex sets of social, medical and economic problems, sharma, n. et al., (2013). patrick, m. e. et al., (2011), use of cannabis was significantly associated with to get high, because of boredom, to relax, because of anger or frustration, and the increase the effects of other drugs. myburgh, c. et al., (2015), street children are constantly threatened, exploited and exposed to physical, sexual and emotional abuse on a daily by the community, the authorities and other street dwellers; and this leads to feelings of sadness, fear, anxiety, misery, despair, hopelessness, helplessness and suicide ideation, which in turn lead to drug abuse and criminal activities to cope with the associated anxiety. level of knowledge of negative impacts of drug abuse the findings indicate participants’ strong awareness of the negative impacts of street children engagement in drug abuse. for instance, mental illness, aggressive conduct/behavior, frequent problems and beating by others at work places, endless problems with peers, frequent stealing and fighting, hatred towards school and formal education, endless family problems, diseases (e.g. hiv/aids, tb, stis, etc.), road accidents involvement, stroke, etc. these revelations support street children are exposed to an couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yahya muhammed bah drug abuse among street children…| 8 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 assortment of risks to resilience that characterize their lives such as drug abuse, violence, gangs, hiv infection, illiteracy, incomplete schooling, delinquency, neglect, poor health and nutrition montane, (2006) as cited in molahlehi, l. a. (2014). substance abuse leads to road crashes, conduct problems, attentional problems, suicide, homicide, a range of injuries, poisoning; and spread of infectious diseases (fergusson, d.m. 2007; toumbourou, j.w. et al., 2007) as cited in lucchetti, g. et al. (2014). the effects of drug abuse among children are coughing and chest pains, self-denial, societal denial, loss of weight, early pregnancies, prostitution, mental illness, harassment by police force, school dropout; and hiv/aids infection, matowo, a. s. (2013). absenteeism, school dropouts, poor performance, aggressive behavior, bullying, fighting, suppressed anger, criticism, isolation, rejection, cheating, stealing, lying, truancy, low self-esteem, loneliness, guilt, feeling of helplessness, fear of abandonment, and chronic depression manipulating become the usual defensive behaviors of drug abusers both in school and at home, millar, et al., (2000) as cited in singh, b. et al., (2017). alcohol and drug abuse causes delinquent behaviors including unsafe sexual practice, gangs, drug trafficking, prostitution, physical, sexual abuse; and growing number of youth murders (wechler, h.m. et al., 2004; gezanhegn, t. et al., 2014; didenko, et al., 2007) as quoted in tulu, s. k. et al., (2015). similarly, the findings revealed the following drugs; marijuana, inhalant, alcohol, antibiotics, opium, diazepam, hashish, heroin, cocaine and paracetamol, etc. being among the most commonly abuse drugs by street children concurring with studies from nigeria, india and brazil that revealed the most commonly abuse substances include alcohol, kolanut, tobacco, cannabis, nicotine, inhalants; and marijuana (morakinyo, j. et al. (2003); pagare, d. et al., (2004); praveen, d. et al., (2014) as cited in (94. islam, f. et al., (2014). rao, (2010) as cited in singh, b. et al., (2017), the most common substance consumed was nicotine, as cigarettes and inhalants/volatile substance used in the form of sniffing of adhesive glue, petrol, gasoline, thinner, and spirit. yunusa, u. et al., (2017), the most commonly abused substances by commercial drivers include solution, coffee, tramadol, local stimulant tea, cola-nut and tobacco. gilvarry, e. (2000), cannabis is the most widely misused illicit substance by the western youth. drug law enforcement agency the gambia (dleag) (2017), in the gambia, while there is a presence of other hard drugs like cocaine, heroin, clonazepam, diazepam, bronazepam; marijuana is the most commonly abuse illicit drug simply because of its affordability, availability and accessibility as it is grow locally and easily trafficked from the cassamance region in senegal level of knowledge of the preventive methods of drug abuse the results indicate that participants have a good knowledge of some of the critical methods in the fight against drug abuse such as, avoidance of bad peer groups, regular education and/or sensitization campaign, closeness to responsible adults, mainstreaming drug abuse in school curriculum, engagement in self-esteem building activities, provision of gainful employments and family support, engagement in productive activities, effective law enforcement agencies, good parenting skills, tough laws, storing drugs safely, etc. this is in agreement with social bond and attachment with parents can decrease the consumption of drug among youth aliiaskarov, b. et al., (2013) cited in somani, s. et al., (2016). increased child monitoring is associated with a decreased risk of alcohol and other drugs (amoaten et al., 2004) as cited in morojele, n. et al. (n.d.). in the campaign of reducing substance abuse in adolescents, the media needs to be involved from the start till the end of the campaign as they need to telecast talk shows, announcements related to the programs, conferences, story making, newspaper article coverage and commercials to prohibit substance use among youth, somani, s. et al., (2016). preventive programmes for high school students should increase academic and social competence with the following skills: study habits, communication, peer relationships; self-efficacy and assertiveness, drug resistance skills, reinforcement of antidrug attitudes; strengthening of personal commitment against drug abuse (botvin et al., 1995; scheier et al., 1999) as quoted in national institute on drugs, (2003). various platforms including school and family programmes, the mass media including the digital ones, and public policy have the potential to improve and prevent substance abuse among adolescents, das, j. k. et al. (2016). prevention programmes for school children should focus on developing and strengthening the following skills: self-control, emotional awareness, communication, social problem solving, reading and understanding, peer relationship, self-efficacy and assertiveness, drug resistance, reinforcement of antidrug attitudes; and commitments against drug abuse (ialongo et al., 2001) as cited in national institute on drugs, (2003). alhyas, l. et al., (2015), multifactorial prevention programmes that address social norms, gender role image, and incorporate drug policy, religion, family and school would be more effective and would have better protective outcomes. couns-edu  the international journal of counseling and education vol.4, no.1, 2019 drug abuse among street children…| 9 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 similarly, regular sensitization and/or education campaigns, avoidance of bad peer group, development of strong personalities and resistant skills, self-esteem building techniques, strengthening of family support programmes, promotion of strong parent-child relationship, regular monitoring of children’s activities and ensuring open line communication with children, regular engagement in useful activities, all the time closeness to responsible adults and religious persons, mainstreaming drug abuse in school curriculum, frequent one-on-one discussions, good parenting skills, provision of gainful employments for families, etc. were recognized as the most effective ways of preventing drug abuse among children. this concur with guillen, et al.,(2015) as quoted in singh, b. et al., (2017), parental monitoring would be able to strengthen resistance to peer pressure and therefore it can be expected to reduce substance abuse. plummer et al., (2007) as quoted in molahlehi, l. a. (2014), maintain that child welfare agencies should take steps in order to prevent the problem through the creation of preventive educational programmes for working with these children. substance abuse can be reduced by controlling the production and sale of commonly abused substance, yunusa, u. et al., (2017). subjective adults’ norms against drug use and community affirmation of positive behavior have been found to be related to less smoking behavior among young people, king et al., 2003) as cited in morojele, n. et al. (n.d.). governments in collaboration with ngos should create employment opportunities to the people, established enough rehabilitation and correction centers, schools, health facilities, more campaigns for the rights of street children rights, commemorate “street children’s day” (31st january) and empower street children by providing outreach education, training, food and health services, poni-gore, et al. (2015). greater religious involvement is associated with less alcohol use and drunkenness (parry et al., 2004a) as cited in morojele, n. et al. (n.d.). level of knowledge of the support services and treatments needed by drug abusers the results revealed high level of awareness of the support services and treatments needed by victims of drugs of abuse such as providing them with behavioral counseling or therapy, support groups including spiritual ones, supportive friends and family environment, a sober living environment, regular family support, a sober social network and/or peers, regular and affordable medical treatments, uninterrupted educational services, traditional or herbal treatments, vocational training or skills, etc. concurring with social support has been associated with better quality of life both among substance users and individuals with mental disorders and equally a significant correlate of subjective well-being among recovering substance users who are dually-diagnosed with comorbid psychiatric disorder (brennan et al., 1990; nelson, 1992; laudet et al., 2000) as quoted in laudet, a. b. et al., (2006). living in sober houses is beneficial and effective in assisting the reduction of substance use (polcin, d.l. et al., (2010); jason, l.a. (2007) as cited in tulu, k. et al., (2016). treatment works with the support of the family and the community, therefore empowering the community to mobilize around alcohol and related issues can be a powerful strategy (rataemane, 2004) as cited in setlalentoa, m. et al., (2015). stevens, e. et al., (2015), a significant positive relationship exists between general social support and abstinence and self-efficacy. religion does not only encourage abstinence but rebuild life through new networks, ways of spending free time by doing voluntary works, group cohesion, unconditional support and the establishment of new family, sanchez, v. d. m. et al., (2008). incorporation of the clients’ spiritual themes into treatment can significantly increase the efficacy of cognitive therapy for depression propst et al., (1992) as cited in allamani, a. (2010). furthermore, the findings revealed the government institutions, local government authorities, united nations agencies, support groups, mosques/marabous/churches, community based organizations (cbo), the community, the family, non-governmental organization, faith based organizations (fbo), etc. as the fundamental providers of these services and treatments which strongly allied to a collaborative approach to engage the community in addressing substance abuse, windsor, l.c. et al., (2012). kelly, s. m. et al., (2010), individuals who were in treatment, as compared with those who were out of treatment, perceived significantly greater support from their partners or family with whom they lived, family members outside the home, friends, and their communities at treatment entry. however, majority claimed the support do not exist in their society concurring with naamara, w. et al., (2014), there is a lack of rehabilitation services in local communities and alcohol problems are usually ignored “people who are alcohol dependent in my community do not have services to help them. it is when someone dies of alcohol related problems that people start saying that alcohol is bad.” couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yahya muhammed bah drug abuse among street children…| 10 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 concluded a respondent. sodano, r. et al., (2010), the substance abuse treatment workforce of south africa appears to be young and educated, yet only one third of the counselors had any formal training in cognitive behavioral therapy. liranso g. et al. (2017), drug addiction and mental health treatment is limited in the region, and therefore the phenomena are poorly understood and lack attention. myers, b. et al., (2008), identified three structural barriers to service delivery (i)difficulty in developing and implementing a strategic plan relating to alcohol and drug problems due to poor capacity and other structural issues, such as a lack of information, poor intersectoral collaboration and limited consultation and limited providers; (ii)limited allocation of resources to alcohol and drug treatment which has restricted the availability of affordable services as well as the capacity of established services to meet increased demand for services in this area; and (iii) fragmented service delivery. scott, c. k. et al., (2011), there is a need for more aggressive screening, early intervention, adequate initial treatment, ongoing monitoring, disease management skills, and better linkage to recovery support services and mutual aid groups that help sustain recovery. the results indicated that the street children do not seek these support services and treatments due to fear of societal stigma and discrimination, they don’t want people to know them, fear of rejection by peers, the services providers are not child friendly, fear of being reported to the security agencies, the supports are expensive, they don’t trust the service providers, the services are not effective, they are not easily accessible, etc. which concurs with inability to share problems with others and stigma are the two major barriers in both groups as cited in cunningham et al., (1993) as cited in rapp, r. et al., (2006). tucker et al., (2004) as cited in rapp, r. et al., (2006), found three areas of importance privacy, participants’ belief that treatment was unnecessary or not beneficial; and practical and economical impediments to participation. sereta, b. n. et al., (2016), rehabilitation centers staff should gain insights on various needs of the rehabilitees to avert unnecessary strife in the rehabilitees and as such they should learn to handle the rehabilitees with professionalism to enable a successful rehabilitation process. grant, (1997) as quoted in rapp, r. et al., (2006), their lack of confidence in the effectiveness of alcoholism treatment, stigmatization, and denial as conditions that would interfere with linkage. national institute on drugs, (2003), service providers that identify, understand, and facilitate social processes that reduce harm without judgment or condemnation will likely find greater success in assisting these young people. kalebka, r.r. et al., (2013), although the willingness to initiate therapeutic measures in the emergency centers exist, more training in this field may beneficial. however, rapp, r. et al., (2006), found some barriers that interfere with treatment entry are a part of most substance abusers’ life styles, as well as substance abusers’ treatment. furthermore, finding revealed street children including commercial vans casual apprentices like other children are abusing drugs mainly due to peer influence, seeking pleasure and relaxation, to work hard and for long hours, curiosity, ignorance, easy accessibility and lack of or inadequate stable home environment, lack of or poor parental supervision, easy affordability, etc. this concurs with boys, a. et al., (2001), the most popular function for drug use to relax, become intoxicated, keep awake at night while socializing, enhance an activity and alleviate depress mood. cumber, s.n. et al., (2015), street children use psychoactive substance for coping and fitting into street life circumstances, boldness to withstand violence, survival sex, pleasure, to curb hunger, to induce sleep, to numb emotions; and for entertainment. morojele, n. et al. (n.d.), although current legislation prohibits the sale of alcohol to people under the age of 18 years, it is relatively easy for them to access alcohol either directly or indirectly, since laws are not enforced consistently. bereavement in families and relationship difficulties, poor relationship between children and parents leads to increase alcohol consumption and also parents abusing drugs are causative factors (khan, m.h. et al., 2004; aliiaskarov, b. et al., 2013; niaz, u. et al., 2005) cited in somani, s. et al., (2016). psychological distress, including low self-esteem and depression, contribute to the initiation and maintenance of drug use (gezanhegn, t. et al., 2014) as quoted in tulu, s. k. et al., (2015). conclusions to comprehend the vulnerability of street children to drug abuse six main areas were explored namely, level of knowledge of drug abuse, perception towards it, level of knowledge of the causes of it in couns-edu  the international journal of counseling and education vol.4, no.1, 2019 drug abuse among street children…| 11 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 the community and among street children, level of knowledge of the negative impacts of it, level of knowledge of the preventive methods; and level of knowledge of the support services and treatments needed by victims. the findings revealed among other things, that there is high level of consciousness of drug abuse but the feelings towards it is mixed. like other children, street children are abusing drugs mainly due to peer influence with the ultimate objective of getting high to relief stress, group recognition, trusted by peers, etc. similarly, participants are highly aware of the negative impacts encompassing fighting, stealing, mental illness, etc. to finance the behaviour, victims are engaged in all types of dangerous antisocial behaviour including romantic ones exposing them to a range of diseases including stis. while participants have good knowledge of the critical methods to fight drug abuse, the support services needed by victims, victims are mostly reluctant to seek the services not only because they are hard to find but fear societal stigmatization, exclusion, discrimination; and professionals’ maltreatment. though in the minority some children have started abusing hard drugs. in conclusion, some children including street children are abusing drugs and urgent actions need to be taken to rehabilitate and protect the future of the country. references adebiyi, a. o., owoaje, o., & asuzu, m. c. (2008). relationships as determinants of substance use amongst street children in a local. south african family practice, 50(5), 47-47. alhyas, l., al ozaibi, n., elarabi, h., el-kashef, a., wanigaratne, s., almarzouqi, a., ... & al ghaferi, h. (2015). adolescents’ perception of substance use and factors influencing its use: a qualitative study in abu dhabi. jrsm open, 6(2), 2054270414567167. aliiaskarov, b., & bakiev, e. (2014). the social learning and social control determinants of alcohol use among youth in kyrgyzstan. drugs: education, prevention and policy, 21(3), 205-210. allamani, a. (2010). the relationship between addiction and religion and its possible implication for care. anderson, z. (2004). an investigation into the problems associated with substance use in a developing country–the gambia, west africa. centre for public health, liverpool john moores university. antwi, j. d., adjei, s., asare, j. b., & twene, r. (2003). a national survey o n prevalence and social consequences of substance (drug) use among secon d cycle and out of school youth in ghana. ministry of health/ghana health service. who ghana. belcher, h. m., & shinitzky, h. e. (1998). substance abuse in children: prediction, protection, and prevention. archives of pediatrics & adolescent medicine, 152(10), 952-960. blas, e., & kurup, a. s. (eds.). (2010). equity, social determinants and public health programmes. world health organization. boys, a., marsden, j., & strang, j. (2001). understanding reasons for drug use amongst young people: a functional perspective. health education research, 16(4), 457-469. bryan, a., moran, r., farrell, e., & o’brien, m. (2000). drug-related knowledge, attitudes and beliefs in ireland: report of a nation-wide survey. drug misuse research division, health research board. bühler, a., schröder, e., & silbereisen, r. k. (2007). the role of life skills promotion in substance abuse prevention: a mediation analysis. health education research, 23(4), 621-632. chie, q. t., tam, c. l., bonn, g., wong, c. p., dang, h. m., & khairuddin, r. (2015). drug abuse, relapse, and prevention education in malaysia: perspective of university students through a mixed methods approach. frontiers in psychiatry, 6, 65. cumber, s. n., & tsoka-gwegweni, j. m. (2015). the health profile of street children in africa: a literature review. journal of public health in africa, 6(2). dara, (n.d.). thailand drug and alcohol rehab in thailand. retrieved from http://alcoholrehab.com/drug-addiction/sexual-exploitation-and-substance-abuse/ das, j. k., salam, r. a., arshad, a., finkelstein, y., & bhutta, z. a. (2016). interventions for adolescent substance abuse: an overview of systematic reviews. journal of adolescent health, 59(4), s61-s75. drug law enforcement agency the gambia (dleag) (2017). drug abuse situation in the gambia. retrieved from http://www.dleag-gambia.org/en/article/drug-abuse-situation-gambia dumbili, e. w. (2015). a review of substance use among secondary school students in nigeria: implications for policies. drugs: education, prevention and policy, 22(5), 387-399. http://alcoholrehab.com/drug-addiction/sexual-exploitation-and-substance-abuse/ http://www.dleag-gambia.org/en/article/drug-abuse-situation-gambia couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yahya muhammed bah drug abuse among street children…| 12 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 dw made for mind (2013). illegal drug use on the rise in africa. retrieved from http://www.dw.com/en/illegal-drug-use-on-the-rise-in-africa/a-16614023 embleton, l., mwangi, a., vreeman, r., ayuku, d., & braitstein, p. (2013). the epidemiology of substance use among street children in resource‐constrained settings: a systematic review and meta‐analysis. addiction, 108(10), 1722-1733 faria filho, e. a., queiros, p. s., medeiros, m., rosso, c. f. w., & souza, m. m. d. (2015). perceptions of adolescent students about drugs. revista brasileira de enfermagem, 68(3), 517-523. gaidhane, a. m., syed zahiruddin, q., waghmare, l., shanbhag, s., zodpey, s., & joharapurkar, s. r. (2008). substance abuse among street children in mumbai. vulnerable children and youth studies, 3(1), 42-51. gilvarry, e. (2000). substance abuse in young people. the journal of child psychology and psychiatry and allied disciplines, 41(1), 55-80. gomez, r., thompson, s. j., & barczyk, a. n. (2010). factors associated with substance use among homeless young adults. substance abuse, 31(1), 24-34. gossop, m., stephens, s., stewart, d., marshall, j., bearn, j., & strang, j. (2001). health care professionals referred for treatment of alcohol and drug problems. alcohol and alcoholism, 36(2), 160164. healthy nightlife toolbox info sheet, (2016). responding to drug and alcohol use and related problems in nightlife settings. retrieved from http://www.hntinfo.eu/sites/hntinfo.eu/files/af1454infosheet_april_2016def_web.pdf heckman, c. j., dykstra, j. l., & collins, b. n. (2011). substance-related knowledge, attitude, and behaviour among college students: opportunities for health education. health education journal, 70(4), 383-399. hemovich, v., lac, a., & crano, w. d. (2011). understanding early-onset drug and alcohol outcomes among youth: the role of family structure, social factors, and interpersonal perceptions of use. psychology, health & medicine, 16(3), 249-267. integrated regional information networks (irin) (2009). street children persist despite crackdown. retrieved from http://www.irinnews.org/report/84713/gambia-street-children-persist-despitecrackdown islam, f., kar, s., debroy, a., & sarma, r. (2014). substance abuse amongst the street children in guwahati city, assam. annals of medical and health sciences research, 4(3), 233-238. kalebka, r. r., bruijns, s. r., & van hoving, d. j. (2013). a survey of attitudes towards patient substance abuse and addiction in the emergency centre. african journal of emergency medicine, 3(1), 10-17. kelly, s. m., o'grady, k. e., schwartz, r. p., peterson, j. a., wilson, m. e., & brown, b. s. (2010). the relationship of social support to treatment entry and engagement: the community assessment inventory. substance abuse, 31(1), 43-52. kingston, s., rose, m., cohen-serrins, j., & knight, e. (2017). a qualitative study of the context of child and adolescent substance use initiation and patterns of use in the first year for early and later initiators. plos one, 12(1), e0170794. laudet, a. b., morgen, k., & white, w. l. (2006). the role of social supports, spirituality, religiousness, life meaning and affiliation with 12-step fellowships in quality of life satisfaction among individuals in recovery from alcohol and drug problems. alcoholism treatment quarterly, 24(1-2), 33-73. liranso g. et al. (2017). drug addiction and mental illness treatment in sub saharan africa. retrieved from https://www.jscimedcentral.com/substanceabuse/substanceabuse-5-1064.pdf low, w. y., zulkifil, s. n., yusof, k., batumalai, s., & aye, k. w. (1995). knowledge, attitudes and perceptions related to drug abuse in peninsula malaysia: a survey report. asia pacific journal of public health, 8(2), 123-129. lucchetti, g., & granero lucchetti, a. l. (2014). spirituality, religiosity and substance use: evidence and proposed mechanisms. j subst abuse alcohol, 2(2), 1016. madde, ç. e. d. e. e. (2017). prevalence of substance use among adolescents participating in apprenticeship training and the relationship between anger level–anger expression and addiction severity. journal of psychiatric nursing, 8(1), 1-8. majelantle, r. g., keetile, m., bainame, k., & nkawana, p. (2014). knowledge, opinions and attitudes towards hiv and aids among youth in botswana. journal of global economics. http://www.dw.com/en/illegal-drug-use-on-the-rise-in-africa/a-16614023 http://www.hntinfo.eu/sites/hntinfo.eu/files/af1454-infosheet_april_2016def_web.pdf http://www.hntinfo.eu/sites/hntinfo.eu/files/af1454-infosheet_april_2016def_web.pdf http://www.irinnews.org/report/84713/gambia-street-children-persist-despite-crackdown http://www.irinnews.org/report/84713/gambia-street-children-persist-despite-crackdown https://www.jscimedcentral.com/substanceabuse/substanceabuse-5-1064.pdf couns-edu  the international journal of counseling and education vol.4, no.1, 2019 drug abuse among street children…| 13 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 mamat, c. f., jamshed, s. q., el syed, t., khan, t. m., othman, n., al-shami, a. k., ... & siddiqui, m. j. (2015). the use of psychotropic substances among students: the prevalence, factor association, and abuse. journal of pharmacy & bioallied sciences, 7(3), 181. matowo, a. s. (2013). cause, effect and remedial measures of drug abuse among the children in tanzania: a case study of hananasifu ward in kinondoni district in dar es salaam region. molahlehi, l. a. (2014). the views of street children on how streetism can be prevented (doctoral dissertation, north west university). mondal, n. k. (2013). commercial glue sniffing and child health: indian street children are at a risk. j biosafety health educ, 1(3). morojele, n. et al., (n.d.).alcohol and drug use. retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.717.3977&rep=rep1&type=pdf myburgh, c., moolla, a., & poggenpoel, m. (2015). the lived experiences of children living on the streets of hillbrow. curationis, 38(1), 1-8. myers, b., louw, j., & fakier, n. (2008). alcohol and drug abuse: removing structural barriers to treatment for historically disadvantaged communities in cape town. international journal of social welfare, 17(2), 156-165. naamara, w., & muhwezi, w. w. (2014). factors associated with alcohol dependence among adult male clients in butabika hospital, uganda. journal of social work practice in the addictions, 14(3), 322-326. national institute on drugs, (2003). preventing drug use among children and adolescents. retrieved from https://www.drugabuse.gov/sites/default/files/preventingdruguse_2.pdf niazi, m.r. et al., (2009). is poverty to blame for narcotic abuse: case study of pakistan? retrieved from http://www.ijens.org/99610-1212%20ijbas-ijens.pdf patrick, m. e., schulenberg, j. e., o'malley, p. m., johnston, l. d., & bachman, j. g. (2011). adolescents' reported reasons for alcohol and marijuana use as predictors of substance use and problems in adulthood. journal of studies on alcohol and drugs, 72(1), 106-116. peltzer, k., ramlagan, s., johnson, b. d., & phaswana-mafuya, n. (2010). illicit drug use and treatment in south africa: a review. substance use & misuse, 45(13), 2221-2243. poni-gore, r., loro, r. l., oryem, e., iro, r. e., & reec, w. b. (2015). phenomena of street children life in juba, the capital of south sudan, a problem attributed to long civil war in sudan. journal of community medicine. retrieved from http://dx. doi. org/10.4172/2161-0711.1000356. rambaree, k., mousavi, f., & ahmadi, f. (2018). sports participation and drug use among young people in mauritius. international journal of adolescence and youth, 23(2), 188-197. rapp, r. c., xu, j., carr, c. a., lane, d. t., wang, j., & carlson, r. (2006). treatment barriers identified by substance abusers assessed at a centralized intake unit. journal of substance abuse treatment, 30(3), 227-235 salaam, a. o. (2011). street life involvement and substance use among “yandaba” in kano, nigeria. african journal of drug and alcohol studies, 10(2) sampasa-kanyinga, h., hamilton, h. a., leblanc, a. g., & chaput, j. p. (2018). cannabis use among middle and high school students in ontario: a school-based cross-sectional study. cmaj open, 6(1), e50. sanchez, z. v. d. m., & nappo, s. a. (2008). religious intervention and recovery from drug addiction. revista de saude publica, 42(2), 265-272. sarangi, l., acharya, h. p., & panigrahi, o. p. (2008). substance abuse among adolescents in urban slums of sambalpur. indian journal of community medicine: official publication of indian association of preventive & social medicine, 33(4), 265. schensul, j. j., & burkholder, g. j. (2005). vulnerability, social networks, sites, and selling as predictors of drug use among urban african american and puerto rican emerging adults. journal of drug issues, 35(2), 379-408. scott, c. k., dennis, m. l., laudet, a., funk, r. r., & simeone, r. s. (2011). surviving drug addiction: the effect of treatment and abstinence on mortality. american journal of public health, 101(4), 737744. sereta, b. n., amimo, f. a., ouma, p., & ondimu, t. o. (2016). an assessment of effectiveness of drug rehabilitation programs in kisii county-kenya. j health edu res dev, 4(165), 2 setlalentoa, m., ryke, e., & strydom, h. (2015). intervention strategies used to address alcohol abuse in the north west province, south africa. social work, 51(1), 80-100. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.717.3977&rep=rep1&type=pdf https://www.drugabuse.gov/sites/default/files/preventingdruguse_2.pdf http://www.ijens.org/99610-1212%20ijbas-ijens.pdf couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu yahya muhammed bah drug abuse among street children…| 14 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190416610 sharma, n., & joshi, s. (2013). preventing-substance abuse among street children in india: a literature review. health science journal, 7(2). singh, b. et al., (2017). substance abuse among children: a rising problem in india. retrieved from http://www.ijip.in/archive/v5i1/18.01.020.20170501.pdf sodano, r., watson, d. w., rataemane, s., rataemane, l., ntlhe, n., & rawson, r. (2010). the substance abuse treatment workforce of south africa. international journal of mental health and addiction, 8(4), 608-615. somani, s., & meghani, s. (2016). substance abuse among youth: a harsh reality. emerg med (los angel), 6(330), 2. sorsdahl, k., stein, d. j., & myers, b. (2012). negative attributions towards people with substance use disorders in south africa: variation across substances and by gender. bmc psychiatry, 12(1), 101 stevens, e., jason, l. a., ram, d., & light, j. (2015). investigating social support and network relationships in substance use disorder recovery. substance abuse, 36(4), 396-399. stone, r. (2015). pregnant women and substance use: fear, stigma, and barriers to care. health & justice, 3(1), 2. the real truth (n.d.). drug abuse—a global epidemic part 2: scope of the problem. retrieved from https://rcg.org/realtruth/articles/120712-004.html tracy, k., & wallace, s. p. (2016). benefits of peer support groups in the treatment of addiction. substance abuse and rehabilitation, 7, 143. tulu, s. k., & keskis, w. (2015). assessment of causes, prevalence and consequences of alcohol and drug abuse among mekelle university, cssl 2nd year students. american journal of applied psychology,(3), 3, 47-56. un news (2016). record 29 million people drug-dependent worldwide; heroin use up sharply -un report. retrieved from https://news.un.org/en/story/2016/06/532862-record-29-million-people-drugdependent-worldwide-heroin-use-sharply-un-report united nations office on drugs and crime (unodc) (n.d.). world drug report 2017. retrieved from https://www.unodc.org/unodc/en/press/releases/2017/june/world-drug-report-2017_-29-5million-people-globally-suffer-from-drug-use-disorders--opioids-the-most-harmful.html vento, a. e., martinotti, g., cinosi, e., lupi, m., acciavatti, t., carrus, d., ... & corazza, o. (2014). substance use in the club scene of rome: a pilot study. biomed research international, 2014. whitesell, m., bachand, a., peel, j., & brown, m. (2013). familial, social, and individual factors contributing to risk for adolescent substance use. journal of addiction, 2013, 579310-579310. windsor, l. c., & murugan, v. (2012). from the individual to the community: perspectives about substance abuse services. journal of social work practice in the addictions, 12(4), 412-433 woan, j., lin, j., & auerswald, c. (2013). the health status of street children and youth in low-and middle-income countries: a systematic review of the literature. journal of adolescent health, 53(3), 314-321. yunusa, u., bello, u. l., idris, m., haddad, m. m., & adamu, d. (2017). determinants of substance abuse among commercial bus drivers in kano metropolis, kano state, nigeria. american journal of nursing science, 6(2), 125-130. http://www.ijip.in/archive/v5i1/18.01.020.20170501.pdf https://rcg.org/realtruth/articles/120712-004.html https://news.un.org/en/story/2016/06/532862-record-29-million-people-drug-dependent-worldwide-heroin-use-sharply-un-report https://news.un.org/en/story/2016/06/532862-record-29-million-people-drug-dependent-worldwide-heroin-use-sharply-un-report https://www.unodc.org/unodc/en/press/releases/2017/june/world-drug-report-2017_-29-5-million-people-globally-suffer-from-drug-use-disorders--opioids-the-most-harmful.html https://www.unodc.org/unodc/en/press/releases/2017/june/world-drug-report-2017_-29-5-million-people-globally-suffer-from-drug-use-disorders--opioids-the-most-harmful.html couns-edu the international journal of counseling and education vol.2, no.4, 2017, pp. 150-159 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020170212940 received on 07/30/2017; revised on 08/21/2017; accepted on 10/16/2017; published on:12/30/2017 150 psychosocial problems of schoolchildren and the psychological counseling approaches implicated by counselors for treating it mohammad qassim abdullah university of aleppo, syria * ) corresponding author, e-mail: mk.abdalah@yahoo.com abstract this study aims to examine and evaluate the behavioral problems of schoolchildren in basic education and the psychological counseling approaches utilized by counselor for its treatment. it also assesses the differences in these approaches in accordance with their gender and educational qualification/degree. the sample consists of (240) counselors (125 males, 115 females) enrolled from five educational administrations with the concluded scale used to obtain data due to its high level of validity and reliability. the findings showed that the most common behavioral problems were disobedience, teachers‟ underachievement, and aggression. in addition, the most common approaches used by counselors were individual and group counseling, leisure time counseling, rational-emotive therapy, plying counseling, reality therapy, and client-centered therapy. the result showed that there were no significant differences in counseling approaches relating to gender and academic qualification of counselors, except for the approaches of cognitive, behavioral and group counseling techniques. keywords: psychosocial problems, counseling approaches, schoolchildren how to cite: abdullah, m.q. (2017). psychosocial problems of schoolchildren and the psychological counseling approaches implicated by counselors for treating it. couns-edu: international journal of counseling and education, 2(4): pp. 150-159. doi: https://doi.org/10.23916/0020170212940 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction the continuous increase in technological advancement in the present era tend to pressurize children to break up with their families,leads to a rapid sociocultural paradigm, and a rise inbehavioral problems that are also similarly steep and disrupting. children and teens seem irritable or even hostile when they are tired or ill. they tend to argue or disobey their parents in a bid to show maturity. in addition, young children sometimes lie to get out of trouble because they do not understand the differences with truth. although this seems normal, however, when they act this way each time they get into trouble at home, school, or with other kids in the neighborhood, they are likely to possess a disruptive behavior disorder(prakash, mitra, & prabhu, 2008). knowledge of child mental-health problems is important due to its interference with social and educational development, thereby, capable of saving life-long psychiatric problems (rutter, 1996). there is a little consensus on the extent to which manifestations of psychiatric symptoms are universal and affected by cultural aspects. however, since studies have found prevalence rates to vary all over the world, it is necessary to consider culture and context in determining the way in which children‟s psychopathology is manifested (canino & alegría, 2008; r. hackett & l. hackett, 1999; roberts, attkisson, & rosenblatt, http://journal.konselor.or.id/index.php/counsedu/article/view/129 http://journal.konselor.or.id/index.php/counsedu/article/view/129 http://dx.doi.org/10.23916/0020170212940 couns-edu  the international journal of counseling and education vol.2, no.4, 2017 psychosocial problems of schoolchildren and the psychological …… | 151 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212940 1998). there is also evidence that child disorders may vary between developed and developing countries, therefore, making it necessary to distinguish studies by each country(fleitlich-bilyk & goodman, 2004; r. hackett & l. hackett, 1999). a major gap in the epidemiology of child mental problems is the lack of studies regarding the date on the prevalence rates in low-middle-income countries (kieling et al., 2011; rohde, 2011; giel, r., arango, climent, harding, ibrahim ladrito-ignacio, sriniasa, salazar, wigand younis, 1981). the vulnerability of primary schoolschildren to infection, is similar their adoptative behavior in this age group. however, it remains a cause of concern to their parents till they are become adults. many times parents do not bother on such habits because they are certain of repentance in the nearest future. language and speech disorder are in school-age population are more prevalent in toddlers and pre-school with low morbidity in habit disorder and behaviorial problems, which keeps them away from friends due to feeling of guilt (anderson, 2012). there are two main types of disruptive behavior namely: oppositional deviant disorder (odd) and conduct disorder (cd). extensive review of issues pertaining to the relationship between externalizing behavior problems and academic underachievement stated that, in children, inattention and hyperactivity were strongly correlatedwith academic problems than aggression, (eimani-oshnari1, amiri-majd, babakhany,2014, anderson,2012). estimates of the number of school-aged children with emotional problems vary. for instance the incidence and prevalence figures were controversial, with estimates ranging from 2-3% to 22% (fleisch, & goodman 2000; lund, 2008). the numbers increased when those referred to as at risk are included (lavin, korte, & davies, 2011). review of recent studies concentrating on mental-health problems among school children showed the prevalence figures varied from 6.33% to 43.1% in indian context (1-6), which was similar to the international variability. (710) the available literature also speaks of variability and inadequacies of diagnostic methods, research criteria, treatment modalities and psychosocial interventions, (prakash, mitra, & prabhu, 2008). according to studies, there are a considerable number of youngsters with false-positive misdiagnosed disabilities/disorders. therefore, schools have the ability to accomplish their goal of teaching only when they have addressed the psychosocial problems that interfere with students' learning. in schools, youngsters with serious emotional and learning problems are assisted under the auspices of "special education."however, many students with behavior, learning, and emotional problems do not meet this criteria, therefore, their needs need to be addressed through support programs and other accommodations, especially psychological counseling programs in schools, (fleitlich & goodman, 2000). saurl and loureiro (2014) investigatedthe mental-health, behavioral and emotional problems, in a cohort of schoolchildren in accordance with their gender and behavioral performance to the family. data was obtained from 677 children in ribeirão preto (sp), brazil, between the ages of 10/11. the mental health assessment was performed using the brazilian version of the strengths and difficulties questionnaire. the results showed that the prevalence rates for boys and girls were 41.7% and 34.5% for total difficulties score, 50.4% and 57.6% for emotional symptoms, 31.2% and 18.8% for hyperactivity, 38.8% and 27.6% for conduct problems, 27.1% and 26.7% for peer problems and, 4.7% and 2.7% for prosocial behavior, respectively. the family characteristics associated with behavioral problems were low socioeconomic status and poor maternal education for boys and girls (deivasignamini, 1990; sakar, kapur,& kaliaberumal 1996). a research conducted by anderson on jamaican children showed that they suffered many times from psychosocial and handicapping conditions such as a lack of understanding and empathy from teachers, administrators and their peers. this literature is replete with evidence of such treatment leading to negative student behavior and the resultant of poor performance. therefore, this is consistent with the fact that the number of students with special needs or learning difficulties haverapidly increased.however, the ones most likely to be misunderstood are those with emotional and behavioral disorder. this paper questions the issued associated with what researchers consider normal behavior in schools. a discussion of the construct “emotional and behavioral disorders” within the purview of the jamaican educational system is provided in order to give credence and validity to this research. intervention/treatment models are offered followed by practical and evidenced-based classroom strategies addressing the needs of students with emotional and behavior disorders. the aforementioned also supports the researchers‟ view that changes couns-edu  the international journal of counseling and education vol.2, no.4, 2017 psychosocial problems of schoolchildren and the psychological …… | 152 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212940 are long overdue in creating standards and significant guidelines for helping students with emotional and behavioral problems(roberts, attkisson, & rosenblatt, 1998). there is a significant rise in the behavioral problems in childrenwith various literatureson the variability and inadequacies of diagnostic methods, research criteria, treatment modalities and psychosocial interventions. prakash, mitra, and prabhu (2008), carried out a research to assess the behavior problems of50 children between the ages of 6-14 years attending government school. they were selected after appropriate randomization and subsequently assigned to child behavior checklist. the data collected was suitably interpreted using appropriate statistical tests and the results showed that twenty-one (42%) children were above the cut-off score with amean cbcl score of 43.3. furthermore, the most common behavior problems in these subjects namely “cannot sit still, restless, hyperactive” were shown by 62% of the subjects. female children had behavior problems such as “too concerned with neatness or cleanliness”, “self-conscious or easily embarrassed” and “feelings of perfection” while male children had behavior problems such as “does not feel guilty after misbehaving”, “inability to concentrate” and “restless.” in conclusion, the analysis of pattern of distribution of behavior problems in the subjects showed that female children possessed more internalizing behavior problems. (prakash, mitra, & prabhu, h.r. 2008, abdullah, 2016). syria is a developing country witha large population, consisting of a significant proportion of children attending schools. therefore, the behavioral problems and psychiatric syndromes in the children are a matter of concern because its consequences tends to seriously impair their ability to become useful and productive citizens in future.the vulnerability of children increasesdue tothe unavailability of effective parenting. this study aim to assess the prevalence of behavioral problems among school children. the research findings helpsto determine the prevalence, associated factors and predictors that are useful in early diagnosis and management. reviews on the diverse method of data collection and diagnosis carried out in this field revealed that the prevalence of behavior problems in children is high (abdullah, 1992). understanding the root cause of the child„s behavior is essential, because it helps to stabilize the behavior strategy (tolan, and gorman-smith, 2001; abdullah, 2012). there are five basic models in understanding child behaviornamely biological, behavioral, cognitive, systemic, and psychodynamic. the systemic approach targets the individual„s behavior within the systemsuch as their family, friends, school, classmates, community, and clubs (abdullah, 2016, anderson, 2012). the counselors need to use many techniques and approaches to conduct programs that are dependent on the theories of counseling and psychotherapy such as reality therapy, client-centered counseling, group therapy, behavioral counseling, systematic, and family. hence, this study focuses on investigating the behavioral problems of schoolchildren and their counselors for treating these problems. objectives of the study this research aimed to examine the following: 1. the most common behavioral problems among schoolchildren. 2. the most common psychological counseling programs and techniques have been applicated in the schools. 3. the differences in implication counseling techniques regarding gender, and academic qualification of counselors. questions of the study this research addressed the following three questions: 1. what are the most common behavioral problems among schoolchildren? 2. what are the most common psychological counseling programs and techniques have been implicated by counselors in the schools. 3. what are the differences in implication counseling techniques regarding the variables of gender, and academic qualification of counselors? couns-edu  the international journal of counseling and education vol.2, no.4, 2017 psychosocial problems of schoolchildren and the psychological …… | 153 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212940 method participants: the total population of the counselors in the formal educational schools consist of a total of 3500 psychological counselors, and 1500 social counselors from the department of educational researches in ministry of education. participants of the study include 240 counselors consisting of 125 males, and 115 females enrolled from five cities in syria namelydamascus, homs, hama, lataqia, and der al-zoor. procedure: the instrument used for the study was questionnaire divided into two parts. the first, consists of 50-items used to scale the behavioral problems of school children from the perspectives of their counselors, in addition to one open question at the end of this division. the second part consists of 20items relating to psychological counseling techniques/theoretical approaches used by counselors, in addition to an open question on the approaches not mentioned in the scale. the instrument evaluates behavioral (emotional, social, cognitive) problems regarding the classroom behavior, learning-teaching, and group participation such as underachievement, teacher's mistreatment, attention problems, anti-social behaviors, sexual deviation, food disorders, obsessive compulsive disorders, sleep disorders ,disruptive behavior, aggression, loneness, test anxiety, shyness, anger, and learning difficulties. reliability and validity of this scale are 0.89, while the cronbach's alpha coefficient is 0.86 and for subscales varies from 0.79 to 0.89. data collection and analysis descriptive statistics (percentages, m, sd), and t-test are used to assess the significance of differences regarding the counselor's gender variable. in addition, thefisher-test was used to assess the differences in psychological counseling approaches implicated bycounselors regarding the academic qualifications/degree variable. results and discussions table 1 is used to answer the first question: "what are most common behavioral problems among school‟s children." table 1 the highest common behavioral problems of children and means the behavioral problems mean 1 disobedience of teachers 4.35 2 underachievement 4.31 3 aggressive behaviors 4.26 4 delaying the academic tasks 4.13 5 repeated absence of school 3.97 6 teacher's maltreatment 3.85 7 difficulties with teachers 3.71 8 loneness 3.66 9 test anxiety 3.57 10 shyness 3.45 11 anger and impulsiveness 3.14 12 learning disabilities 2.98 table (1) shows that the most common behavioral problems of children in schools were: disobedience to teachers (m= 4.35), underachievement (m= 4.31), aggressive behaviors (m= 4.26), delaying the academic tasks (m=4.13), repeated absence from schools (m= 3.97), teacher's maltreatment (m= 3.85), couns-edu  the international journal of counseling and education vol.2, no.4, 2017 psychosocial problems of schoolchildren and the psychological …… | 154 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212940 difficulties with teachers (m=3.71), and loneness (m=3.66). table 2 shows the test anxiety, shyness, anger, impulsiveness, and learning disabilities of children. table 2 the lowest behavioral problems of children and mean behavioral problems mean 1 obsessive-compulsive problems 1.95 2 bedwetting ( enuresis) 1.91 3 sexual deviation 1.85 4 eating (food) problems 1.67 5 sleep problems 1.35 6 hyperactivity 1.27 7 lie 1.17 8 psychosis syndromes 1.11 table 2 shows the lowest problems consecutively such as obsessive-compulsive problems, bedwetting, sexual deviation, eating problems, sleep problems, hyperactivity, and psychosis syndromes. table 3, answers the second question "what are the most common psychological approaches used by counselors for treating these problems." table 3psychological counseling approaches implicated by counselors psychological counseling approaches/techniques mean 1 individual counseling 4.87 2 group therapy 4.74 3 leisure time counseling 4.68 4 clint-centered therapy 4.63 5 systematic counseling 4.53 6 behavioral counseling 4.48 7 cognitive therapy 4.35 8 plying counseling approach 4.15 9 brief therapy 3.93 10 rational-emotive therapy 3.75 11 psycho-analytic therapy 3.65 12 reality therapy 3.47 13 traits-factors approach in counseling 3.41 14 logo therapy & existential counseling 3.21 15 gestalt psychotherapy 3.13 16 eclectic psychotherapy 3.09 17 egan's effective helping counseling 2.85 18 family counseling approach 2.78 couns-edu  the international journal of counseling and education vol.2, no.4, 2017 psychosocial problems of schoolchildren and the psychological …… | 155 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212940 table 3 shows the most common counseling approaches used by counselors for treating children's problems such as individual counseling, group therapy, leisure time counseling, clint-centered therapy, systematic counseling, and behavioral counseling. while the latest counseling techniques have been implicated were logo therapy & existential counseling, gestalt psychotherapy, eclectic psychotherapy, egan's effective helping counseling and finally, and family counseling approach. regarding the third question "what are the differences in implication counseling techniques regarding the variables of gender, and academic qualification of counselors," the t-test was used to evaluate the counseling approach between male and female of counselors. table 4 shows the results of this statistical analysis. table 4 the differences in application of counseling approaches regarding the gender variable of counselors counseling technique n m sd t.value sig. rational-emotive therapy 120 male 115 female 2.65 3.14 0.76 0.98 -2.52 0.016 reality therapy 124 male 115 female 3.12 3.76 0.32 0.17 -2.48 0.081 plying counseling approach 125 male 115 female 2.11 2.57 1.08 1.19 -2.18 0.043 client-centered therapy 125 male 114 female 3.87 3.21 0.48 0.19 -2.69 0.0127 brief therapy 125 male 115 female 3.09 2.56 0.56 0.87 -2.53 0.0142 multiple counseling 125 male 115 female 3.45 3.19 0.24 0.57 -2.49 0.02 table 4 shows the most important counseling approaches/techniques used by school female counselors namely rational-emotive therapy (t = -2.52), reality therapy and plying counseling approaches (t= 2.48, 2.18), while the most important counseling approaches implicated by male counselors are clientcentered therapy (t= -2.69), brief therapy (t= -53), and systematic counseling approaches (t= -2.49). couns-edu  the international journal of counseling and education vol.2, no.4, 2017 psychosocial problems of schoolchildren and the psychological …… | 156 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212940 for the differences in implication counseling approaches regarding counselor's academic qualification or degrees, the results of "fisher" test, are shown in table 5. table 5 the differences in application of counseling approaches regarding the academic qualification/degree variable of counselors counseling approach academic qualification mean calculated differences critical value cognitive therapy bachelor + diploma bachelor +master diploma + master (2.21)(2.71) (2.21)(2.63) (2.73)(2.54) -0.52 -0.42 -0.41 0.467 0.521* 0.486 behavioral therapy bachelor + diploma bachelor +master diploma + master (3.14)(3.85) (3.20)(3.78) (3.63)(3.95) -0.71 -0.58 -0.32 0.04* 0.38 0.45* group therapy bachelor + diploma bachelor +master diploma + master (2.45) (2.92) (2.44)(2.69) (2.43)(2.86) 0.53 -0.24 -0.44 0.64* 0.43 0.03* * sig. 0.05 table (5) shows that there are significant differences between the bachelor and master degree in cognitive therapy, with the master qualification higher (m= 2.63) than bachelor (m=2.21). in addition the behavioral therapy among diploma (m= 3.85) is higher than bachelor (m= 3.14), and between master higher (m= 3.78) than bachelor (m=3.20), and among master higher (m=3.95) than among diploma (m=3.63). group therapy has been used by counselor with diploma higher (m= 2.92) than among those getting bachelor degree (m= 2.45), and higher among master degree (m=2.86) than among diploma degree (m= 2.43). discussion the results showed that behavioral problems of schoolchildren were vicarious. the higher prevalence problems were noncompliance, low school achievement, and aggression, in contrast to the problems of obsessive-compulsive, enuresis, sexual deviation and lying. these problems reflect the conduct disorder in childhood, and it needs to be analyzed in perspective of the context and environment of children inside and outside the school, especially in family. conversely, it has been evident that disorders are not different from the view of fathers, mothers, and teachers (eimani-oshnari, mojtaba amiri-majd babakhany, 2014). moreover, teachers evaluated more anxiety problems than parents. the above findings explained by the intensity of hyperactivity symptoms and problems in schools as well as homes being the probable causes for visiting counselors for them to observe the symptoms in both environments. the cognitive and emotional problems are affected by learning problems due to lack of attention, and is rejected by classmates due to their immature behavior. the results of this research are consistent with the studies of weiler et al (1999), and saur and loureiri (2014). important to direct attention to the point that the confidence associated with children problems dependent on the reports of counselors, parents, teachers and doctors for diagnosing and designing counseling programs. some behavioral problems are situational to an environment such as a home or school, or some disorders ignored because they are not problematic. background check indicated that the grading scales are used in different cultures, (kafle, vaidya, panta, chhetri,m. and mehrotra, 2010). according to the counselor's gender variable, the most important approaches/techniques used by school female counselors are: rational-emotive therapy, reality therapy and plying counseling, while those couns-edu  the international journal of counseling and education vol.2, no.4, 2017 psychosocial problems of schoolchildren and the psychological …… | 157 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212940 implicated by male counselors are: client-centered therapy, brief therapy, and systematic counseling approaches. conversely, the finding showed significant differences between counselors with bachelor and master degree in cognitive therapy. in addition to behavioral therapy between diploma and bachelor, is higher than diploma. this finding reflecting the experience and professional development of counselor's skills that meet the demands and the variety of programs need to be conducted to treat the behavioral problems in schools. it is very important for males and females counselor to depend on integration trend in designing counseling programs, to meet the developmental demands and tasks of childhood (abdullah, 1992). therefore, the theoretical background represents the foundation for succession counseling programs in schools (poulou, and norwich, 2000). conclusions and recommendations this study examined behavioral problems of schoolchildren and the counseling approaches used for its treatment. these problems influence mental health of children and their ability to adjust in school. in addition, it investigated the theoretical counseling approaches the have been implicated for its treatment, and the differences in applying these approaches regarding the variables of gender and qualification or academic degree of the counselors. the finding revealed that the higher prevalence problems were noncompliance, low school achievement, and aggression, in contrast to the obsessive-compulsive, enuresis, sexual deviation and lying that were minimal. on the other hand, the most common counseling approaches used by counselors for treating children's problems are as follows individual counseling, group therapy, leisure-time counseling, client-centered therapy, systematic counseling, and behavioral counseling. while the latest counseling techniques were logo therapy & existential counseling, gestalt psychotherapy, eclectic psychotherapy, egan's effective helping counseling and finally, family counseling approaches. the findings indicated the significant differences regarding the academic qualification and degree utilized by counselors. hence, these significant differences found between counselors with a bachelor and master degree in cognitive therapy. in addition, behavioral therapy conducted by counselors with a diploma were greater than those with bachelor degree, and among counselors with master more than with bachelor and among counselors with master higher than among with diploma. counselors with diploma have been used group therapy more than those with bachelor degree, and masters. according to the counselor's gender variable, the most important counseling approaches/techniques used by school femalecounselors are: rational-emotive therapy, reality therapy and plying counseling approaches, while the most important counseling approaches implicated by malecounselors are: client-centered therapy, brief therapy, and systematic counseling approaches. these findings lead to significant recommendations: 1) further research can be conducted to explore the behavioral problems according to developmental stages in childhood and adolescence. 2) examine the differences in application counseling approaches and techniques among school psychological counselors according to demographic variables. 3) another issue that needs to be further studied within informing science research is the need to use other methodology such as the developmental longitudinal research, experimental method to highlight the "cause-result" hypothesis and to explore causal factors of these complex behavioral problems, in addition to the relationship between children's mental health and school environment. 4) incorporate a variety of counseling strategies, methods and experiences for counselor's skills developmental programs. a more efficient instructional delivery system result from skills assessment of specialists seeking enhancement or development of academic practice and experiences. acknowledgments the author is grateful to the education college at aleppo university for reviewing the instrument of the research, and to psychological counselors for their encouragement and application the scales of the research. couns-edu  the international journal of counseling and education vol.2, no.4, 2017 psychosocial problems of schoolchildren and the psychological …… | 158 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212940 references abdullah, q. m. (1992).the group differences in help-seeking behavior among adolescents. acta paedopsychiatrica, international journal of child and adolescent psychiatry. (55), 4, 223-227. abdullah, q. m. (2012). counseling and psychotherapy theories. university of aleppo press. abdullah, q. m. (2016). introduction to mental health. dar alfikr: amman. anderson, s. a. (2012). psycho-educational processes as strategies for students presenting with emotional and behavioral disorders american international journal of contemporary research vol. 2 no. 7, 25-34. canino, g., & alegría, m. (2008). psychiatric diagnosis – is it universal or relative to culture? journal of child psychology and psychiatry, 49(3), 237-250. deivasignamini t., r. (1990).psychiatric morbidity in primary schoolchildren. an epidemiological study. indian j psychiatry; 32, 235-40. eimani-oshnari1, m. amiri-majd, m., babakhany,v. (2014). a comparison of emotional and behavioral problems in children with adhd at home and school. eimani-oshnari m., et al., j anal res clin med, 2(2), 64-70. fleitlich-bilyk, b., & goodman, r. (2004). prevalence of child and adolescent psychiatric disorders in southeast brazil. journal of the american academy of child & adolescent psychiatric, 43(6), 727-734. fleitlich, b., & goodman, r. (2000). epidemiologia. revista brasileira de psiquiatria, 22(supl.2), 2-6. giel, r., arango, m. climent, c., harding, t., ibrahim, h. ladrito-ignacio,l., sriniasa, r., salazar, m., wig, n. and younis, y. (1981). childood mental health disorders in primary health care: results of observations in four developing countries, pediatrics, 68, (5), 677-683. hackett, r., & hackett, l. (1999). child psychiatry across cultures. international review of psychiatry, 11, 225-235. kafle p. vaidya, l., panta, p. chhetri, m. and mehrotra, s. (2010). common behavior problems amongst primary school children in slum dwelling area of kathmandu valley nepal. med coll journal, 12 (3), 187-189. kieling, c., baker-henningham, h., belfer, m., conti, g., ertem, i., omigbodun, o., rohde, l. a., srinath, s., ulker, n., & rahman, a. (2011). child and adolescent mental health worldwide: evidence for action. the lancet, 378(9801), 1515-1525. lavin, a., korte, l. & davies, t. (2011). the impact of classroom technology. journal of journal of technology research 2, 65-77. lund, c., breen, a., flisher, a. j., kakuma, r., corrigall, j., joska, j. a., swartz, l., & patel, v. (2010). poverty and common mental disorders in low and middle-income countries: a systematic review. social science & medicine, 71(3), 517-528. prakash, j., mitra, a. k. & prabhu, h.r. (2008) child and behavior: a school based study, delhi psychiatry journal, vol. 11 no.1, 79-82. roberts, r. e., atkinson, c. c., & rosenblatt, a. (1998). prevalence of psychopathology among children and adolescents. american journal of psychiatry, 155(6), 715-725. rohde, l. a. (2011). the need of epidemiological data on child mental disorders from low-middle income countries. european child and adolescent psychiatry, 20(10), 497-498. poulou, m., and norwich, b. (2000) teachers‟ causal attributions, cognitive, emotional and behavioral responses to students with emotional and behavioral difficulties, british journal of educational psychology, 70, 559-581. rutter, m. (1996). connections between child and adult psychopathology. european child and adolescent psychiatry, 5(suppl. 1), 4-7. saur, a. and loureiri, s. (2014) behavioral and emotional problems of schoolchildren according to gender. arquivos brasileiros de psicologia; rio de janeiro, 66 (1): 102-116. couns-edu  the international journal of counseling and education vol.2, no.4, 2017 psychosocial problems of schoolchildren and the psychological …… | 159 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212940 sakar a.b, kapur m, kaliaberumal v.g. (1996) the prevalence and pattern of psychological disturbance in school going middle childhood children. natl insti mental health neuro sci (nimhans) j.; 13, 33-41. tolan, p. and gorman-smith, d. (2001). new study to focus on efficacy of “whole school” prevention approaches. emotional & behavioral disorders in youth, 2, 5-6, 22-23. weiler m.d., bellinger d., marmor j, rancier s, waber d.(1999). mother and teacher reports of adhd symptoms: dsm-iv questionnaire data. j am acad child adolescent psychiatry 1; 38(9): 1139-47. couns-edu the international journal of counseling and education vol.4, no.1, 2019, pp. 38-44 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020190417310 received on 22/07/2018; revised on 20/01/2019; accepted on 20/01/2019; published on 24/05/2019 38 a survey of career status identity on student college kusumawati kusuma *)1 , suwarjo suwarjo 2 12 universitas negeri yogyakarta, indonesia * ) corresponding author, e-mail: baggystorybook@gmail.com abstract one of the major concerns of students while transiting from adolescent into adulthood is the status of career identity. good status enables teenagers to survive in increasingly competitive conditions. this study aims to determine the status of career identity found in first year students at yogyakarta state university. the survey method was used to colled data from 500 respondents, using the scale spread. this was also used by spss to determine data validity and reliability. the results show that 96% of respondents in the right field are in the achievement category and 4% in the foreclosure category. while in the non-exact field 97% are in the achievement category and 3% in the foreclosure category. therefore, it is stated that 95% of respondents have good identity status, and are expected to survive in increasingly competitive conditions. this study contributes to literature of career identity status other contributions described. keywords: the establishment of career identity status, students, adolescents how to cite: kusuma, k., & suwarjo, s. (2019). a survey of career status identity on student college. couns-edu: the international journal of counseling and education, 4(1), 38-44. doi: https://doi.org/10.23916/0020190417310 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction teenagers are not separated from the development along with the indiviuals age. during the transition from adolescence to adulthood changes must be addressed, including evaluation of self-identity and confronting moral and spiritual challenges, which are common amongst teenagers. the development period add to the demands and stress faced by adolescents. for example, looking for jobs in increasingly competitive conditions, developing good relationships with others, and adapting to a technology all of which put a little pressure on teenagers (geldard, 2009). first-year students fall into the youth category, owing to their age which ranges from 18 to 22 years. this is usually a period when teens determine their future as seen from the career domain. the transition from adolescence to adulthood occurs in various aspects such as, confusion in work, education, college, occupation, unemployment, change of residence, romantic couples, and cultural differences from high school status to students (howard & galambos, 2011). the success of adolescence will affect early adulthood, such as career satisfaction, the attainment of romantic and parenting relationships, as well as residential changes (howard & galambos, 2011). adolescents who move toward adulthood begin to individualize themselves and struggle to avoid depending on thier parents. however, at this stage adolescents lead to the formation of positive identities accompanied by problems or depression (papalia & feldman, 2015). other possible risks are in unfavorable socioeconomic environments, drug abuse, antisocial behavior, and association with deviant groups. macau, is a region with limited natural resources, http://dx.doi.org/10.23916/0020190417310 couns-edu  the international journal of counseling and education vol.4, no.1, 2019 a survey of career status identity on student college | 39 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190417310 therefore, it relies on the economy of many luxury casinos. this has a negative impact on teenagers who drop out of college or even discontinue classes due to socioeconomic influences, with the view that the material and opinions of the environment are more important (ouyang, jin, & tien, 2016). the result from interviewing students in the final adolescent phase indicate a fear of responsibilities which is faced in adulthood, doubts about the ability to overcome them, and the hope of finding a more meaningful life accompanied by fear of failure (kroger, 2015). changes in the social environment which occurs during adolescence also affect the increased social sensitivity in adolescent behavior (blakemore & mills, 2014). this development is certainly interrelated with each other, when the process decreases, then it will be a separate record for the teenager. the fragile threat of adolescent identity, especially in the case of a career to undergo are of particular concern. berk defines identity as a well-organized self-concept, consisting of an individual’s commitment to values, beliefs, and goals (valentini & nisfiannoor, 2006). the identity structure formed for the first time in late adolescence is an important component during the life cycle (marcia, waterman, matteson, archer, & orlofsky, 1993). the better the structure of individual self-understanding develops, the more they are aware of the shortcomings and advantages. conversely, if the structure of individual understanding is less developed then it will increasingly depend on external sources to self-evaluate. self identity is also a special experience of the self characterized by, a direct focus on oneself that aims to capture the basic purpose of self, the realization of what is true, and the authenticity of selfperception which becomes increasing long as proficiency develops. the emergence and transformation of identity may be partly explained in that respect (moshman, 2005). self-identity is not something unstable, but a process of reflection that continues throughout human life. individual identity develops by passing through four identity states such as, diffusion, foreclose, moratorium, and achievement. individuals who pass through these status will experience a variety of process crisis identity. in relation to the four statuses of identity, marcia states that diffusion is an individual status that has never experienced crisis (exploration) or make a commitment in life (santrock, 2014). they do not make decisions about job choice or ideology. papalia & feldman (2015) adds that individuals on diffusion status do not have a high degree of seriousness in considering choices and also avoid commitment. starting from the tender age of a child, career development has existed since the growth and development. many children have idealistic fantasies about what they want to become in the future. for example some fantacize on becoming a superhero, sports star and so forth. as time passes by, this set of children start thinking about less idealistic careers (santrock, 2014). damon (2008) states that children are not the only ones that possess career idealistic fantasies, but many adolescence today also dream about fantasy careers which may not have a relationship with reality. adolescence who do not know what is needed to achieve their desires usually do not have someone who can help them achieve their desired career goals. exploration, decision making, and planning play an important role in adolescence career decisions (erik j. porfeli & lee, 2012). career development is also related to the development of adolescent identity towards adulthood (erik j. porfeli & lee, 2012). especially in economic conditions which have tended to decline lately and are characterized by high rate of youth unemployment (pew research center, 2012). in late adolescence, career decisions usually have become more serious as they explore the career possibilities they require. the late teenagers at college begin choosing majors or specialties to design what work they will carry out more specifically. then after they complete the course or education, they begin to fully work. super designed a view of a wide range of career developments, which was seen as a process that included many factors (winkel & hastuti, 2010). some of such factors exist in the individual and to some extant in his or her environment, which all interact with each other and together to form the process of one's career development. as previously pointed out, achieving the identity status of teenage career late cannot be separated from the contribution of the microscope that surrounds the late adolescents. this is because many of the values and roles are adopted from micro systems around these set of people (winkel & hastuti, 2010). some research results indicate that vocational self-image develops during physical growth and cognitive development. this takes place through observation of working adults, living experience, and the influence received from the environment. individuals through awareness of similarities and differences between self and others eventually formed a vocational self-image. this fosters an internal impulse which couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu kusumawati kusuma & suwarjo suwarjo a survey of career status identity on student college | 40 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190417310 directs a person into an area that makes it possible to achieve success and satisfaction. therefore, one who manifests self-image in a field of office is most likely to express themselves. this will certainly raise questions relating to how the status on career identity in teenagers, especially first-year students at yogyakarta state university. identifying the above problems led the researchers into conducting a research that aims to determine the phenomenon of teenage career identity status in first-year students at yogyakarta state university. the results of this study are expected to be utilized as a preventive effort in preparing teenagers who have strong stance and capable of achieving a good identity status. method the survey method is used to carry out this, which is a non-experimental research technique based on interviews or questionnaires (johnson, r. & christensen, 2014). in this study the researchers used a cross-sectional design survey method (compare two or more groups) which compared the interests of majors to gender (creswell, 2012). the population consists of all first-year students aged 18-22 years or in uny's final adolescence age consisting of 5231 people. in this study the cluster random sampling method is used because the research results showed the influence of university study interest on the status of adolescent identity (adams & fitch, 1983). yogyakarta state university has 7 faculties classified into two namely eksakta (mipa, fik and engineering) and non-exact (fip, fis, fbs, fe). the distribution of male and female samples in the exact and non-exact plane is derived from the calculation of krejie and morgan tables, with a population of 5231 people, using 357 samples. furthermore, the number of samples based on male sex (l) and female (p) of the exact and non-exact field was counted so that the sample became 500 respondents. the research instrument used to identify career identity status data in these students is a basic theory from marcia which divided the aspects into two, namely the high and low levels of exploration and commitment activities. these were contained in 49 item statement on a scale, using four response levels namely, very appropriate, appropriate, inappropriate, and very inappropriate. furthermore, the scale is compiled and tested for validity and reliability using spss 21 software for windows, with the results represented as follows: table 1. result of research instrument test career status identity scale aspects of commitment aspects of exploration keizer-meyer-olkin exploration measure of sampling adequacy (msa) , 776> 0.5 , 812> 0.5 reliability cronbach's alpha , 872> 0.113 (r count> rtable level sig 5 % with n 49 items) the the table above shows that all items are eligible and used for further testing. the reliability results illustrates that the calculated rhyme is greater than rtable at the level of 5%, therefore, the instruments developed in this study are reliable. results and discussions data on the status of adolescent final identity is the main data to be obtained in this study. marcia's status theory of identity is the main reference in evaluating the identity status of teenagers, by analyzing their exploration and commitment. the level of exploration is measured by the multiplying number of late teenagers and looking for information relating to the majors they are currently in, while the level of commitment is measured by how much the late teenagers maintain their current majors. from the results of the analysis of the scale spread with a sample of 497, the data found is as follows: couns-edu  the international journal of counseling and education vol.4, no.1, 2019 a survey of career status identity on student college | 41 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190417310 table 2. status identity career student eksakta identity status number (reponden) percent achievement 266 96% moratorium 0 0% foreclosure 10 4% diffusion 0 0% total 276 respondent diagram 1. status of career identity student exact science data shows the status of career identity in the late teens ie first year students on the exact sciences field. from the tables and diagrams it is known that the identity status of teenagers in exact students dominate the achievement with 266 respondents (96%), that of foreclosure is as much as 10 respondents (4%), and no respondents were found in the status category of moratorium and diffusion identity. while data for first year students who are in non-exact field are as follows: table 3. status of student identity of student non-exact identity status number (respondent) percent achievement 218 97% moratorium 0 0% foreclosure 6 3% diffusion 0 0% total 224 of respondents diagram 2. status of career identity student non-exact couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu kusumawati kusuma & suwarjo suwarjo a survey of career status identity on student college | 42 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190417310 the result obtained wasn’t quite different from that of the first year students of exact sciences, and non-exact regions which comprises of 224 respondents with 218 (97%) in the achievement category, 6 (3% ) in the foreclosure category, and none in the of moratorium or diffusion category. the diagram gives an illustration that the state of first year students at yogyakarta state university is on the status of career identity that achievement. these results indicate the high level of identity status achievement in the students at yogyakarta state university, but there are some who are in the low range therefore, they were categorized in the identity status foreclosure. preventive efforts to overcome the obstacles faced by adolescent in achieving the achievement needs to be conducted, with a high role in the family to make the final teenagers more determined in making a choice. for those at the foreclosure stage where adolescents only accept what has been decided, the low level of exploration of the departments are undertaken into a separate task for counselors to provide assistance with diligent promotion of counseling and guidance services to be provided. furthermore, adolescents who are in the status of achievement identities are better able to articulate their career choices and the next step in obtaining short and long term goals. conversely, those who are in the status of moratorium identity and diffusion are more likely to struggle with making career plans and decisions (santrock, 2012). changes in identity status, especially in careers, are influenced by the development and growth of the adolescent itself, from early, to late adulthood. in the late adolescent phase individuals will achieve a higher identity status than the early adolescent phase (meeus, van de schoot, keijsers, & branje, 2012). many factors influence adolescent cognitive development. this is also in accordance with the research conducted by klimstra, hale, raaijmakers, branje, & meeus (2010) which states that adolescents experience development in exploring their deeper identities towards adulthood. in addition to cognitive development there are various other factors that contribute to the career identity status of adolescents in higher education such as the task of development that demands more, and the social environment. changes in the social environment which occurs around adolescents became a major factor in the development of their career identity status. exploring self-identity can involve wider and deeper social substance (malanchuk, messersmith, & eccles, 2010). metheny & mcwhirter (2013) results indicate that family status and support are linked to career development outcomes. in addition, other social environmental factors also come from peers (kiuru, koivisto, mutanen, vuori, & nurmi, 2011), the educational environment by relying on the support of college friends (patel, salahuddin, & o’brien, 2008), the climate of competence in their colleges (reynolds & constantine, 2007), as well as the community environment that pressures their future (krenke in santrock, 2014). therefore, the importance of interaction within and between social environments around adolescents (duerden & witt, 2010), and actively involved in these sub-systems (shaffer, 2009). previous research ,shows the difference in identity status accounts for significant variations in student progress toward the size of academic autonomy, educational involvement and mature interpersonal relationships. identity status also provides an overview of differences in job security and youth welfare (e. j. porfeli & skorikov, 2010). this research provides information to the reader on ways to describe the identity status of adolescents who are in the late transition category. this research is rarely carried out in indonesia, however, it was conducted research at yogyakarta state university. it is believed that researchers achieve career identity status with the ability to prepare and adjust the circumstances of the lectures in the university context (berzonsky & kuk, 2000). this study shows that the majority of first-year students at yogyakarta state university have career identity status which is an achievement. this means that the confidence and commitment of the chosen department at the beginning of the career gate facing the next phase has been good. the next step is to provide direction and guidance to deal with every process that will be undertaken in the future. however, students who are in the moratorium category need to be given more attention. couns-edu  the international journal of counseling and education vol.4, no.1, 2019 a survey of career status identity on student college | 43 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190417310 this study is limited to the ability of researchers to deepen the identity status of adolescent careers, this would appropriate interventions for students in the foreclosure category. the researchers suggested that further studies should be carried out to explore the right interventions and provide counseling services to students within the foreclosure category. conclusions research has concluded that there are 96% respondents are in the exact field and 97% in the nonexact fields are in the achievement category whereas, 4% in the exact field and 3% in the non-exact are in the foreclosure category. this indicates that in the achievement category most of the adolescents entering the college, have the level of exploration and commitment that align and always appear on every career information search, making teens establish themselves against the choice. while teenagers with foreclosure categories indicate lack of exploration levels, so that these adolescents tend to only accept what has been there, without finding out more about it. teenagers with a strong future orientation, will perform better in future career planning (negru-subtirica & pop, 2016). the findings of this study are expected to be a reference to provide assistance to adolescents in order to maintain the status of career identity and provide an overview of efforts that must be carried out in improving their identity status. this allows teenagers to have a sense of meaning in their lives, and career, while strengthening both (dik, sargent, & steger, 2008). the sense of meaningfulness of adolescents in their careers influences the choice of majors that will be undertaken. zafar (2013) explains that women are less likely to choose majors in engineering because it is believed that they will not enjoy its lectures. this may affect the development of their career identity status. in addition (perez et al., 2014) mentioned the development of exploration identity positively associated with students' beliefs about their competence. therefore, the belief in a career choice will affect the developmental pattern of adolescent career identity status in this case the student scope. the findings of this study could be a start for further research, where the current life context varies more in the possibility of career selection as a teenager. education is important especially in the context of indonesia, as teenagers now face an era of globalization, where career competition is the main topic of the day. however, further investigators also need to pay more attention to the context of the microsystem environment around adolescents. references adams, g. r., & fitch, s. a. (1983). psychological environments of university departments: effects on college students’ identity status and ego stage development. journal of personality and social psychology, 44(6), 1266–1275. https://doi.org/10.1037/0022-3514.44.6.1266 berzonsky, m. d., & kuk, l. s. (2000). identity status, identity processing style, and the transition to university. journal of adolescent research, 15(1), 81–98. https://doi.org/10.1177/0743558400151005 blakemore, s.-j., & mills, k. l. (2014). is adolescence a sensitive period for sociocultural processing? annual review of psychology, 65(1), 187–207. https://doi.org/10.1146/annurev-psych-010213115202 creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. educational research (vol. 4). https://doi.org/10.1017/cbo9781107415324.004 damon, w. (2008). the path to purpose: helping our children find their calling in life. new york: the free press. dik, b. j., sargent, a. m., & steger, m. f. (2008). career development strivings. journal of career development, 35(1), 23–41. https://doi.org/10.1177/0894845308317934 duerden, m. d., & witt, p. a. (2010). an ecological systems theory perspective on youth programming. journal of park and recreation administration summer, 28(2), 108–120. geldard, k. (2009). konseling remaja: intervensi praktis bagi remaja berisiko. (k. geldard, ed.). yogyakarta: pustaka pelajar. howard, a. l., & galambos, n. l. (2011). transitions to adulthood. encyclopedia of adolescence, 1. johnson, r., b., & christensen, l. (2014). educational research: qualitative, quantitative, and mixed method. (fifth). us amerika: sage. kiuru, n., koivisto, p., mutanen, p., vuori, j., & nurmi, j.-e. (2011). how do efforts to enhance career preparation affect peer groups? journal of research on adolescence, 21(3), 677–690. couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu kusumawati kusuma & suwarjo suwarjo a survey of career status identity on student college | 44 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190417310 https://doi.org/10.1111/j.1532-7795.2010.00701.x klimstra, t. a., hale, w. w., raaijmakers, q. a. w., branje, s. j. t., & meeus, w. h. h. (2010). identity formation in adolescence: change or stability? journal of youth and adolescence, 39, 150– 162. https://doi.org/10.1007/s10964-009-9401-4 kroger, j. (2015). identity in childhood and adolescence. international encyclopedia of the social & behavioral sciences (second edi, vol. 11). elsevier. https://doi.org/10.1016/b978-0-08-0970868.34015-6 malanchuk, o., messersmith, e. e., & eccles, j. s. (2010). the ontogeny of career identities in adolescence. new directions for child and adolescent development, 2010(130), 97–110. https://doi.org/10.1002/cd.284 marcia, j. e., waterman, a. s., matteson, d. r., archer, s. l., & orlofsky, j. l. (1993). ego identity: a handbook for psychosocial research. https://doi.org/10.1007/978-1-4613-8330-7 meeus, w., van de schoot, r., keijsers, l., & branje, s. (2012). identity statuses as developmental trajectories: a five-wave longitudinal study in early-to-middle and middle-to-late adolescents. journal of youth and adolescence, 41(8), 1008–1021. https://doi.org/10.1007/s10964-011-9730-y metheny, j., & mcwhirter, e. h. (2013). contributions of social status and family support to college students’ career decision self-efficacy and outcome expectations. journal of career assessment, 21(3), 378–394. https://doi.org/10.1177/1069072712475164 moshman, d. (2005). adolescent psychological development. juvenile psychiatry and the law. https://doi.org/10.1542/pir.29-5-161 negru-subtirica, o., & pop, e. i. (2016). longitudinal links between career adaptability and academic achievement in adolescence. journal of vocational behavior, 93(37), 163–170. https://doi.org/10.1016/j.jvb.2016.02.006 ouyang, b., jin, s. r., & tien, h. l. s. (2016). vocational identity formation of college students in macau. career development quarterly, 64(3), 244–258. https://doi.org/10.1002/cdq.12058 papalia, d. e., & feldman, r. d. (2015). menyelami perkembangan manusia (edisi 12). jakarta: salemba humanika. patel, s. g., salahuddin, n. m., & o’brien, k. m. (2008). career decision-making self-efficacy of vietnamese adolescents: the role of acculturation, social support, socioeconomic status, and racism. journal of career development, 34(3), 218–240. https://doi.org/10.1177/0894845307308488 perez, tony, cromley, jennifer g., kaplan, & avi. (2014). psycnet. retrieved july 1, 2018, from http://psycnet.apa.org/buy/2013-29639-001 porfeli, e. j., & lee, b. (2012). career development during childhood and adolescence. new directions for youth development, 2012(134), 11–22. https://doi.org/10.1002/yd.20011 porfeli, e. j., & skorikov, v. b. (2010). specific and diversive career exploration during late adolescence. journal of career assessment, 18(1), 46–58. https://doi.org/10.1177/1069072709340528 reynolds, a. l., & constantine, m. g. (2007). cultural adjustment difficulties and career development of international college students. journal of career assessment, 15(3), 338–350. https://doi.org/10.1177/1069072707301218 santrock, j. w. (2014). adolescence (fifteenth). new york: mcgraw-hill education. shaffer, d. r. (2009). social and personality development (sixth). usa: icc macmillan inc. valentini, v., & nisfiannoor, m. (2006). identity achievement dengan intimacy pada remaja sma. jurnal provitae, 2(1), 1–12. winkel, w. ., & hastuti, m. m. s. (2010). bimbingan dan konseling di institusi pendidikan. yogyakarta: media abadi. zafar, b. (2013). college major choice and the gender gap. journal of human resources, 48(3), 545– 595. https://doi.org/10.3368/jhr.48.3.545 couns-edu the international journal of counseling and education vol.4, no.4, 2019, pp. 129-133 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020190423040 received on 09/09/2019; revised on 10/15/2019; accepted on 11/12/2019; published on: 12/21/2019 129 subject teachers’ perceptions of academic mentoring and counseling services sutirna sutirna *) universitas singaperbangsa karawang, indonesia *)corresponding author, e-mail: sutirna@staff.unsika.ac.id abstract in developing students’ potential requires, among others, psycho-education services. this effort can be provided not only by counselor but also by subject teachers at school. this research is aimed at investigating subject teachers’ perceptions of academic guidance and counseling services provided by the teachers to students who had learning difficulties. employing descriptive method, this research involved fifty counseling and guidance teachers to participate as research participants. to collect data, paperand online-based questionnaires were used. the data gathered were then categorized and analyzed. the results indicated that the majority of the subject teachers have sufficient understanding on their roles in substantially providing academic guidance and counseling related to the students’ academic problems. in addition, it was found that the counseling teachers always give the students referral to their respective teachers whenever the students get learning difficulties. keywords: perception, guidance and counseling, learning difficulties how to cite: sutirna, s. (2019). subject teachers’ perceptions of academic mentoring and counseling services. couns-edu: the international journal of counseling and education, 4(4), 129-133. doi: http://doi.org/10.23916/0020190423040 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction it has been a consensus that developing life competency requires an integrated educational service system in each educational unit. this effort does not only rely on subject learning services/fields of study and management, but also on special psycho-educational services through guidance and counseling services (see permendikbud no. 111 of 2014). in addition, efforts to develop the students’ potential fully and optimally is a collaborative task involving teachers, counselors, and other educators as partners (guidance and counseling implementation in formal education). based on the ministry of education and culture and the regulations of guidance and counseling, the efforts of developing students is a shared responsibility of stakeholders (teachers, principals, counselors, and educational staffs). viewed from functional partnership between counselor and teachers, the problems of student development faced by the teacher related to learning processes will be referred to the counselor. the counselor otherwise will also refer students who have learning difficulties in particular subjects to the respective subject teacher. learning difficulties experienced by students actually stem from teaching and learning activities in the classroom. this means that in developing a quality learning process the teacher needs to pay attention to the implementation of the guidance and counseling functions. thus, it is expected that learning difficulties experienced by students could be overcome. this is consistent with the relevancies and http://dx.doi.org/10.23916/0020190423040 couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 subject teachers’ perceptions of academic mentoring and counseling services | 130 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190423040 specificity of learning services provided by teachers, and guidance and counseling services by counselors. pilon (2010) said in all realms of contemporary science, to understand, describe and act upon reality, an allencompassing sense of totality is needed, which demands complex thought, transdisciplinary approaches and conceptual maps based on new paradigms and rules of legitimacy and coherence. table 1. the uniqueness and interrelation of teacher and counselor services dimension teacher counselor activity focus ability development of subject matters and its problems development of personal potential in the personal, social, learning, and career fields and their problems however, in reality subject teachers in schools often find students experiencing academic problems other than personal, social, career, etc., which are not possible to be handled by the guidance and counseling teacher alone. it is clear that counseling guidance services must be carried out by the respective subject teacher. in this case, the guidance and counseling teacher must conduct a referral to the subject teacher so that the handling of the problem would be optimal. it is this optimal guidance and counseling service activity that will help students achieve their academic potential. ganies putra (2018) said sustainable development professionalism is a guide to continuous learning for teachers as the main line to bring about the changes that related to student success. furthermore kartadinata (2008) said that quality, effective and ideal education is education that integrates three main areas of activity in synergy, namely the administrative and leadership fields, instructional or curricular fields, and guidance and counseling field. it may imply that education that only carries out administrative and instructional fields but put aside guidance and counseling will only produce counselees who are academically smart and skilled, but personally lack the ability or maturity. this was said by kurniawan (2018) that “the era of globalization exposes the whole country to complex and rapid developments and changes. every component of society within a country, required to race, improve its competence. the global situation makes life more competitive and opens opportunities for anyone to achieve better status and life. the positive impact of global conditions is to encourage individuals to continue to think and improve their ability, and not satisfied with something that is achieved at this time”. method this study is aimed at investigating subject teachers’ perceptions of academic guidance and counseling services for students who experience learning difficulty. the method used in this research is descriptive research method. the population and sample of this study involved all subject teachers in karawang regency. data were collected using an online questionnaire that was distributed to research respondents via the whattsapp message. respondents were then asked to fill out the questionnaire by clicking on the url link (uniform resource locator) that was sent by the author. the respondents were asked to respond to questions and statements by choosing one of four likert scale choices, namely strongly agree (ss), agree (s), disagree (ts) and strongly disagree (sts). table 2. percentage criteria for questionnaire perception no percentage category 1 p = 100% all 2 76,00%≤p<100% almost all 3 50,00%<p<76,00 majority 4 p = 50,00% half 5 26,00%≤p<50,00% almost half 6 0,00%<p<26,00% minority 7 p = 0% none adapted from fazri (2012) couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu sutirna sutirna subject teachers’ perceptions of academic mentoring and counseling services | 131 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190423040 the respondents responses were calculated using simple statistical calculations to find the percentage of respondents' answers by the formula: p = f/n x 100%, with p = percentage value, f = frequency of answers, and n = number of respondents. results and discussions the subject teachers should provide guidance and counseling services to students who have learning difficulties as part of their duties. the results showed almost half of the total respondents expressed strongly agree (40.86%) and agree (38.05%) that the guidance and counseling teacher must make a referral of students who have difficulty learning to teachers of their respective subjects (for example mathematics, english, science, etc.). this referral is possible because subject teachers are considered knowledgeable aobut the subject matter than counseling teachers. this is in line with the ministry of education and culture regulation no. 111 of 2014 and guidelines for the implementation of guidance and counseling in secondary schools. according to beatrice asante somuah, at.al (matemilola : 1991), knowing the counseling needs of students can always provide a valid basis for providing the essential guidance service through which students can learn new coping mechanisms or seek help for those problems they cannot handle. the respondents who stated disagree and strongly disagree were 9.95% and 11.14% respectively. this means that only a small percentage of teachers disagree if guidance and counseling services in the area of learning difficulties are resort to the teachers of their respective subjects. table 3. subject teachers must provide guidance and counseling services to students who have learning difficulty. no statement options sa (%) a (%) d (%) sd (%) 1 subject teachers must provide guidance and counseling services for students who have learning difficulty. 40.86 38.05 9.95 11.14 source: questionnaire number 1 based on the table 3 it is showed that the subject teachers in general has understood the implementation of guidance and counseling services in schools for the academic field to overcome the learning difficulties of the subjects. this is an effort to implement a synergistic guidance and counseling service among stakeholders in schools, and thus provide reinforcement through the socialization of permendikbud no. 111 of 2014 concerning guidance and counseling in primary and secondary education from related parties such as supervisors and education affair. ebizie elizabeth nkechi (2016) to say “the implication for guidance and counselling is that the teacher observes the students during and after the class. the teacher also evaluate the students to know their knowledge of assimilation and if there is need for counselling, the teacher may which to invite the counsellor to the class for general class discussion of refer a particular students that is deficient to the counsellor for guidance section”. because i am a subject teacher, i do not need to have knowledge about guidance and counseling services. from the results it was revealed that the majority of respondents stated strongly disagree (62.95%), and a small portion stated disagreement (25.71%) in terms of the necessity of subject teachers to have knowledge about guidance and counseling services. thus it can be concluded that respondents strongly disagree with the statement that subject teachers do not need to understand guidance and counseling services. this finding is in accordance with one of the teacher roles, namely the teacher as an educator, instructor and supervisor in carrying out their main tasks and functions in school. couns-edu  the international journal of counseling and education vol.4, no. 4, 2019 subject teachers’ perceptions of academic mentoring and counseling services | 132 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190423040 table 4. because i am a subject teacher, i do not need to have knowledge about guidance and counseling services source: questionnaire number 2 table 4 indicates that a small proportion of respondents stated strongly agree (5.57%) and agree (5.76%). thus, the socialization of guidance and counseling services for subject teachers is very important to avoid misconceptions regarding the role of subject teachers as counselors for students who have learning difficulties. this reinforced opinion muijs d. and reynolds d. (müyesser ceylan and esra turhan, 2010) that teacher is the director of teaching process, he/she is an orchestrator.he/she is the one who spreads the content like a supervisor or an advisor (guidance) and also the one who performs teaching. teacher is the one who teaches learning to the students. therefore, perception because i am a subject teacher, i do not need to have knowledge about guidance and counseling services is wrong perception. duties and roles of subject teachers do not include guidance and counseling services. data shows that almost half of the total respondents stated disagree (47.43%) and strongly disagree (34.29%) if the duties and roles of the subject teachers do not include guidance and counseling services. in addition, a small portion of respondents stated strongly agree (6.57%) and agree (16.71%) to the statement. from this term, it is important to emphasize the role and function of subject teachers as counselors. this is because there are parts of the guidance that cannot be done by guidance and counseling teachers, including problems specific to subject matters. ebizie elizabeth nkechi (2016) to say “the teacher in a classroom condition act as a counsellor in the form of teaching advisory programme (tap); in the light of this situation the teacher counsel the students in the right direction to take using life instance and experience to act of a guide since the students already see him/her as a role model”. table 5: duties and roles of subject teachers do not include guidance and counseling services. source: questionnaire number 3 subject teachers must grasp the competency of guidance and counseling service skills for students who experience academic problems. the data shows that almost half of the total respondents stated strongly agree (47.43%) and agree (33.48%) that subject teachers are required to master competency in guidance and counseling service skills for students who experience academic problems. a small percentage of respondents have a wrong perception about the guidance and counseling service skills. conclusions based on the presentation of the findings and discussion above, it can be concluded several points as follows: 1) the majority of subject teachers understand their role as mentors in guidance and counseling services for the academic field, especially the problem of learning subject matter substantially; 2) teacher guidance and counseling should conduct referral activities to subject teachers if there are students who have difficulty in learning subject matter. this is in accordance with the guidelines for implementing guidance and counseling. no statement options sa (%) a (%) d (%) sd (%) 2 because i am a subject teacher, i do not need to have knowledge about guidance and counseling services. 5.57 5.76 25.71 62.95 no statement options sa (%) a (%) d (%) sd (%) 3 duties and roles of subject teachers do not include guidance and counseling services. 6.57 16.71 42.43 34.29 couns-edu  vol.4, no.4, 2019 available online: http://journal.konselor.or.id/index.php/counsedu sutirna sutirna subject teachers’ perceptions of academic mentoring and counseling services | 133 indonesian counselor association (iki) | doi : https://doi.org/10.23916/0020190423040 references beasiswa, f. p. (2012, april -). profil kemampuan dasar guru. p. 1. beatrice asante somuah, at.al. (2014). an investigation into the study habits of distance learners: implications for guidance and counseling services. mediterranean journal of social sciences mcser publishing, rome-italy. vol. 5 no. 6 depdiknas. (2008). penataan pendidikan profesional konselor dan layanan bimbingan dan konseling dalam jalur pendidikan formal. jakarta: depdiknas. djauhari, m. (2017, mei -). researchgate. retrieved april 03, 2019, from https://www.researchgate.net/publication/316735866_pengembangan_profesionalisme_guru_ menuju_indonesia_gemilang: https://www.researchgate.net ebizie elizabeth nkechi, at.al (2016). the role of guidance and counselling in effective teaching and learning in schools. ray: international journal of multidisciplinary studies, e-issn: 2456-3064, volume i, no. 2, october, 2016, pp. 36-48. fakhurohman, j. (2019, -). www.academia.edu. retrieved april 03, 2019, from www.academia.edu: http://www.academia.com ganies putra (2018). development model of professionalism guidance and counseling teacher. 4th international conference on early childhood education. semarang early childhood research and education talks (secret 2018). atlantis pressadvances in social science, education and humanities research, volume 249. kartadinata, s. (2008). kompilasi konseling lintas budaya. in s. kartadinata, konseling lintas budaya (p. 125). bandung: pascasarjana upi. kebudayaan, d. p. (2005). undang undang no. 14 tahun 2005 tentang guru dan dosen. jakarta: departemen pendidikan dan kebudayaan. kurniawan fandy (2018). development of annual program guidance and counseling in higher education. couns-edu the international journal of counseling and education vol.3, no.3, september 2018, pp. 108114. kusmiharto, h. (2007, september 09). http://file.upi.edu/direktori/fip/jur._pend._luar_sekolah. retrieved januari 23, 2019, from http://file.upi.edu/direktori/fip/jur._pend._luar_sekolah: http://www.upi.edu matemilola, s. (1991). counselling needs of adult n. c. e. part-time students of the college. osiele, abeokuta. unpublished m. ed. project, university of ilorin. nigeria. mohammad, m. (2107, oktober 19). kompasiana.com. retrieved april 03, 2019, from www.kompasiana.com: http://www.kompasiana.com müyesser ceylana and esra turhan (2010). student-teachers’ opinions about education and teaching profession example of anadolu university. procedia social and behavioral sciences 2 (2010) 2287– 2299. nasional, d. p. (2008). penataan pendidikan profesional konselor dan layanan bimbingan dan konseling dalam jalur pendidikan formal. bandung: jurusan psikologis pendidikan dan bimbingan, fip upi bandung. natawidjaja, r. (1984). pendidikan (studi dan pengajaran). jakarta: depdikbud. pilon f. andré, (2010). living better in a better world: guidance and counselling in the ecosystemic model of culture. procedia social and behavioral, 1-17. riyanto, t. (2002). pembelajaran sebagai suatu bimbingan pribadi. jakarta: grasindo. sunaryo. (2008). pendidikan yang bermutu. bandung: upi. surya, m. (2004). psikologi pembelajaran dan pengajaran. bandung: pustaka bani quraisy. suryono, b. (2016). public trust dan profesi bk bermartabat menuju karakter konselor yang dibutuhkan. e_journal unipma , 1-24. sutirna. (2004). model pembelajaran matematika bernuansa bimbingan di sltp. bandung: pascasarjana upi. sutirna. (2017). persepsi guru pai smp/mts se kabupaten karawang terhadap layanan bimbingan dan konseling. wahana karya ilmiah pendidikan, 1-13. sutirna. (2019). bimbingan dan konseling bagi guru mata pelajaran. karawang: -. couns-edu the international journal of counseling and education vol.3, no.1, 2018, pp. 1-13 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020170211740 received on 08/26/2017; revised on 10/24/2017; accepted on 12/30/2017; published on: 05/23/2018 1 a review on mindfulness and nursing stress among nurses zaini said *)1 , goh lei kheng 2 12 universiti kebangsaan malaysia * ) corresponding author, e-mail: zainisaid@ukm.edu.my abstract previous research has been done on mindfulness and nursing stress but no review has been done to highlight the most up-to-date findings, to justify the recommendation of mindfulness training for the nursing field. the present paper aims to review the relevant studies, derive conclusions, and discuss future direction of research in this field.a total of 19 research papers were reviewed. the majority was intervention studies on the effects of mindfulness-training programs on nursing stress. higher mindfulness is correlated with lower nursing stress. mindfulness-based training programs were found to have significant positive effects on nursing stress and psychological well-being. the studies were found to have non-standardized intervention methods, inadequate research designs, small sample size, and lack of systematic follow-up on the sustainability of treatment effects, limiting the generalizability of the results. there is also a lack of research investigation into the underlying mechanism of action of mindfulness on nursing stress. future research that addresses these limitations is indicated. keywords: mindfulness, nurse, nursing stress how to cite: said, z., kheng, gl. (2018). a review on mindfulness and nursing stress among nurses. couns-edu: international journal of counseling and education, 3(1): pp. 1-13. doi: https://doi.org/10.23916/0020170211740 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction the nature of the nurses’ job is widely recognized as stressful. they have heavy workload juggling between clinical contacts and administrative tasks, time constraint, insufficient number of colleagues to share the work burden, strained relationship with other healthcare providers, role conflicts, and challenges in dealing with the patients and the families’ expectations and sufferings (american holistic nurses association 2012). nurses in malaysia also face the similar stressors (intannazni&asri 2003). however, research focusing on the nurses’ stress levels in malaysia had contradictory outcomes on whether the prevalence of stress was high (emilia & noor hassim 2007) or moderate (lua &imilia 2011; sharifah zainiyah et al. 2011). in fact, the participants in each study reported various levels of stress. this suggests that given similar external stressors, individual nurses’ differential experiences of stress can be explained by their personal appraisals and coping strategies. the use of self-blame and emotional ventilation among the nurses predicted a higher level of stress (emilia & noor hassim 2007; wan salwina, raynuha, ainsyah et al. 2009). the issue of nursing stress concerns the society because the nurses play an important role within the healthcare settings. ongoing experience of high stress levels contributes to a higher likelihood of burnout, psychological distress, and physical health but diminished job satisfaction among the nurses (michie& williams 2003; wan salwina et al. 2009) http://dx.doi.org/10.23916/0020170211740 couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu said, z., kheng, gl a review on mindfulness and nursing stress among nurses | 2 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 this contributed to a high turnover rate among the nurses (o’henley et al. 1997) that would worsen the problem with lack of manpower within the field. it also impeded healthcare outcomes and patients’ satisfaction (brady, o’connor, burgermeister et al. 2011; larrabee, ostrow, withrow et al. 2004). without the use of adaptive coping, combined with the alarming negative impacts of nursing stress, necessitate the implementation of stress-management program as part of the nurses’ training so that they can learn to cope with stress more effectively. in recent years, there is an escalating amount of research attention focusing on the effectiveness of mindfulness training programs which include mindfulness-based stress reduction (mbsr; kabatzinn1990) and mindfulness-based cognitive therapy (mbct; segal, williams & teasdale, 2002)developed from mbsr in stress reduction and well-being enhancement(baer 2003; grossman, niemann, schmidt et al. 2004)across different populationincluding people with cancer, depression, heart disease and healthcare providers (beddoe& murphy 2004; bruce & davies 2005; gazella 2005; smith, richardson, hoffman, & pilkington 2005; tacon et al. 2003 as cited in praissman 2008).mindfulness is the receptive awareness and attention to the present events and experiences which encompass observing, describing, acting with awareness, non-judging, and non-reactivity to private experiences (baer, smith, hopkins et al. 2006; brown & ryan 2003). mindfulness can be a psychological trait, a state with high awareness of the present or as a result of meditational practices that cultivate mindfulness (germer, siegel &fullton 2005). the origin of mindfulness can be traced back to the ancient buddhist tradition of contemplation. however, it is now widely applied within the secular context without the need of spirituality support because it depends on universal humans’ ability to be attentive to the present (coffey & hartman 2008). as there is a rise in the number of research investigations on the relationships between mindfulness and nursing stress, it is important to conduct a literature review to highlight the most up-to-date research findings and justify the need to introduce mindfulness training to the profession. to date, only one review has been done by smith (2014) on the studies that investigated the specific effects of mbsr on healthcare providers’ ability to cope with work-related stress. however, no systematic literature review has been doneon the relationship between mindfulness and nursing stress. the present paper serves to fill in the gap by reviewing the relevant studies to date to draw conclusions and identify future research directions. method studies mindfulness and nursing stress were identified after a comprehensive search using three electronic databases: ebsco (1997-present), pro-quest health and medical complete (1994-present), pubmed (1999-present), and scopus (2001-present). google scholar was used to search for unpublished dissertations. the inclusion criteria are research studies that investigate the effects of training programs that incorporate mindfulness on nursing stress. the exclusion criteria are research studies that investigate the effects of other stress management programs on other population’s stress. keywords used to search for the articles include “mindfulness,” “nurse,” and “nursing.” the generic keywords were used to identify as many studies as possible. filters such as “english language” and “peer-reviewed” were used to refine search. 14 full articles, three unpublished dissertations, noted with an asterisk (*), one abstractof a review paper, and one abstract of a research whereby the manuscript was under corrected prooffrom the abovementioned databases were identified and included in this review (figure 1). couns-edu  the international journal of counseling and education vol.3, no.1, 2018 a review on mindfulness and nursing stress among nurses | 3 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 figure 1: flowchart of the reviewing process table 1 presents the studies on mindfulness training programs for nursing stress and their relevant important features (a) authors, (b) participants, (c) location, (d) research design, (e) program, (f) measures of stress-related outcome, (g) measures of well-being related outcome, and (h) treatment outcomes with significant improvement. results and discussion a total of 19research papers from the year 1994 till present fulfilled the inclusion criteria to be reviewed in the present paper (see table 1 and table 2). 17 of the research papers are intervention studies on the effects of mindfulness training programs on nursing stress and other well-being measure, one is survey study, and another one is a review paper. 18.75% of the intervention studies were randomized controlled pre-post studies, 37.5% were nonrandomized controlled, another 37.5% were quasiexperiments, and the remaining one study was qualitative. there were ten studies that involved only nurses, three that included other healthcare professionals besides nurses, and four that recruited nursing students as participants. the study by horner, piercy, eure& woodard (2013) is under corrected proof thus only the abstract with limited details is made available. excluding horner at al.’s (2013) study, there were a total number of 1460nurses and 197 nursing students that were being studied. most of the studies were conducted in u.s. (64.7%), two in south korea, and the others wereeach carried out in australia, canada, china, japan, and malaysia. of all the intervention studies, eight studies (47%) investigated on the effects of mbsr in alleviating stress experienced by the nurses.mbsr was developed by jon kabat-zinn from the university of massachusetts medical center based on the concept of being entirely present to one’s personal experience without resisting or attaching any judgment termed mindfulness. the program was detailed in kabatzinn’s (1990) textbook entitled “full catastrophe living: using the wisdom of yourbody and mind to face stress, pain, and illness.” the original mbsr spans across eight weeks, with at least 2.5 hours of weekly group sessions for formal didactic instruction on topics such as communication skills, stress reactivity, and self-compassion and experiential exercises and a 6-hour daylong retreat during the 6th or 7th week. the participants would also be instructed to actively practice mindfulness meditation for 6 days per week facilitated by the audiotaped instructions. they would also be expected to integrate the mindfulness skills and concepts into daily routine.beddoe and murphy (2004), beth elsa et al. (2007), and articles searched from ebsco, pro-quest health and medical complete, pubmed, and scopus with the keywords of mindfulness, nursing, and nurse 148 citations in ebscho, 145 in pro-quest health and medical complete, 59 in pubmed, and 57 in scopus 14 articles and 2 abstracts from all the selected databases were included combined with 3 unpublished dissertations found using google scholar yielded a total of 19 studies for review couns-edu  vol.xx, no.x, month 201x available online: http://journal.konselor.or.id/index.php/counsedu said, z., kheng, gl a review on mindfulness and nursing stress among nurses | 4 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 cohenz-katz,wiley, capuano, baker, and shapiro’s (2005) studies were based on the traditional kabatzinn’s (1990) version of mbsr. other researchers modified the traditional format and/or contentbut found similar improvement. bazarko, cate, azocar, and kreitzer (2013) named the modified mbsr as telephonic mbsr (tmbsr) by replacing the group meeting sessions with 6 scheduled weekly 1.5-hour group teleconference calls, an additional in-person retreat day at the beginning of the program, email discussion with the instructor in between sessions, and access to personalized instructions and supports. brady, o’connor, burgermeister and hanson (2011) and mackenzi, poulin and sigmund-carlson’s (2006) adapted the duration to 4 weeks to cater to the nurses’ heavy job demands. there were weekly 1-hour group sessions focusing on formal meditation and attention to breath, mindfulness in daily activities, total body relaxation, and mindfulness at workplace and the requirement to practice meditation and mindfulness in daily activities at least 30 minutes daily. on the other hand, foureur, besley, burton, yu and crisp (2013) modified the contentinto only a 1-day workshop to psychoeducate the nurses’ on the relationships among body, mind, emotion, and behavior and strategies for moment-to-moment mindfulness and the assignment to meditate daily for 8 weeks. hee, subramaniam, rahmat andphang (2014) devised a 5-week program constituting 2-hour weekly sessions and daily mindfulness practice, named brief-mbct by integrating mbsr and mbct approaches.b-mbct seeks to train the participants in cultivating meta-mindfulness so that by being more aware of their private experiences, they assume a detached perspective to defuse from the negative internal events (phang&ooi 2012; segal et al. 2002).b-mbct also consists of the elements of compassion and gratitude in addition to mindfulness. in o’brien et al.’s (2013) study where exposure to humor was incorporated to 7-minute daily meditation for 4 weeks, there was also significant improvement in terms of the nursing students’ anxiety and well-being. there were four intervention studies that concluded the positive effects of mere daily mindfulness meditation practice across a variety of duration on nursing stress and well-being. the participants in kang, choi and ryu’s (2009) 8-week mindfulness meditation program learned and practiced walking mindfully and body scan and breathing meditation as daily routine. on the other hand, in pipe, bortz, dueck et al.’s (2009) study, the participants underwent a 4-week daily meditation program. ando, natsume, kukihara, shibata and ito (2011) investigated on 2-week daily 30-to-60 minute cyclic meditation whereby the participants moved their hands or legs while meditating to focus their attention on mind and body. the program with the shortest duration is chen, yang, wang and zhang’s (2013) that involved nursing students to meditate for 30 minutes daily for only a week. there were two other intervention studies that had also shown positive effects of spirituality program that incorporated important elements of mindfulness on nurses’ stress and well-being. borrman, becker, gershwin et al. (2006) and yong, kim, park, sweo and swinton’s (2013) 5-week, 90-minute weekly sessions of spirituality program was based on the mantram handbook (easwaran 1998), that includes practicing mantram as a form of meditation,cultivating one-pointed attention, slowing down, and repeating mantram during daily activities. there is only one qualitative study (beth elisa et al. 2007) and two quantitative studies that had included some qualitative findings (cohen-katz et al. 2005; foureur et al. 2013). the participants reported that they found the program helpful in managing stress and instilling calmness but having difficulty in following routine meditation and doubted the feasibility of such program to be conducted in the hectic settings. twelve intervention studies (70.5%) measured both nursing stress-related and well-being outcomes. three (17.6%) measured only stress-related findings whereas two (11.7%) measured only psychological well-being at post intervention. to measure stress-related outcomes including perceived stress, burnout symptoms, emotional distress, and job satisfaction, different instruments were used across studies. three studies used perceived stress scale (pss) (bazarko et al. 2013; borrman et al. 2006; hee et al. 2014), one study used derogatis stress profile (dsp) (beddoe& murphy 2004) and mental health professionals stress scale (mhpss) (brady et al. 2011).five studies used maslach burnout inventory (mbi) (brady et al. 2011; cohen-katz et al. 2005; mackenzi et al. 2006; penque et al. 2009; yong et al.2011) and one used copenhagen burnout inventory (cbi) (bazarko et al. 2013) to measure their burnout symptoms. certain studies also measured depression, anxiety, stress, and anger using respective questionnaires such as depression anxiety stress scale (dass) (fourer at al. 2013), state/trait anxiety anger inventory couns-edu  the international journal of counseling and education vol.3, no.1, 2018 a review on mindfulness and nursing stress among nurses | 5 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 (staa) (borrman et al. 2006), beck depression inventory (bdi) (kang et al. 2009). chen at al. (2013) adopted self-rated anxiety and depression scale and physiological measures. other instruments used were brief symptom inventory (bsi) and emotional exhaustion subscale (ees) (cohen-katz et al. 2005). the studies that include work satisfaction measures used index of work satisfaction (penque et al. 2009) and job satisfaction scale (yong et al. 2011). in line with the review done by smith (2014) which concluded that the healthcare providers including the nurses’ ability to cope with job stress was improved after the mbsr, all the nurses or nursing students who had undergone the mindfulness training program regardless format and content differences, experienced significant reduction in terms of stress-related symptoms including perceived stress, burnout symptoms, anxiety, and anger. the only exception is that brady et al. (2013) did not find significant improvement in the participants’ burnout symptoms despite the significant improvement in stress levels with mbsr. also, mindfulness training programs were found to have no impact on depressive symptoms (chen et al. 2013; fourer et al. 2013; kang et al. 2009). in terms of job satisfaction, the findings by two studies were contradictory whereby the nurses in penque et al. (2009) but not yong et al.’s (2011) reported higher job satisfaction at post-intervention. this might be due to other individual and environmental differences in addition to stress that also affect to what extent that they could derive contentment from their job. besides stress-related outcomes, most intervention studies also assess the effects of mindfulness training programs on different well-being related outcomes, including mindfulness, sense of coherence, sense of self, quality of life, spiritual well-being, empathy, self-compassion, happiness, and satisfaction with life. 66.7% studies included a combination of different measures in attempt to capture the totality of psychological well-being. this is in line with the general consensusthat the definition of well-being is multifaceted (ryff& keyes 1995). the most widely used instrument is mindfulness attention awareness scale (maas) (beth elisa at a., 2007; cohen-katz et al. 2005, hee et al. 2014; o’brien et al. 2013), followed by general health questionnaire (ghq-12) (ando et al. 2011; foureur et al.2013), sense of coherence scale (soc) (ando et al. 2011; foureur et al. 2013), and interpersonal reactivity index (beddoe& murphy 2004; penque et al. 2009). others are listed in table 1. in the studies that also measured the treatment outcomes at 1, 2, 3, and 4 months respectively after post-intervention, the positive effects of mindfulness training programs on nursing stress and psychological well-being sustained overtime (bazarko et al. 2013; beth elisa et al. 2007; cohen-katz et al. 2005; mackenzi et al. 2006; penque et al. 2009). the survey study done by heard (2010) showed that the nurses who reported higher level of dispositional mindfulness also had lower propensity to burn out. this implied that without mindfulness training program, individuals’ trait mindfulness is also likely to buffer against stress.based on taylor, white andmuncer’s (1999) findings, facing with the challenge of consistently inadequate number of colleagues to share the workload, the working nurses perceived a lack of resources and support that negatively affected their self-efficacy in managing the job demands. therefore, trait mindfulness or mindfulness cultivated via training programs assist the nurses to focus while fulfilling their roles, without attaching negative judgment on personal capability and the inevitable stressful job demands. while the training programs also engaged them to develop the habit of being mindful in daily activities, it also improved their general well-being. couns-edu  vol.xx, no.x, month 201x available online: http://journal.konselor.or.id/index.php/counsedu said, z., kheng, gl a review on mindfulness and nursing stress among nurses | 6 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 table 1: studies of mindfulness training programs on nursing stress study participan ts location design program measures of stressrelated outcome measures of well-being related outcome significant improveme nt ando et al. (2011) n=28 nurses treatment15; control-13 elderly ward, japan nonrandomiz ed controlled pre-post intervention study 2-week of daily cyclic meditation for 30-to-60 minutes n/a general health questionnaire (ghq-12), sense of coherence (soc), functional assessment of chronic illness therapy-spiritual well-being scale (facit-sp) ghq-12, soc bazarkoe t al. (2013) n=36 29 clinical nurses, 7 staff nurses midwest & southwes t healthcar e company , u.s. quasiexperimental, single group, pre-post intervention study 8-week tmbsr with additional 1 retreat day at the beginning, 2 and 4-month followup perceived stress scale (pss), copenhage n burnout inventory (cbi) brief serenity scale, sf-12v2 health survey,selfcompassion scale, jefferson scale of physician empathy all beddoe& murphy (2004) 23 nursing students u.s. quasiexperimental, single group, pre-post intervention study 8-week mbsr derogatis stress profile (dsp) interpersonal reactivity index (iri) all beth elisa et al. (2007) 4 nurses wisconsi n, u.s. qualitative 8-week mbsr, 3-month follow‑up n/a self‑developme nt, mindfulness attention awareness scale (maas) maas brady et al. (2011) n=16 7 psychiatric nurses inpatient behaviora l health unit in midwest hospital, quasiexperimental, single group, pre-post intervention 4-week brief mbsr, 1-hour weekly sessions, without retreat day mental health professiona ls stress scale (mhpss), sense of self scale, the toronto mindfulness scale all except burnout couns-edu  the international journal of counseling and education vol.3, no.1, 2018 a review on mindfulness and nursing stress among nurses | 7 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 u.s. study maslach burnout inventory (mbi) borrman et al. (2006) n=62 31 nurses 31 staffs veterans affairs san diego healthcar e system, u.s. quasiexperimental, single group, pre-post intervention study 5-week mantramrepetiti on pss, spielberger state/trait anxiety inventory (stai) and anger inventory (staa) endicott’s quality of life enjoyment and satisfaction short form, spiritual wellbeing scale all table 1: continued study participa nts location design program measur es of stressrelated outcom e measures of well-being related outcome significant improvemen t chen et al. (2013) n=60 nursing students treatmen t – 30; control 30 medical universit y in guangzh ou, china randomized controlled pre-post intervention study 1-week of daily 30minute mindfulness meditation selfrated anxiety scale, selfrated depress ion scale, heart rate, blood pressure n/a anxiety, systolic blood pressure cohen -katz et al. (2005) n=25 nurses treatmen t-12; control13 lehigh valley hospital & health network, u.s. randomized controlled pre-post intervention study 8-week mbsr, 3-month follow-up mbi, brief sympto m invento ry (bsi), emotio nal exhaust ion subscal maas all couns-edu  vol.xx, no.x, month 201x available online: http://journal.konselor.or.id/index.php/counsedu said, z., kheng, gl a review on mindfulness and nursing stress among nurses | 8 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 e (ees) foure uret al. (2013) n=40 20 nurses, 20 midwives 2 teaching hospitals in new south wales, australia nonrandomi zed controlled pre-post intervention study modified 8week mbsr: 1-day workshop, without retreat day depress ion, anxiety and stress scale (dass) ghq-12, soc all hee et al. (2014) n=37 critical care nurses hospital serdang, malaysia quasiexperimental , single group, prepost intervention study 5-week brief mbct, 2 hours/week dass, pss maas, subjective happiness scale (shs) all horne r et al. (2013) in press, corrected proof u.s. nonrandomi zed controlled pre-post intervention study 10-week mindfulness training program all: stress, burnout, mindfulness, compassion kang et al. (2009) n=41 nursing students treatmen t20; control21 south korea nonrandomi zed controlled pre-post intervention study 8-week mindfulness meditation stress coping program psychos ocial wellbeing indexshort form (pwisf), stai, beck depress ion invento ry n/a stress, anxiety couns-edu  the international journal of counseling and education vol.3, no.1, 2018 a review on mindfulness and nursing stress among nurses | 9 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 table 1: continued study participant s location design program measures of stressrelated outcome measures of well-being related outcome significant improvemen t mackenz i et al. (2006) n=30 nurses and nurse-aides treatment16; control 14 canada nonrandomize d controlled pre-post intervention study 4-week mbsr, 1 month follow-up mbi satisfaction with life scale (swls) burnout symptoms, relaxation, and life satisfaction o’brien et al. (2013)* n=73 junior and senior nursing students treatment36; control-37 capella university, u.s. nonrandomize d controlled pre-post intervention study 4-week daily 7minute guided mindfulnes s meditation + humor stai maas stai, maas penque et al. (2009)* n=61 nurses abbott northwester n hospital in minnesota, u.s. quasiexperimental, single group, pre-post intervention study 8-week mbsr, 3 months follow-up mbi, index of work satisfactio n brief freiburg mindfulness inventory (bfmi), self‑compassio n scale, bss, iri maas, selfcompassion, serenity, work satisfaction, job burnout pipe et al. (2009) n=33 nurse leaders u.s. randomized controlled prepost intervention study 4-week brief mindfulnes s meditation course symptom checklist 90revised n/a stress yong et al. (2013) n=51 manager nurses treatment24; control-27 hospital in seoul, south korea nonrandomize d controlled pre-post intervention study 5-week spirituality program mbi, job satisfactio n scale spiritual wellbeing, spiritual integrity burnout, spiritual well-being, integrity, leadership practice table 2: other non-intervention studies paper couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu said, z., kheng, gl a review on mindfulness and nursing stress among nurses | 10 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 it is indicated from this review that research on mindfulness and nursing stress is limited in the aspects of research design, research participants, generalizability of results, measures of treatment outcomes,intervention content and dosage, comparisons with other stress-buffering factors, and the underlying explanation of the positive effects of mindfulness on nursing stress. in terms of research design, there are only a limited number of randomized controlled trials (rcts) for the intervention studies, though rct is widely recognized as the gold standard in evaluating the efficacy and effectiveness of a treatment (akobeng 2005). for the single-group pre-post intervention studies where there is no controlled or comparison group, it is difficult to determine the validity of the significance of improvement. out of 17 intervention studies, 12 did not assess the long term effects of mindfulness training program, thus weakening the justification to incorporate mindfulness training in the nursing field. moreover, there is no standardized treatment component except daily meditation that is required in all programs. across studies, the participants self-monitored and self-reported on their assignments to carry out daily meditation; thus, without an objective monitoring method, it is uncertain whether they actually perform the assignments. the duration of different adaptations of the programs ranges from 1-to-10 week. the method of delivery such as classroom or telecommunication-based and content such as didactic presentations, group sharing sessions, retreat day, and self-directed meditative practices also vary by studies. there is no specific research to determine which treatment components have the largest positive effects (penque et al. 2009). there is also no investigation to determine the format and dosage that is the most cost and time effective. although there are many other stress-reduction programs such as relaxation therapy, assertiveness training, and peer support groups (lee & ellis 1990) that were found to be effective, to date, there is no study that compares mindfulness training programs against other stress-management programs for nurses to determine the best intervention option. there is a wide range of measures of treatment outcome which makes comparisons among studies difficult. in fact, nursing stress was not assessed directly and specifically using work-stress instruments. although it is shown that mindfulness training programs effectively reduce stress, it is necessary to pinpoint whether the reduced stress is pertaining to the job demands in order to further justify the need to incorporate mindfulness training in the field. the generalizability of the findings is limited because of the intervention studies that involved small sample size (cohen-katz et al. 2005; mackenzie et al. 2006; yong et al. 2011) making it difficult to obtain conclusive findings. brady et al. (2013) explained that small sample size might have resulted in insignificant improvement in the participants’ burnout symptoms. there is also a lack of investigation on study participants design program measures of stress-related outcome measures of well-being related outcome heard (2010) * n=1186 registered nurses from 4 hospitals in south mississippi, u.s. survey n/a mbi, index of work satisfaction, nurse comfort questionnaire maas, langer mindfulness scale, mindfulness-based self efficacy scale, smith (2014) review paper mbsr couns-edu  the international journal of counseling and education vol.3, no.1, 2018 a review on mindfulness and nursing stress among nurses | 11 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 the impact of gender. among the participating nurses across studies, there was only three male nurses were involved in the penque et al.’s (2009) study. however, this is inevitable as it is in line with the fact that male is always the underrepresented group within the nursing field (penn state school of nursing, 2007). mindfulness has been proven effective as a mean by which nurses can empower themselves to combat various stressors and comfort themselves through mindfulness meditation. however, there is no research in the underlying mechanism of the positive effects. these limitations of current studies done on mindfulness training programs and nursing stress inform the direction of future research. future studies are needed to compare mindfulness training programs against controlled and comparisons group using other stress management programs using rct. the sustainability of positive effects needs to be accessed via long term follow-ups. it is also important to devise the program so that the participants’ daily meditation can be measured objectively. the investigations should also aim to produce a manualized protocol that details standardized format, content, and dosage that is deemed most cost and time effective, in order to cater to the nurses’ busy schedule. this can be done by researching on specific efficacy and effectiveness of the therapeutic components. the measure of stress can be specified to be job-related. to improve the generalizability of the findings, the sample size needs to be larger and the sample should be representative of nurses across departments, genders, and other cultural groups. further research is indicated to explore the mechanism of action underlying the positive effects mindfulness has on the nursing stress by using mediator or path analysis studies. conclusions mindfulness has been proven to be effective in reducing nursing stress and improving psychological well-being. however, future research is necessary to include larger sample size that is randomized and representative of the nursing population, compare mindfulness to other training programs, examine the long-term benefits, and explore the underlying mechanism of action to allow more conclusive findings and produce manualized protocol that is most cost and time effective that justify adoption of mindfulnessbased training program in the nursing field. references akobeng, a.k. (2005). understanding randomised controlled trials. archive of disease in childhood, 90, 840844. american holistic nurses association. (2012). who we are. retrieved from: http://www.ahna.org/aboutus/tabid/1158/default.aspx baer, r. a. (2003). mindfulness training as a clinical intervention: a conceptual andempirical review. clinical psychology: science and practice, 10, 125–143. baer, r. a., smith, g. t., hopkins, j., krietemeyer, j., & toney, l. (2006). using self report assessment methods to explore facets of mindfulness. assessment, 13, 27–45. bazarko, d., cate, r.a., azocar, f., kreitzer, m.j. (2013). the impact of an innovative mindfulnessbased stress reduction program on the health and well-being of nurses employed in a corporate setting. journal of workplace behavioral health, 28, 107–133. beddoe, a.e., murphy, s.o. (2004).does mindfulness decrease stress and foster empathy among nursing students? journal of nursing education, 43(7), 305-312. beth elisa, r. (2007). registered nurses practicing mindfulness: the lived experience. wisconsin, marian college of fond du lac. bormann, j.e., becker, s., gershwin, m., kelly, a., pada, l., smith, t. l. & gifford, a. l. (2006). relationship of frequent mantram repetition to emotional and spiritual well-being in healthcare workers. the journal of continuing education in nursing, 37(5), 218-224. brady, s., o'connor, n., burgermeister, d., & hanson, p. (2012). the impact of mindfulness meditation in promoting a culture of safety on an acute psychiatric unit. perspectives in psychiatric care, 48 (3), 129–137. brown, k.w. & ryan, r.m. (2003). the benefits of being present: mindfulness and its role in psychological well-being. journal of personality and social psychology,84(4), 822-48. http://www.scopus.com.www.ezplib.ukm.my/record/display.url?eid=2-s2.0-4444279409&origin=reflist&sort=plf-f&src=s&st1=mindfulness%2c+nurse%2c+nursing&nlo=&nlr=&nls=&sid=f6e18c1900a47f0834532730c4e3fe2e.axczxbyuhhixgaiw6ho7g%3a20&sot=b&sdt=b&sl=42&s=title-abs-key%28mindfulness%2c+nurse%2c+nursing%29 http://www.scopus.com.www.ezplib.ukm.my/record/display.url?eid=2-s2.0-4444279409&origin=reflist&sort=plf-f&src=s&st1=mindfulness%2c+nurse%2c+nursing&nlo=&nlr=&nls=&sid=f6e18c1900a47f0834532730c4e3fe2e.axczxbyuhhixgaiw6ho7g%3a20&sot=b&sdt=b&sl=42&s=title-abs-key%28mindfulness%2c+nurse%2c+nursing%29 http://www.scopus.com.www.ezplib.ukm.my/record/display.url?eid=2-s2.0-4444279409&origin=reflist&sort=plf-f&src=s&st1=mindfulness%2c+nurse%2c+nursing&nlo=&nlr=&nls=&sid=f6e18c1900a47f0834532730c4e3fe2e.axczxbyuhhixgaiw6ho7g%3a20&sot=b&sdt=b&sl=42&s=title-abs-key%28mindfulness%2c+nurse%2c+nursing%29 couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu said, z., kheng, gl a review on mindfulness and nursing stress among nurses | 12 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 chen, y., yang, x., wang, l. & zhang, x. (2013). a randomized controlled trial of the effects of brief mindfulness meditation on anxiety symptoms and systolic blood pressure in chinese nursing students. nurse education today, 32(10), 1166-1172. coffey, k.a, hartman, m. (2008). mechanisms of action in the inverse relationship between mindfulness and psychological distress. complementary health practice review,13, 79–91. cohen-katz, j., wiley, s.d., capuano, t., baker, d.m., shapiro, s. (2005). the effects of mindfulnessbased stress reduction on nurse stress and burnout, part ii: a quantitative and qualitative study. holistic nurse practice, 18(6), 302-308. davies, w. (2008). mindful meditation: healing burnout in critical care nursing. holistic nursing practice, 22(1), 32-36. easwaran, e. (1998). the mantram handbook (4th, revised ed.). tomales, ca: nilgiri press. emilia, z.a. & noor hassim, i. (2007). work-related stress and coping: a survey on medical and surgical nurses in a malaysian teaching hospital. jabatan kesihatan masyarakat 13(1), 56-76. foureur, m., besley, k., burton, g., yu, n. &krisp, j. (2013). enhancing the resilience of nurses and midwives: pilot of a mindfulness based program for increased health, sense of coherence and decreased depression, anxiety and stress. contemporary nurse, 45(1), 114–125. germer, c. k., siegel, r. d., & fulton, p. r. (2005). mindfulness and psychotherapy. new york: guilford press grossman, p., niemann, l., schmidt, s., &walach, h. (2004). mindfulness-based stress reduction and health benefits: a meta-analysis. psychosomatic research, 57, 35–43. hee, k.l., subramaniam, p., rahmat, n. &phang, c.k. (2014). the effects of mindfulness training program on reducing stress and promoting well‑being among nurses in critical care units. australian journal of advanced nursing, 31(3), 22-31. horner, j.k., piercy, b.s., eure, l. & woodard, e.k. (2014). a pilot study to evaluate mindfulness as a strategy to improve inpatient nurse and patient experiences. applied nursing research. intan, n. &mohd. a. (2003). faktor-faktortekanankerja di kalanganjururawat: kajian di hospital lipis, pahang. [unpublished thesis]. universiti utara malaysia. kabat-zinn, j. (1990). full catastrophe living: using the wisdom of your bodyand mind to face stress, pain, and illness. new york: delta. kang, y.s., choi, s.y., ryu, e. (2009). the effectiveness of a stress coping program based on mindfulness meditation on the stress, anxiety, and depression experienced by nursing students in korea. nurse education today, 29(5), 538-543. larrabee, j.h., ostrow, c.l., withrow, m.l., janney, m.a., hobbs, g.r. &burant, c. (2004). predictors of patient satisfaction with inpatient hospital nursing care. research in nursing & health, 27(4), 254– 268. lee, s. & ellis, n. (1990). the design of a stress-management programme for nursing personnel. journal of advanced nursing, 15(8), 946-961. lua, p.l. &imilia, i. (2011). work-related stress among healthcare providers of various sectors in peninsular malaysia. malaysian journal of psychiatry early, 9(11), 1-15. mackenzie, c., poulin, p., & seidman-carlson, r. (2006). a brief mindfulness-based stress reduction intervention for nurses and nurse aides. applied nursing research, 19(2), 105-109. michie, s. & williams, s. (2003). reducing work-related psychological ill health and sickness absence: a systematic literature review. occupational and environmental medicine, 60, 3–9. o’brien, d.a. (2013). using mindfulness meditation intermixed with humor to reduce anxiety among nursing students during clinical practice. [published doctoral thesis]. capella university. minnesota. proquest dissertations and theses, 142. o’henley, o., curzio, j. & hunt, j. (1997). stress and sickness absence: what is and isn’t known. managing clinical nursing,1, 87–96. penn state school of nursing. (2007). perception vs. reality. supporting underrepresented and vulnerable populations, 8-11. penque, s. (2009). mindfulness based stress reduction effect on registered nurses. [unpublished doctoral thesis]. university of minnesota, minnesota. phang, c. k., &oei, t. p. s. (2012). from mindfulness to meta-mindfulness: further integration of metamindfulness concept and strategies into cognitive-behavioral therapy. mindfulness, 3, 104–116. http://www.scopus.com.www.ezplib.ukm.my/source/sourceinfo.url?sourceid=28806&origin=recordpage http://www.scopus.com.www.ezplib.ukm.my/authid/detail.url?authorid=8231349200&amp;eid=2-s2.0-16644374455 http://www.scopus.com.www.ezplib.ukm.my/authid/detail.url?authorid=35830199100&amp;eid=2-s2.0-16644374455 http://www.scopus.com.www.ezplib.ukm.my/authid/detail.url?authorid=6602522240&amp;eid=2-s2.0-16644374455 http://www.scopus.com.www.ezplib.ukm.my/authid/detail.url?authorid=8310520800&amp;eid=2-s2.0-16644374455 http://www.scopus.com.www.ezplib.ukm.my/authid/detail.url?authorid=35397836800&amp;eid=2-s2.0-16644374455 http://www.scopus.com.www.ezplib.ukm.my/record/display.url?eid=2-s2.0-16644374455&origin=resultslist&sort=plf-f&src=s&st1=mindfulness%2cquantitative&nlo=&nlr=&nls=&sid=731d8ccc2b6affcc64d391bfdc29c71a.n5t5nm1aatef8re6ykcr3a%3a90&sot=b&sdt=sisr&sl=39&s=title-abs-key%28mindfulness%2cquantitative%29&ref=%28nurse+stress%29&relpos=15&relpos=15&citecnt=42&searchterm=%28title-abs-key%28mindfulness%2cquantitative%29%29+and+%28nurse+stress%29#corrauthorfooter http://en.wikipedia.org/wiki/eknath_easwaran http://en.wikipedia.org/wiki/nilgiri_press http://www.scopus.com.www.ezplib.ukm.my/record/display.url?eid=2-s2.0-67349145699&origin=reflist&sort=plf-f&src=s&st1=mindfulness%2c+nurse%2c+nursing&nlo=&nlr=&nls=&sid=f6e18c1900a47f0834532730c4e3fe2e.axczxbyuhhixgaiw6ho7g%3a20&sot=b&sdt=b&sl=42&s=title-abs-key%28mindfulness%2c+nurse%2c+nursing%29 http://www.scopus.com.www.ezplib.ukm.my/record/display.url?eid=2-s2.0-67349145699&origin=reflist&sort=plf-f&src=s&st1=mindfulness%2c+nurse%2c+nursing&nlo=&nlr=&nls=&sid=f6e18c1900a47f0834532730c4e3fe2e.axczxbyuhhixgaiw6ho7g%3a20&sot=b&sdt=b&sl=42&s=title-abs-key%28mindfulness%2c+nurse%2c+nursing%29 http://www.scopus.com.www.ezplib.ukm.my/record/display.url?eid=2-s2.0-67349145699&origin=reflist&sort=plf-f&src=s&st1=mindfulness%2c+nurse%2c+nursing&nlo=&nlr=&nls=&sid=f6e18c1900a47f0834532730c4e3fe2e.axczxbyuhhixgaiw6ho7g%3a20&sot=b&sdt=b&sl=42&s=title-abs-key%28mindfulness%2c+nurse%2c+nursing%29 couns-edu  the international journal of counseling and education vol.3, no.1, 2018 a review on mindfulness and nursing stress among nurses | 13 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170211740 praissman, s. (2008), mindfulness-based stress reduction: a literature review and clinician’s guide. journal of the american academy of nurse practitioners, 20, 212–216. pipe, t.b., bortz, j.j., dueck, a., pendergast, d., buchda, v. & summers, j. (2009). nurse leader mindfulness meditation program for stress management: a randomized controlled trial. journal of nursing administration, 39, (3), 130-137. ryff, c., & keyes, c. (1995). the structure of psychological well-being revisited. journal of personality and social psychology, 69, 719–727. segal, z. v., williams, j. m. g., & teasdale, j. d. (2002). mindfulness based cognitive therapy for depression: a new approach to preventing relapse. new york: guilford press. sharifah zainiyah, s.y., afiq, i.m., chow, c.y. & siti sara, d. (2011). stress and its associated factors amongst ward nurses in a public hospital kuala lumpur. malaysian journal of public health medicine, 11(1), 78-85. smith, s.a. (2014). mindfulness-based stress reduction: an intervention to enhance the effectiveness of nurses' coping with work-related stress [abstract]. international journal of nursing knowledge. wan salwina, w.i., raynuha, m., ainsah, o., idayu, b.i. &aniza, i. (2009). stress and coping styles: the experience of nursing staff working at two public hospitals in klang valley, malaysia. medicine & health, 4(2), 101-107. yong, j., kim, j., park, j., seo, i., & swinton, j. (2011). effects of a spirituality training program on the spiritual and psychosocial well-being of hospital middle manager nurses in korea. the journal of continuing education in nursing, 42 (6), 280-288. couns-edu the international journal of counseling and education vol.4, no.1, 2019, pp. 23-28| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020190419410 received on 17/12/2018; revised on 10/01/2019; accepted on 24/01/2019; published on 01/03/2019 23 enhancing students' learning motivation through bibliocounseling technique eva kartika wulan sari *)1 1 universitas kanjuruhan malang, indonesia * ) corresponding author,e-mail: evakartikawulansari@unikama.ac.id abstract this study aimed at enhancing students' learning motivation using bibliocounseling technique. the research subjects comprises of 11th grade students of a senior high school (sma) selected through purposive random sampling. the instrument of the study consisted of learning motivation scale and observation guide with a pretest and posttest design technique. data were examined using descriptive analysis and wilcoxon test. the result of the study therefore showed a difference between the pre-test and post-test scores, with a 37% increase from the intermediate to high category. furthermore, the result of statistical analysis on wilcoxon test exhibited differences in students’ motivation through bibliocounseling. therefore, it could be concluded that bibliocounseling technique enhances students’ learning motivation. keywords: bibliocounseling, learning motivation how to cite: sari, e. k. w. (2019). enhancing students' learning motivation through bibliocounseling technique. couns-edu: the international journal of counseling and education, 4(1), 23-28. doi:https://dx.doi.org/10.23916/0020190419410 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction national education aims to develop students to be a healthy, knowledgeable, competent, creative, independent, democratic, and responsible individuals with noble characters and who believe in god (undang-undang no. 20, 2003). based on the stipulation, it is evident that its purpose is to ascertain ad enhance the children’s characters across the nation. every student possesses stimulus and impulse known as motivation, which they use to carry out learning activity at school (su & cheng, 2015). (hester & gore, 2015). motivation refers to fundamental encouragement used to carry out an activitiesin accordance with an individual(baumeister, 2016; nicoll, 2014; sarkar, 2019; veilleux, 2019; zeigler-hill, vrabel, sauls, & lehtman, 2019). presently, teachers often face obstacles while teaching, for example, students tend to be bored during the learning process due to poor educational strategies which do not encourage them (kennedy, 2016). this also makes students less active during the learning process, especially on difficult subjects (freeman et al., 2014; liu & chiang, 2019). according to brophy, 2017, majority of high school students are not motivated to to enhance their learning skill (wolff, wagner, poznanski, schiller, & santen, 2015). davis, wilcoxon, & townsend, 2017 stated bibliocounseling as one of the techniques used in improving learning abilities. in general, bibliocounseling and counseling share the same purpose, to assist students in obtaining the right learning motivation (pardeck, 2014). it aims to solve problems associated with counselee (csorba-simon, 2014; lbay, 2016; n karacan & güneri, 2010; özdemir, 2016). therefore, the purpose of bibliocounseling is highly dependent on the counselee’s problem, and ability to overcome these complications (akinola, 2014). couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu eva kartika wulan sari enhancing students' learning motivation through bibliocounseling technique| 24 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419410 some of the obstacles associated with bibliocounseling are unfamiliarity with effective learning method, difficulty eliminatebashfulness, inability to be assertive, lack of confidence, smoking and addiction to alcohol (pardeck, 2014). in this current study, the steps associated with bibliocounseling are as follows (nurten karacan & güneri, 2010): (1) motivation, counselor may provide introductory activity such as role-playing which is able to motivate counselee to be actively involved in the activity, (2) adequate time should be given to the counselee to read through educational materials provided by the counselor. (3) the researcher or counselor gives the student ample time to contemplate and reflect on the material, (4) follow up through discussions, ,which enables the counselee to share new and existing ideas (5) bibliocounseling which utilizies information or knowledge from literature is expected to be media therapeutical, especially for students with low-learning motivation (canty, 2017). it is considered a suitable technique in enhancing students’ learning motivation (furner, 2017). the use of books as an alternative learning method can be in the form of a storybook, article, newspaper, poem, magazine, novel, motivating video, etc. (gerlach & subramanian, 2016). this method is highly recommended, especially for those who find it difficult to express their problem verbally (béres, 2015). through bibliocounseling, students become more active, with positive mindset, objective to their experiences, and open-minded in order to obtain adequate insight based on their reading material (altunbay, 2018). based on the previously described, the researcher attempts to enhance students learning motivation using this technique. method the present research was a pre-experimental study (creswell & creswell, 2017) which made use of the one-group pretest-posttest design technique (nardi, 2018). before administering any treatment, the subjects were asked to work on the pre-test, and at the end, students were advised to utilize the post-test. this study uses two variables namely, bibliocounseling (independent) and learning motivation (dependent). eight sma students with low-learning motivation were selected using the purposive sample technique. the instrument consists of learning motivation scale and observation guide with data examined using descriptive analysis and wilcoxon test. results and discussions in addition, the use of bibliocounseling in this study is also based on meier-jensen principle (meierjensen, 2001) which stated that there are five steps in conducting bibliocounseling namely preparation, book introduction, reading, discussion, and follow up activity. counselors are also advised to determine the behavior target for their students (shem, 2016). books should be chosen based on the target behavior and in line with the counselee's developmental stage (gupta, mishra, & saini, 2017). this study therefore aims to enhance students' learning motivation through group counseling using bibliocounseling technique which was implemented using short stories with the first entitled "kesulitan pita." using these stories, students were expected to possess an understanding of eagerness and willingness to study with the ability to carry out the following; (1) explain the source of motivation in order to complete the assignment successfully, (2) explain the methods used in obtaining perfect learning outcome. the second was titled "motivasi yang kuat." by using this story, the students were expected to possess courage and needs during learning. the indicators were; 1) they are able to mention how to avoid learning failure, (2) ability to mention the external source used to support the education. the third story was entitled "menggapai cita-cita." through this story, students were expected to be able to explain their hope and ideals with respect to learning. the indicators were students (1) ability to express their belief or perceived action, (2) capability to explain the purpose/result they want to obtain based on the belief or perceived action in learning. the fourth was titled "rajin membaca." through this, students are expected to be rewarded for their learning activity. the fifth was entitled "kemandirian hidupku." through this story, students were expected to give advice in ways to develop exciting learning activities while providing support (stimulus) to the learning process. the last short story was "ember yang couns-edu  the international journal of counseling and education vol.4, no.1, 2019 enhancing students' learning motivation through bibliocounseling technique | 25 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419410 bocor." through this story, the students were expected to have an understanding of conducive learning environment with their ability to explain how. it affects them. in this study, the treatments/group counseling services with bibliocounseling technique were given to eight meeting groups. the result of the first meeting (pre-test) showed that the subjects of the study possessed learning motivation categorized as low. they were krr, fm, ana, mrew, raa, ri, ya, mrf. the result of the pre-test showed that krr, fm, ana, mrew, raa, ri, ya, mrf’s score for learning motivation were 83, 83, 82, 84, 81, 83, 84, and 83 respectively. their learning motivation was categorized as low, owing to the difficulties experienced during the learning process. based on the result, the researcher treats each with group counseling and bibliocounseling technique in order to enhance their learning motivation. after the treatments were conducted, there was an improvement in students motivation level. the result of the post-test showed that krr, fm, ana, mrew, raa, ri, ya, mrf’s score for learning motivation were 131, 134, 138, 129, 128, 136, 129, and 128 respectively. the comparison between pretest and posttest result of the subjects is shown in chart 1 below: . chart 1 comparison between pre-test and post-test result of learning motivation the analysis indicated a low initial learning motivation state with an average score of 83. however, after being treatment with bibliocounseling, students’ it improved to 131. the result of pre-test and post-test were then analyzed using the wilcoxon test (woolson, 2008) using ibm spss statistics 25 as shown in table 1: table 1 wilcoxon testbetween pre-test and post-test result of learning motivation based on the calculationz count and the significance (2-tailed) were 2.533 and 0.011 respectively. if the probability < 0,05, ho (hypothesis null) is rejected and ha (alternative hypothesis) is accepted. therefore, when the wilcoxon test shows a significance (2-tailed) of 0.011 < 0.05, bibliocounseling is 83 83 82 84 81 83 84 83 131 134 138 129 128 136 129 128 0 20 40 60 80 100 120 140 160 krr fm ana mrew raa ri ya mrf pretest posttest posttestpretest z -2.533 a asymp. sig. (2-tailed) .011 couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu eva kartika wulan sari enhancing students' learning motivation through bibliocounseling technique| 26 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419410 effective in enhancing the learning motivation of students of class xi sma, who become the subjects of the study, with an acceptable validity. the pretest and posttest on all levels of students learning motivation experience is shown in figure1. based on the treatment observation, several factors such as, group counseling service with bibliocounseling technique helped to enhance students skills.. the second factor is students’ attractiveness using novels. this runs seamlessly, making it easier for new contents to be understand. the importance of attractiveness of a service or learning process is in luine with mao, 2014who stated that students tend to enjoy learning presented with attractive materials. a new style and instrument are more appealing to them with lots of creativity (barkley, cross, & major, 2014). furthermore, based on observations, students find learning interesting when taught with short stories (popa & porumbu, 2017). these students frequently said that the short stories were usually new one, thereby realizing their curiosity and interest levels. providing delightful service is essential to draw students' interest (rashid, 2015). it indirectly generates other factors affecting students' motivation, such as learning stimulus as well as dynamic factors in learning and affection (iten & petko, 2016). based on the observation during the service, students seemed to be very passionate and exhibited good improvementusing bibliocounseling. through reading, they may obtain insight and knowledge which could improve their learning motivation (csorba-simon, 2014). this study proves that bibliocounseling is likely to enhance students' learning motivation. conclusions based on the post-test results using eight students, learning motivation can be enhanced using bibliocounseling. based on the result, several suggestions for the counselors and the researchers were made. these are as follows (1) since this study found that bibliocounseling enhances class xi students’ learning motivation, it can be suggested for school counselors to consider in implementing it into their strategies. it is expected to be able to improve the guidance and counseling service in students with lowlearning motivation. (2) for researchers, this study can be used as a reference, insight, and experience. (3), it still holds many deficiencies, however, a lot could still be probed.. it is expected that future studies will reinforce the present result. references akinola, a. n. (2014). bibliotherapy as an alternative approach to children’s emotional disorders. creative education, 5(14), 1281–1285. altunbay, m. (2018). using literature in bibliotheraphy: biography sampling. journal of education and training studies, 6(11), 201–206. arulanantham, s., & navaneethakrishnan, s. (2014). introducing bibliotherapy in public libraries of jaffna district: an exploratory study. journal of the university librarians association of sri lanka, 17(2), 104–118. barkley, e. f., cross, k. p., & major, c. h. (2014). collaborative learning techniques: a handbook for college faculty. new jersey: john wiley & sons. baumeister, r. f. (2016). toward a general theory of motivation: problems, challenges, opportunities, and the big picture. motivation and emotion, 40(1), 1–10. béres, j. (2015). bibliotherapy & creative writing for talented disadvantaged youth. proinflow: časopis pro informační vědy, 7(2), 4–11. brophy, j. e. (2017). fostering student learning and motivation in the elementary school classroom. in learning and motivation in the classroom (pp. 283–306). london: routledge. canty, n. (2017). bibliotherapy. logos, 28(3), 32–40. creswell, j. w., & creswell, j. d. (2017). research design: qualitative, quantitative, and mixed methods approaches. thousand oaks, ca: sage publications. csorba-simon, e. (2014). bibliotherapy with prisoners? bobcatsss 2014 proceedings, 1(1), 266–270. couns-edu  the international journal of counseling and education vol.4, no.1, 2019 enhancing students' learning motivation through bibliocounseling technique | 27 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419410 davis, a. p., wilcoxon, s. a., & townsend, k. m. (2017). options and considerations for using bibliotherapy in the school setting. alabama counseling association journal, 41(2), 65–81. freeman, s., eddy, s. l., mcdonough, m., smith, m. k., okoroafor, n., jordt, h., & wenderoth, m. p. (2014). active learning increases student performance in science, engineering, and mathematics. proceedings of the national academy of sciences, 111(23), 8410–8415. furner, j. m. (2017). helping all students become einstein’s using bibliotherapy when teaching mathematics to prepare students for a stem world. pedagogical research, 2(1), n1. gerlach, h., & subramanian, a. (2016). qualitative analysis of bibliotherapy as a tool for adults who stutter and graduate students. journal of fluency disorders, 47, 1–12. gupta, v. k., mishra, r., & saini, p. k. (2017). bibliotherapy: a therapeutic adjuvant in medicine. gyankosh-the journal of library and information management, 8(1), 32–41. hester, r., & gore, j. s. (2015). mechanisms that foster relational motivation. psychological studies, 60(1), 50–55. i̇ lbay, a. b. (2016). the impact of biblio group counseling supported with the story of the little prince upon mindfulness. journal of education and training studies, 4(6), 58–68. iten, n., & petko, d. (2016). learning with serious games: is fun playing the game a predictor of learning success? british journal of educational technology, 47(1), 151–163. karacan, n., & güneri, o. y. (2010). the effect of self-esteem enrichment bibliocounseling program on the self-esteem of sixth grade students. procedia social and behavioral sciences, 5, 318–322. https://doi.org/10.1016/j.sbspro.2010.07.096 karacan, n., & güneri, o. y. (2010). the effect of self-esteem enrichment bibliocounseling program on the self-esteem of sixth grade students. procedia social and behavioral sciences, 5, 318–322. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.07.096 kennedy, m. m. (2016). how does professional development improve teaching? review of educational research, 86(4), 945–980. liu, r., & chiang, y.-l. (2019). who is more motivated to learn? the roles of family background and teacher-student interaction in motivating student learning. journal of chinese sociology, 6(1). https://doi.org/10.1186/s40711-019-0095-z mao, j. (2014). social media for learning: a mixed methods study on high school students’ technology affordances and perspectives. computers in human behavior, 33, 213–223. mcmillen, p. (2014). a therapeutic collaboration: the bibliotherapy education project at oregon state university. ola quarterly, 12(2), 14–15. meier-jensen, w. (2001). the effects of bibliotherapy on reducing stress/worry in inner-city first grade students. master thesis, the university of wisconsin, stout. retrieved march 20, 2008 …. nardi, p. m. (2018). doing survey research: a guide to quantitative rethods. london: routledge. nicoll, w. g. (2014). developing transformative schools: a resilience-focused paradigm for education. international journal of emotional education, 6(1), 47–65. özdemir, n. k. (2016). an experimental study: the impact of bibliocounseling on self-esteem of sixth grade students . elementary education online, 15(1), 136–147. https://doi.org/10.17051/io.2016.59570 pardeck, j. a. (2014). using books in clinical social work practice: a guide to bibliotherapy. london: routledge. popa, d., & porumbu, d. (2017). bibliotherapy in clinical context: an umbrella review. transilvania university of brasov. series vii, social sciences, law., 10(2), 165–174. rashid, m. (2015). counseling and support services for distance learners at allama iqbal open university pakistan. vfast transactions on education and social sciences, 6(1), 50–54. sarkar, s. (2019). gratitude, conscience, and reciprocity: models of supplier motivation when quality is non-contractible. european journal of operational research, 277(2), 633–642. https://doi.org/10.1016/j.ejor.2019.02.047 shem, m. (2016). bibliotherapy as a problem-solving skill of counsellors and teachers for character and skills development in ogun state, nigeria. journal of education and practice, 7(20), 18–22. su, c., & cheng, c. (2015). a mobile gamification learning system for improving the learning motivation and achievements. journal of computer assisted learning, 31(3), 268–286. undang-undang no. 20. (2003). sistem pendidikan nasional. jakarta: direktorat pendidikan menengah umum. veilleux, j. c. (2019). shifts in momentary motivation to quit smoking based on experimental context and couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu eva kartika wulan sari enhancing students' learning motivation through bibliocounseling technique| 28 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419410 perceptions of motivational instability. addictive behaviors, 96, 62–67. https://doi.org/10.1016/j.addbeh.2019.04.012 wolff, m., wagner, m. j., poznanski, s., schiller, j., & santen, s. (2015). not another boring lecture: engaging learners with active learning techniques. the journal of emergency medicine, 48(1), 85–93. woolson, r. f. (2008). wilcoxon signed‐ rank test. wiley encyclopedia of clinical trials. zeigler-hill, v., vrabel, j. k., sauls, d., & lehtman, m. j. (2019). integrating motivation into current conceptualizations of personality. personality and individual differences, 147, 1–7. https://doi.org/10.1016/j.paid.2019.04.019 couns-edu the international journal of counseling and education vol.5, no.1, 2020, pp. 6-14 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020200525310 received on 12/09/2019; revised on 01/15/2020; accepted on 02/12/2020; published on: 03/30/2020 6 the effects of situational leadership and self-efficacy on the improvement of teachers’ work productivity using correlation analysis and sitorem rais hidayat 1*) , soewarto hardhienata 1 , yuyun elizabeth patras 1 , rindu rahayu agustin 2 . 1universitas pakuan, indonesia 2 state elementary school, bogor, indonesia *)corresponding author, e-mail: rais72rais@gmail.com abstract this research aimed to determine the positive correlation of situational leadership and selfefficacy with the improvement of teacher work productivity. the quantitative method with correlation analysis were employed, furthermore the scientific identification theory to conduct operation research in education management (sitorem) was applied to determine the priorities. the population includes all the elementary school teachers which are civil servants (pns) in bogor, indonesia while 105 were selected as samples. the findings showed there is a positive correlation between situational leadership and teacher work productivity with a correlation coefficient of 0.783, and between self-efficacy and teacher work productivity with 0.782. this, therefore, means these two factors are influential in increasing the productivity of teachers. the novelty of this research was the use of sitorem to highlight 7 indicators prioritized to be improved including leader behavior, delegation, direction, teacher achievement, facility use, efficiency, and managerial ability. keywords: self-efficacy, situational leadership, sitorem, teacher work productivity. how to cite: hidayat, r., patras, y., hardhienata, s., & agustin, r. (2020). the effects of situational leadership and self-efficacy on the improvement of teachers’ work productivity using correlation analysis and sitorem. couns-edu: the international journal of counseling and education, 5(1), 6-14. doi: http://.doi.org/10.23916/0020200525310 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction the quality of education has been reported to be highly dependent on several factors and one of the most important is the work behavior of teachers which is associated with their work productivity (hanushek & ettema, 2017). for example, despite the provision of adequate facilities and a perfect curriculum by the government or educational organization, a low teachers' behavior has the ability to reduce the quality of education (etomes & molua, 2019). this, therefore, means the theme of teacher work productivity is very important to the education process (harris & sass, 2014) and needs to be researched and developed to improve the quality of education (sass, semykina, & harris, 2014). the work productivity of the teacher determines educational outcomes (mesiono, 2019) based on the mental attitude of making life better. teachers are expected to maintain high work productivity due to its effect on the quality of education (ndugu, 2014) as well as the democratic society (camacho & parham, 2019). http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020200525310 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 the effects of situational leadership and self-efficacy on the improvement of teachers’ work... | 7 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525310 there are limited research related to teachers’ work productivity (abdullah, 2019) despite the fact it is influenced by different factors including the school leadership, facilities, teachers’ training, and the teachers’ condition (kagwiria, 2013). productivity has always been studied in relation to the private sector before it was introduced into the education sector (hanushek & ettema, 2017). therefore, labor productivity was defined as a measure of the success of labor producing a product over a certain period (sumarsono, 2009) while education productivity is related to quantitative and qualitative production of graduates by schools (sedarmayanti, 2001). the concept basically includes a mental attitude encouraging avoidance of complacency but investment in continuous self-development to improve work skills (sutrisno, 2010). the time spent on leave (absence) due to an illness and at work but with a decreased level of productivity is considered to be the same (bombardier, zhang, lacaille, & osborne, 2009). this, therefore, means work productivity is the difference between input and output (hasibuan, 2010) as well as the ability to produce more quality (anoraga, 2009). moreover, in relation to education, it is the ability to provide produce learners with relevant skills and expertise to create quality lives and provide benefits to the environment (aan komariah, 2008). productivity is, however, inseparable from human resource management activities (ivancevich & matteson, 2013) due to the involvement of input, activities of humans, and results such as the achievement of learning outcomes (sass et al., 2014). the concept has also been reported to be very important in management studies (hanaysha, 2016). however, for the purpose of this study, teacher work productivity was defined as a measure of the success obtained by comparing the efforts inputted by a teacher with the output over a certain period. situational leadership is model of leading that integrates both the directive and supportive dimensions, each of which is applied correctly in appropriate situations (ghazzawi, shoughari, & osta, 2017). it emphasizes the readiness, willingness, and ability of followers to conduct certain tasks (s. p. r. and t. a. judge, 2016). according to rivai & mulyadi (2003), leaders are required to have diagnostic skills to understand human behavior (mulyadi, veithzal rivai, 2009). however, siagian (2003) stated that the effectiveness of leadership is determined by the ability to read the situation and adjust the style to meet the present demands (siagian, 2010). gibson (gibson, ivancevich, donnelly, & organizations, 2006) also showed this leadership model focuses on the followers and their level of maturity. situational leadership theory showed effective leaders have many styles of leading based on the readiness of their followers and some of these include telling, selling, participating, and delegating (steven l. mcshane, 2018). this further allows its influence on several activities of an organization (amanchukwu, stanley, & ololube, 2015) therefore, for the purpose of this study, situational leadership was defined as a way of influencing subordinates using different leadership styles such as telling, selling, participating, and delegating depending on the current situation. another important factor to achieve productivity is self-efficacy (hidayat, putra, & patras, 2018). it was defined to be the self-belief owned by an individual to have the ability to conduct a specific task successfully (colquitt, lepine, & wesson, 2015). moreover, stroch (2002) also defined it as a person's belief to engage in work behavior appropriately by producing a specified level of performance (linda k. stroh, gregory b. northcraft, 2002). some characteristics of people with high self-efficacy include possessing the abilities needed, making necessary efforts, working without outside influences preventing the achievement of the required level of performance (linda k. stroh, gregory b. northcraft, 2002), believing in success, working harder, more creativity, having motivation at work (s. p. r. and t. a. judge, 2016), confidence, motivation, direction, and endurance in completing tasks (jennifer m. george, 2012). furthermore, according to luthans (2011), self-efficacy is influenced by mastery of experience or achievement of performance, diverse modeling, social persuasion, as well as physiological and psychological arousal (luthans, 2011). it can be improved through training, coaching, providing freedom and responsibility, showing an example, giving praise, motivating, reducing stress, caring, and providing assistance (newstrom, 2007). self-efficacy and leadership have been reported to have a positive influence on productivity (momeni, 2014). several studies showed self-efficacy correlates with pro-social behavior (gaol, 2018), achieving goals (diaconu-gherasim, mă irean, & brumariu, 2019), organizational citizenship behavior http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu hidayat, r., et. al. the effects of situational leadership and self-efficacy on the improvement of teachers’ work...| 8 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525310 experimen -tation modeling (mansor, 2013), and work productivity of teachers (tamuri, 2019). meanwhile, leadership has also been discovered to have a positive relationship with productivity (veliu, manxhari, demiri, & jahaj, 2017), employee motivation towards productivity (eyal & roth, 2010), and teamwork (hidayat et al., 2018). the novelty of this study is, therefore, the use of mixed methods including correlational research and scientific identification theory to conduct operational research in education management (sitorem) to determine the indicators to be prioritized in order to improve teachers’ work productivity. method the research aimed to determine the efforts toward improving teachers’ work productivity through the use of a quantitative method with correlation analysis and sitorem (scientific identification theory to conduct operation research in education management (hardhienata, 2017). the independent variables were situational leadership (x1) and self-efficacy (x2), while the dependent variable (y) was the work productivity. this research was conducted on a sample of 105 elementary school teachers that are civil servants (pns) in bogor, indonesia. data were collected using three questionnaire instruments including: 1) the teacher's work productivity instrument assessed by the teacher's supervisor, consisting of 6 indicators which are teacher achievement, work quality, utilization of infrastructure, efficiency, managerial ability, and performance, with 17 items ; 2) the transactional leadership instrument was conducted by the teacher to assess the principal, consisting of 5 indicators which are the leader behavior, saying, directing, participating, and delegating, with 32 items; 3) the self-efficacy instrument was assessed by the teacher and it consists of 6 indicators which are self-confidence, self-ability, high goals, high-achievement, hard work, and ability to find a solution, with 33 items. moreover, the level of reliability for the teacher's work productivity instrument was 0.954, situational leadership was 0.948 and self-efficacy was 0.948 and a measurement scale from 1 to 5 (very good) was used in all the instruments. the quantitative data were analyzed using descriptive and inferential statistics while the hypotheses were tested after the normality and variance homogeneity have been estimated. moreover, the sitorem was applied after the correlation-regression analysis (hardhienata, 2017). the basic considerations to derive suggestions and priorities for improvements include three criteria which were: 1) the strength of the relationship between the independent and dependent variables obtained from data analysis conducted using a correlational statistical method; 2) priority order of the indicators for each variable arranged based on input from expert opinion and analysis, an; 3) indicator values obtained from the field research (hardhienata, 2017). therefore, the sitorem analysis was expected to recommend (a) good indicators to be maintained, and (b) bad indicators to be corrected in the order of priority for improvement (hardhienata, 2017). the sitorem analysis is generally explained in the following figure (hardhienata, 2017). real system model data abstract model math. model system data simulation model observa tion system analysis modeling validation modeling figure 1. the scientific identification theory (hardhienata, 2017) http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 the effects of situational leadership and self-efficacy on the improvement of teachers’ work... | 9 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525310 results and discussions descriptive statistics results the teachers’ work productivity research instrument consists of 16 valid items and this means its lowest theoretical score is 16, the highest is 80, and the median is 48. however, the research score empirically moved from the lowest score of 43, highest at 80, and the median at 63 and the indicates the empirical median score of teacher work productivity is above the theoretical and can, therefore, be categorized as high. the situational leadership research instrument consists of 32 valid items which means it has the lowest theoretical score of 32, highest at 160, and the median score at 96. meanwhile, the research score empirically moves from the lowest score of 95 and highest at 153 to produce a median score of 130 and this shows the empirical situational leadership's median score is above the theoretical and can, therefore, be categorized as high. the self-efficacy research instrument consists of 33 valid items which meant it has the lowest theoretical score of 33, highest at 165 to have a median score of 99. meanwhile, the research score empirically moved from the lowest score of 110 and highest at 162 to produce a median score of 139. this shows the empirical median score of self-efficacy is above the theoretical and can, therefore, be categorized as high. table 1. results of descriptive statistics teacher's work productivity situational leadership self-efficacy average 62.66 126.99 138.55 median 63 130 139 mode 60 131 140 standard deviation 6.86 12,60 11.81 variance 47.11 158.82 139.34 range 37 58 52 minimum value 43 95 110 maximum value 80 153 162 total 6579 13.334 14.548 testing requirements for analysis normality test the estimated error normality test (y-ŷ1) showed the teacher work productivity variable on the situational leadership variable was calculated to have an l value of 0.049 while the l table is 0.087 and since the normal requirement is the l value <l table, therefore, it is normally distributed. the estimated error normality test (y-ŷ2) showed the teacher work productivity variable on the selfefficacy variable was calculated to have an l value of 0.048 while the l table is 0.087 and since the normal requirement is the l value <l table, therefore, it is normally distributed. homogeneity test the homogeneity test of the variance of teacher work productivity variables on situational leadership showed a value of ²value = 49.11 while ² table at α = 0.05 = 51.00. therefore, this relationship was declared homogeneous. the homogeneity test of the variance of teacher work productivity variables on self-efficacy showed a value of ²value = 47.23 while ² table at α = 0.05 = 51.00. therefore, this relationship was declared homogeneous. hypothesis test  the correlation of situational leadership with teacher work productivity. the correlation of situational leadership variables (x1) with teacher work productivity variables (y) was determined by the http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu hidayat, r., et. al. the effects of situational leadership and self-efficacy on the improvement of teachers’ work...| 10 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525310 coefficient of determination (r2y1) and a value of 0.613 was obtained. this means the contribution of situational leadership to the teacher work productivity variable is relatively strong. furthermore, the correlation test showed the t value was 20.52 while the t table is 1.98 and this further confirms the correlation to be significant. therefore, it can be concluded there is a significant positive correlation of situational leadership on teacher work productivity.  correlation of self efficacy with teacher work productivity. the correlation of self-efficacy variables (x2) with teacher work productivity variables (y) was determined by the coefficient of determination (r2y2) and a value of 0.612. this shows the contribution of self-efficacy to the teacher work productivity variable is relatively strong. moreover, the correlation test also showed the t count is 20.43 while the t table is 1.98 and this means the correlation is significant. therefore, it can be concluded there is a significant positive correlation of self-efficacy on teacher work productivity.  partial correlation test. a partial correlation was found between situational leadership (x1) with teacher work productivity (y) using self-efficacy (x2) as control as observed with the (ry12) value of 0.679 while the significance test showed t value = 12.800 > t table = 1.98 at α=0.05. therefore, the correlation of situational leadership with teacher work productivity was found not to be influenced by self-efficacy. a partial correlation between self-efficacy (x2) with teacher work productivity (y) using situational leadership (x1) as a control (ry12) produced a value of 0.672 while the significance test showed t value = 12.417> t table = 1.98 at α = 0.05. this, therefore, means the correlation between self-efficacy and teacher work productivity is not influenced by situational leadership. priority for improvement sitorem has been used in previous studies to determine priorities in improving teacher innovation (setyaningsih, sukanti, & hardhienata, 2019), teacher performance (darmawi, hardhienata & retnowati, 2019) and motivation, transformational leadership, and personality (djami, hardhienata, & tukiran, 2019). the correlational research showed it is possible to improve teacher work productivity through situational leadership and self-efficacy and the application of sitorem as shown in figure 2 shows there are certain indicators to be maintained and those to be improved. they are associated with independent variables, situational leadership and self-efficacy and the required to be retained include (1) participating, (2) telling, (3) achievement, (4) solutions, (5) self-confidence, (6) working hard, (7) self-ability, (8) goals, (9) work quality, and (10) performance while the 7 prioritized for improvement are (1) leader behavior, (2) delegating, (3) directing, (4) teacher achievement, (5) using facility, (6) efficiency, and (7) managerial ability. the strength of situational leadership’s correlation with teacher work productivity is indicated with the correlation coefficient of 0.783 and this is in line with the results of the research in lebanon which showed situational leadership has a strong influence on work productivity (ghazzawi et al., 2017). moreover, other findings have also suggested leadership style generally has a significant effect on productivity (shamaki, 2015) especially in relation to personality, motivation, and ability (adu, olatundun, & adu, 2017). this was further supported by the theory of shane & glinow (2008) that effective leaders have many variations of styles to deal with the readiness of followers such as the ability or willingness of employees or work teams to complete certain tasks (steven l. mcshane, 2018). leadership in organizations has also been identified to have the ability of influencing many things including work productivity and performance (adu et al., 2017). the findings of this research showed the principal as a leader is required to have a method of influencing the subordinates (eren, 2012) through the use of different styles (marks & printy, 2015) to have the most impact (dempster, townsend, johnson, & bayetto, 2017). some of these styles include orders, support, delegation of authority, and other ways to influence the productivity of the teachers (susanthi & setiawan, 2014). http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 the effects of situational leadership and self-efficacy on the improvement of teachers’ work... | 11 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525310 situational leadership 1. behavior as a leader: (24%), (3,92) 2. telling: (22%), (4,22) 3. directing: (19,5%), (3,86) 4. participating: (19,5%), (3,71) 5. delegating: (15%), (4,12) self-efficacy 1. confidence: (20%), (4,42) 2. competence: (20%), (4,40) 3. goal : (17%), (4,11) 4. achievement : (16%), 4,14) 5. hard work: (16%), (4,03) 6. solution: (11%), (4,20) teacher productivity 1. work achievement: (21%), (3,98) 2. work quality: (19%), (4,37) 3. using facility: (17%), (3,41) 4. efficiency: (15%), (3,96) 5. managerial competence: (15%), (3,75) 6. performance: (13%), (4,11) indicators to retain: 1. participating: (19,5%), (3,71) 2. telling: (22%), (4,22) 3. achievement : (16%), 4,14) 4. solution: (11%), (4,20) 5. confidence: (20%), (4,42) 6. hard work: (16%), (4,03) 7. competence: (20%), (4,40) 8. goal : (17%), (4,11) 9. work quality: (19%), (4,37) 10. performance: (13%), (4,11) indicators to improve: 1. behavior as a leader: (24%), (3,92) 2. delegating: (15%), (4,12) 3. directing: (19,5%), (3,86) 4. using facility: (17%), (3,41) 5. work achievement: (21%), (3,98) 6. efficiency: (15%), (3,96) 7. managerial competence: (15%), (3,75) ry1=0,78 3 ry2 =0,782 figure 2. indicators list to retain and improve based on sitorem the strength of the correlation of self-efficacy with teacher work productivity is indicated with the correlation coefficient of 0.782 and this is in agreement with the findings of another research that showed self-efficacy have a major effect on employee performance (t. a. judge, jackson, shaw, scott, & rich, 2007), has the ability to increase employees’ productivity (mensah, 2013), job satisfaction and commitment (mukhtar & sujanto, 2018), and ability to compete (soenanto, tuntas widyo, djabir hamzah, mahlia muis, 2016). it is also in line with the theory of gibson, et al (2006) which states that self-efficacy is a person's belief to have the ability of working effectively in certain situations (gibson et al., 2006). it has also been reported to be important to the development of organizational performance (bandura, 1999), therefore, it needs to be continually developed and cultivated (djigi, stojiljkovi, & doskovi, 2014). this strong correlation shows the problem of low teacher work productivity can be solved by improving self-efficacy (soenanto, tuntas widyo, djabir hamzah, mahlia muis, 2016). therefore, efforts to improve the characteristics of self-efficacy (jaiswal & dhar, 2015) such as self-confidence, selfability, high goals, the achievement of goals, working hard and finding solutions need to be continuously improved in the teachers (t. a. judge et al., 2007). moreover, 7 priorities were recommended to be retained and the first is improving the leader’s behavior. this is not surprising because other studies have shown its significant positive effects on organizational (shamaki, 2015) and employee performance (mustafa taşliyan & harbalioğlu, 2017). this is associated with the ability of the leaders to use different strategic and tactical behaviors to run the organization (nikoloski, 2015). this, therefore, means their behavior plays a central role (smith & squires, 2016) and also has the ability to influence the ethics of the members (hidayat, 2017). http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu hidayat, r., et. al. the effects of situational leadership and self-efficacy on the improvement of teachers’ work...| 12 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525310 conclusions increasing teacher work productivity is very important due to its contribution to the quality of education. this research showed this is achievable by increasing situational leadership and self-efficacy while 10 indicators were recommended to be retained using sitorem and they are (1) participating, (2) telling, (3) achievement, (4) solutions, (5) self-confidence, (6) ) working hard, (7) self-ability, (8) goals, (9) work quality, and (10) performance while 7 others were prioritized for improvement and they include (1) leader behavior, (2) delegating, (3) directing, (4) teacher achievement, (5) infrastructure, (6) efficiency, and (7) managerial ability. references aan komariah, c. t. (2008). visionary leadership menuju sekoah efektif. bandung: bumi aksara. abdullah, n. n. (2019). the impact of staff training and development on teacher ’ s productivity. economics, management and sustainability, (may). https://doi.org/10.14254/jems.2019.4-1.4 adu, k. o., olatundun, s. a., & adu, e. o. (2017). factors hindering teachers ’ productivity in public secondary schools factors hindering teachers ’ productivity in public. journal of social sciences issn:, 49, 70–76. https://doi.org/10.1080/09718923.2016.11893599 amanchukwu, r. n., stanley, g. j., & ololube, n. p. (2015). a review of leadership theories , principles and styles and their relevance to educational management. management, 5(1), 6–14. https://doi.org/10.5923/j.mm.20150501.02 anoraga, p. (2009). psikologi kerja. jakarta: rineka cipta. bandura, a. (1999). self-efficacy in changing societies. delhi: cambridge university press. bombardier, c., zhang, w., lacaille, d., & osborne, r. h. (2009). the journal of rheumatology measuring worker productivity  : frameworks and measures. the journal of rheumatology, 36(9). https://doi.org/10.3899/jrheum.090366 camacho, d. a., & parham, b. (2019). urban teacher challenges  : what they are and what we can learn from them. teaching and teacher education, 85, 160–174. https://doi.org/10.1016/j.tate.2019.06.014 colquitt, j. a., lepine, j. a., & wesson, m. j. (2015). organizational behavior: improving performance and commitment. new york: mcgraw hill education. darmawi, hardhienata, s., & retnowati, r. (2019). using scientific identification theory for operational research in education for analyzing teachers ’ performance. international journal of managerial studies and research (ijmsr), 7(4), 21–28. dempster, n., townsend, t., johnson, g., & bayetto, a. (2017). leadership and literacy: principals, partnerships and pathways to improvement. gewerbestrasse: springer international publishing. diaconu-gherasim, l. r., mă irean, c., & brumariu, l. e. (2019). quality of teachers ’ and peers ’ behaviors and achievement goals  : the mediating role of self-efficacy. learning and individual differences, 73(june), 147–156. https://doi.org/10.1016/j.lindif.2019.06.001 djami, m. e. u., hardhienata, s., & tukiran, m. (2019). improvement of job satisfaction through transformational leadership , personality , and achievement motivation by using scientific identification theory of operation research in education management ( sitorem ). international journal of managerial studies and research (ijmsr), 7(4), 62–70. djigi, g., stojiljkovi, s., & doskovi, m. (2014). basic personality dimensions and teachers ’ self-efficacy. procedia social and behavioral sciences, 112(iceepsy 2013), 593–602. https://doi.org/10.1016/j.sbspro.2014.01.1206 eren, e. (2012). innovative leadership for the twenty-first century. international conference on leadership, technology and innovation management, 41, 1–14. https://doi.org/10.1016/j.sbspro.2012.04.001 etomes, s. e., & molua, e. l. (2019). strategies for enhancing the productivity of secondary school teachers in south west region of cameroon. journal of education and learning, 8(1), 109–119. https://doi.org/10.5539/jel.v8n1p109 eyal, o., & roth, g. (2010). principals ’ leadership and teachers ’ motivation. jea, 49(3), 256–275. https://doi.org/10.1108/09578231111129055 gaol, m. (2018). the relationship between emotional intelligence , self efficacy and prosocial behaviour on interpersonal conflict management. the international journal of counseling and education, 3(4), 121– 125. ghazzawi, k., shoughari, r. el, & osta, b. el. (2017). situational leadership and its effectiveness in http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 the effects of situational leadership and self-efficacy on the improvement of teachers’ work... | 13 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525310 rising employee productivity  : a study on north lebanon organization. human resource management research, 7(3), 102–110. https://doi.org/10.5923/j.hrmr.20170703.02 gibson, j. l., ivancevich, j. m., donnelly, j. h., & organizations, r. k. (2006). organizations, behavior, sructure and proceses. boston: mcgraw-hill. hanaysha, j. (2016). improving employee productivity through work engagement  : evidence from higher education sector improving employee productivity through work engagement  : empirical evidence from higher. management science letters, (january). https://doi.org/10.5267/j.msl.2015.11.006 hanushek, e. a., & ettema, e. (2017). defining productivity in education  : issues and illustrations. the american economist, 62(2), 165–183. https://doi.org/10.1177/0569434516688207 hardhienata, s. (2017). the development of scientific identification theory to conduct operation research in education management. iora international conference on operations research. https://doi.org/10.1088/1742-6596/755/1/011001 harris, d. n., & sass, t. r. (2014). economics of education review skills , productivity and the evaluation of teacher. economics of education review, 40, 183–204. https://doi.org/10.1016/j.econedurev.2014.03.002 hasibuan, m. (2010). organisasi dan motivasi. jakarta: bumi aksara. hidayat, r. (2017). perilaku etis dosen dalam perspektif efikasi diri, kepemimpinan, dan komunikasi interpersonal. pedagonal, 1(1), 37–44. hidayat, r., putra, k. s., & patras, y. e. (2018). improving team cohesiveness based on perspective of self-efficacy and leadership behaviour, proceeding(aes 2017), 308–312. ivancevich, j. m., & matteson, m. t. (2013). organizational behavior and management tenth edition. new york: mcgraw-hill irwin. jaiswal, n. k., & dhar, r. l. (2015). transformational leadership , innovation climate , creative selfefficacy and employee creativity : a multilevel study. international journal of hospitality management, 51, 30–41. https://doi.org/10.1016/j.ijhm.2015.07.002 jennifer m. george, g. r. j. (2012). understanding and managing organizatioanl behavior. boston: printice hall. judge, s. p. r. and t. a. (2016). organizational behavior. tokyo: pearson. judge, t. a., jackson, c. l., shaw, j. c., scott, b. a., & rich, b. l. (2007). self-efficacy and workrelated performance : the integral role of individual differences. journal of applied psychology, 92(1), 107–127. https://doi.org/10.1037/0021-9010.92.1.107 kagwiria, k. j. (2013). teacher ’ s productivity in promoting quality education in public primary schools in kenya. academic journal of interdisciplinary studies, 2(2), 365–378. https://doi.org/10.5901/ajis.2013.v2n2p365 linda k. stroh, gregory b. northcraft, m. a. n. (2002). organizational behavior: a management challenge third edition. new jersey 07430: lawrence erlbaum associates, inc., publishers. luthans, f. (2011). organizational behavior an evidence-based approach. new york: mcgraw hill irwin. https://doi.org/10.1002/9781118785317.weom060151 mansor, a. (2013). mediating effect of self-efficacy on self-leadership and teachers ’ organizational citizenship behavior : a conceptual framework. international journal of economics, business and management studies, 2(1), 1–11. marks, h. m., & printy, s. m. (2015). principal leadership and school performance : an integration of transformational and instructional leadership. educational administration quarterly, 39(3), 370–397. https://doi.org/10.1177/0013161x03253412 mensah, a. o. (2013). the influence of employees ’ self-efficacy on their quality of work life : the case of cape coast , ghana. international journal of business and social science, 4(2). mesiono. (2019). the influence of job satisfaction on the performance of madrasah aliyah ( islamic senior high school ) teachers. tadris: jurnal keguruan dan ilmu tarbiyah, 4(1), 107–116. https://doi.org/10.24042/tadris.v4i1.4388 momeni, m. (2014). the effect of employees ’ self-efficacy on innovative work behavior at social security organization employees in ardabil province. kuwait chapter of arabian journal of business and management review, 3(8), 29–32. mukhtar, m., & sujanto, b. (2018). the influence of self efficacy , job satisfaction and organizational commitment toward organizational citizenship behavior ( ocb ) of teachers of private vocational schools in south jakarta. international journal of scientific research and management http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu hidayat, r., et. al. the effects of situational leadership and self-efficacy on the improvement of teachers’ work...| 14 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525310 (ijsrm), 06(06), 406–414. https://doi.org/10.18535/ijsrm/v6i6.el06 mulyadi, veithzal rivai, d. (2009). kepemimpinan dan perilaku organisasi. jakarta: rajawali press. mustafa taşliyan, b. h., & harbalioğlu. (2017). the effect of servant leadership on organizational citizenship behaviour and performance of employee: a research on hotel managements in gaziantep. the journal of international social research, 9(44), 1232–1240. ndugu, m. m. (2014). quality and productivity of teachers in selected public secondary schools in kenya. mediterranean journal of social sciences, 5(5), 103–116. https://doi.org/10.5901/mjss.2014.v5n5p newstrom, j. (2007). organizational behavior, human behavior at work. (mcgraw-hill, ed.). boston. nikoloski, k. (2015). leadership and management : practice of the art of influence. academica brâncuşi” publisher, ii(1), 31–39. sass, t. r., semykina, a., & harris, d. n. (2014). economics of education review value-added models and the measurement of teacher productivity. economics of education review, 38, 9–23. https://doi.org/10.1016/j.econedurev.2013.10.003 sedarmayanti. (2001). sumber daya manusia dan produktivitas kerja. bandung: mandar maju. setyaningsih, s., sukanti, d., & hardhienata, s. (2019). teacher ’ s innovation improvement through the development of organizational climate and emotional intelligence using correlation statistical analysis and sitorem method. advances in social science, education and humanities research, 253(aes 2018), 45–49. shamaki. (2015). influence of leadership style on teacher ’ s job productivity in public secondary schools in taraba state , nigeria. journal of education and practice, 6(10), 200–204. siagian, s. p. (2010). teori dan praktek kepemimpinan. jakarta: rineka cipta. smith, b. s., & squires, v. (2016). the role of leadership style in creating a great school. selu research review journal, 1(1), 65–78. soenanto, tuntas widyo, djabir hamzah, mahlia muis, n. b. (2016). the influence of telecommuting systems , selfefficacy and the quality of management on work productivity and the competitiveness of organizational perspectives in multinational companies in jakarta , indonesia. scientific research journal (scirj), iv(iii), 43–52. steven l. mcshane, m. a. v. g. (2018). organizational behavior: emerging knowledge global reality (eight edition). ny 10121. sumarsono, s. (2009). teori dan kebijakan publik ekonomi sumber daya manusia. yogyakarta: graha ilmu. susanthi, n. i., & setiawan, a. (2014). the effect of leadership style on motivation to improve the employee performance. jurnal manajemen transportasi & logistik (jmtranslog), 01(03), 221–226. sutrisno, e. (2010). manajemen sumber daya manusia. jakarta: kencana. tamuri, a. h. (2019). the significant correlation between self efficacy and the role of islamic education teachers as a society change agent noornajihan jaafar nurul asia fasehah muhamad azhar haji ahmad nur hanani hussin mohd khamal md . daud maziahtusima ishak. mediterranean journal of social sciences, 2117, 83–89. https://doi.org/10.2478/mjss-2019-0044 veliu, l., manxhari, m., demiri, v., & jahaj, l. (2017). the influence of leadership style s on employee ’ s performance. vadyba journal of management, 31(2), 59–69. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu the international journal of counseling and education vol.3, no.1, 2018, pp. 28-33 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180311210 received on 08/26/2017; revised on 09/16/2017; accepted on 12/30/2017; published on: 05/23/2018 28 psychoeducation group for parents who raise a child with autism spectrum disorder desvi yanti mukhtar *)1 , t. dicky hastjarjo 2 , amitya kumara 3 , m. g. adiyanti 4 1universitas sumatera utara, medan,234universitas gajah mada *)corresponding author, e-mail: desvi.ym@gmail.com abstract the aim of the research is to know how the impact of psychoeducation group to the level of parenting stress of parents who raise a child with autism spectrum disorder. this research used quasi experimental method with the design of the untreated control group with dependent pretest and posttest samples. this research involved 25 parents (20 mothers and 5 fathers) who raise a child with autism spectrum disorder divided into two groups, experimental group and the control group. the experimental group has received psychoeducation treatment with ecological approach for two months (8 meetings, conducted once a week). this research used scale of parenting stress, observation, test of knowledge about parenting of children with autism spectrum disorder, and sheet of evaluation of psychoeducationactivities in collecting the data. the result of the analysis with mixed anovahave shown that psychoeducation group has no effect to the level of parenting stress (f = 0,697 p > 0,05). the result of check manipulation have shown that the knowledge of subject on parenting of children with autism increase after join in the psychoeducation group. keywords: psychoeducation, autism spectrum disorder how to cite: mukhtar, dy., hastjarjo, td., kumara, a., adiyanti, mg. (2018). psychoeducation group for parents who raise a child with autism spectrum disorder. counsedu: international journal of counseling and education, 3(1): pp. 28-33. doi: https://doi.org/10.23916/0020180311210 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction parenting is a difficult and complex task, especially if the child is a child with special needs (berns, 2007). on the parents who raise children with autism spectrum disorders, lee et al (2008) found that childrearing is considered more difficult and lead to a heavy burden for parents and family. reviewing base on ecological approach, parents experience difficulties in all existing subsystem. at the level of microsystem, parents experience difficulties encountering children with autism spectrum disorders directly, such as overcoming behavioral problems experienced by children (brobst et al., 2009). at the level of mesosystem and exosystem, the difficulties experienced by parents such as having to face the jealousy of siblings of autistic children and often having conflict with spouses or other family members such as grandmother and grandfather (mukhtar et al., 2016), job disruption (scott, 2010; stoner & stoner, 2014; syeda, weiss, &lunsky, 2011), and limited interaction with the surrounding due to need more time to spend in parenting (lee et al., 2008; mukhtar, 2014; sander & morgan, 1997). at the level of macrosystem, parents often get stigma or negative response from common people because less of information about autism spectrum disorder so parents feel isolated (ha et al., 2014; hoogsteen&woodgate, 2013). http://dx.doi.org/10.23916/0020180311210 couns-edu  the international journal of counseling and education vol.3, no.1, 2018 psychoeducation group for parents who raise a child with autism spectrum disorder| 29 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180311210 various difficulties that faced by parents in raising a child with autism cause stress of parenting, which is negative reaction that experienced by parents as an effort to adapt to the demands of roles and responsibilities as parents (deater-deckard, 2004). many studies show that parents who raise a child with autism spectrum disorders experience higher levels of stress than parents with normal child or child with other developmental disorders (ex. hayes & watson, 2013; mcconnell, savage, &breitkreuz, 2014; samadi, mcconkey, & bunting, 2014; serrata, 2012; wang, michaels, & day, 2011). as the main factor that determines function of family, parents that experience stress need to be supported in order to increase resource they have (swick& williams, 2006). according to perry (2004), resources that owned by individual, both of personal and from family, are important factors that determine their psychological condition as parents of child with autism. patterson (2002) emphasizes that resources owned by that parents would help them to adapt positively with the condition they face as parents. one of ways that can be used to increase resource in order to be able to adapt positively is establishing psychoeducation group. by giving intervention in group setting, there will be benefits rather than individual setting. according to the professionals, the application of group setting is more efficient, both of time and material (masson et al., 2012; nichols &jenkinson, 2006; schultz et al., 2011). in the case of parents, group approach has some therapeutic factors, for instance chance to be open and learn, establish cohesiveness and universal feeling (corey et al., 2014); forsyth, 2014. those things can decrease isolated feeling that experienced by parents and find hope in order to solve their problems so they will be happy psychologically (corey et al. 2014; forsyth, 2014; nichols &jenkinson, 2006). method this research used a quasi experimental method with the design of the untreated control group with dependent pretest and posttest samples (shadish, cook, & campbell, 2002). subjects that involved in this research were 25 parents who cared for children with autism spectrum disorders. subjects were divided into two groups, 14 parents (11 mothers, 3 fathers) were in the experimental group and 11 parents (9 mothers, 2 fathers) were in the control group. experimental group received treatment in the form of psychoeducation for two months conducted in eight meetings (once a week). each meeting lasts for two hours (120 minutes). the material coveredare organized by using an ecological approach and adjusted with the results of the need assessment of the problems faced by parents which have done before. there were eight topics discussed: introduction to autism spectrum disorders, strengthening the parents personally strengthening family, obstacles of social communication in child with autism spectrum disorder, emotional and behavior problem in child with autism spectrum disorder, train independency in daily activities, the handling of children with autism spectrum disorder, and advocacy for children. psychoeducation implementation used several variations of methods: lectures, discussions, watching the short videos, role playing, and doing the exercises. the control group did not receive any treatment during the study and only received psychoeducation after the follow-up measurements were completed. data collection in this research has been done by using scale, observation of the process in the group, test of knowledge about parenting of children with autism spectrum disorder, and the sheet of evaluation of psychoeducationactivities . the scale used is the scale of parenting stress, given three times, before treatment, after treatment, and at follow-up (two months after treatment). this scale is prepared by the researchers based on the theory presented by deater-deckard (2004). the scale of parenting stress consists of 35 items and has a cronbach alpha coefficient of 0.930 and the item-total correlation coefficient ranges from 0.327 to 0.669. there are two aspects that are revealed in the scale of parenting stress, physiological aspects and psychological aspects. the psychological aspect is broken down into three sub-aspects: cognitive, behavioral, and emotional. observation of the process in the group and the test of knowledge about parenting of children with autism spectrum disorder are used as a tool to check the manipulation of the treatment given.the sheet of evaluation of psychoeducationactivities is used to evaluate the activity of psychoeducation and to know the subject's opinion about the process of the psychoeducation group that have been done. couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu mukhtar, dy., hastjarjo, td., kumara, a., & adiyanti, mg. psychoeducation group for parents who raise a child with autism spectrum disorder | 30 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180311210 results and discussion the results of descriptive analysis as shown in table 2,show that at the time of pre-test, the mean score of parenting stress on group psychoeducation is lower than the control group but the standard deviation is higher. this suggests that the level of parenting stress of subject in the psychoeducation group is lower but has greater variation than the control group. at post-test, the mean score of parenting stress in both groups was similar, but the standard deviation in the control group was greater. at follow-up, the mean score of parenting stress in the psychoeducation group was also lower than the control group but the standard deviation in both groups was relatively similar. table 2. description of score of parenting stress group n pre-test post-test follow-up mean sd mean sd mean sd psychoeducation 14 76,21 15,22 79,14 12,87 80,00 13,60 control 11 81,36 11,47 80,55 15,36 84,27 13,63 the results of data analysis by using mixed anova shows that there is no interaction between the time of measurement of parenting stress with groups (f = 0,697 p > 0.05). its means that the psychoeducation group has no affect or can not decrease the level of parenting stress. the result of this research is different with meta-analysis result to 48 researches on parents group training that conducted by barlow et al. (2012), but in the same line with research that conducted by farrar (2005) and gattuso (2013). possibly some factors cause the failure of psychoeducation group in decreasing level of parenting stress. firstly, possibly individual from psychoeducation group also needs help and emotional support so need chance to tell more in order to decrease psychological stress they feel. according to yoak et al. (1985), parents who need help and emotional support like this will not feel satisfied when join a group that focus on education and sharing information. second factor is the involvement in psychoeducation group possibly increases personal stress among individual. krauss, upshur, shonkoff, and hauser-cram (1993) assert that the involvement in parents group has positive yet negative influence to the parents psychological function and their perception to social support. participation in a group relate to the increase of perception to social support acceptance from friend who has the same age can be classified as positive influence. in contrast, negative influence of this thing is the involvement in parents group relates to the increase of personal stress and it can create conflict in family or social relationship. through observation, there are some conditions that relate to the increase of individual stress during process of psychoeducation. firstly, there is duty and requirement to practice material that has been discussed. secondly, during process of psychoeducation, group leader mostly shares information. that can help parents to get proper information, but on the other hand that information or material becomes a burden for parents. research conducted by jones and passey (2004) also shows that interaction with professional is one of sources of stress for parents who has child with development disorder. this condition is not the same with condition in parents support group. subjects get more suggestion or information that told by other participants and information from group leader is merely additional information. based on research conducted by solomon, pistrang, and barker (2011), information from other participants is easier to understood because based on personal experience (solomon et al., 2001) and consists of practical advice (mueller, milian, and lopez, 2010). although the group psychoeducationcan notreduced the level of parenting stress, the result of manipulation check shows that the subjects in psychoeducation group have increased knowledge about parenting a child with autism spectrum disorder. this is confirmed by the results of subject evaluation which stated that the main benefits they experienced from participation in a group psychoeducation was increasing knowledge about the parenting of children with autism spectrum disorder. couns-edu  the international journal of counseling and education vol.3, no.1, 2018 psychoeducation group for parents who raise a child with autism spectrum disorder| 31 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180311210 the second benefit is making friend, especially between parents who has child with autism spectrum disorder. other benefits are feeling peace, increasing confidence in parenting, more patience, instance optimism and excitement in parenting and facing the future, be grateful for the condition of the children, realize role and responsibility in parenting child with autism and feel get support from professionals, especially psychologist. the results of the observation indicate that the subject actually has a fairly high openness, but the opportunity to talk openly is not much because the time allocation is more used for lectures and role-playing or exercises. these findings are in the same line with some researches on group for parents who has child with special need. thurston (2007) finds that support program for parents can increase confidence and decrease worry, barlow et al. (2008) and keen et al. (2010) find that training for parent can increase self-efficacy and gattuso (2013) find that psychoeducation for parent can increase ability to problem solving. conclusion psychoeducation group does not have any influence to the level of parenting stress. the failure of psychoeducation group in decreasing the level of parenting stress can be caused by some factors, for instance the low chance to be open and the risk to experience personal conflict due to group process. although it does not decrease the level of parenting stress, but group of psychoeducationis considered able to give benefits, for instance the increaseof knowledge about parenting of child with autism spectrum disorder, make friend, be optimistic for the future of the child, be grateful with the condition of the child, realize the role and responsibility of parents, and get support from professional, especially psychologist. references barlow, j. h., powell, l. a., gilchrist, m., &fotiadou, m. (2008). the effectiveness of the training and support program for parents of children with disabilities: a randomized controlled trial. journal of psychosomatic research, 64, 55-62. doi:10.1016/j.jpsychores.2007.06.006. barlow, j., smailagic, n., ferriter, m., bennett, c., & jones, h. (2010). group-based parent-training programmes for improving emotional and behavioural adjustment in children from birth to threeyears old. cochrane database of systematic reviews, issue 3. art. no.: cd003680. doi: 10.1002/14651858. cd003680.pub2. berns, r. m. (2007). child, family, school, community: socialization and support (ed. 7). belmont: thomson higher education. brobst, j. b., clopton, j. r., &hendrick, s. s. (2009). parenting children with autism spectrum disorders, the couple’s relationship. focus on autism and other developmental disabilities, 24 (1), 38-49. corey, m. s., corey, g., & corey, c. (2014).group process and practice (ed. 9). united states of america: brooks/cole, cengage learning. deater-deckard, k. (2004).parenting stress. new haven and london: yale university press. farrar, r. l. e. (2005). the effect of cognitively-based parent training intervention on parental stress.proquest dissertation and theses, umi number: 3161353. forsyth, d. r. (2014).group dynamics (ed. 6). united states of america: wadsworth, cengage learning. gattuso, j. l. (2013). parent training and parent support: the efficacy of a parent-focused parent training support group for parents of children with autism spectrum disorder and disruptive behavior. proquest dissertation and theses, umi number: 3617783. ha, v. s., whittaker, a., whittaker, m., & rodger, s. (2014). living with autism spectrum disorder in hanoi, vietnam.social science & medicine, 120, 278-285. hayes, s. a., & watson, s. l. (2013). the impact of parenting stress: a meta-analysis of studies comparing the experience of parenting stress in parents of children with and without autism spectrum disorder. journal of autism and developmental disorders, 43, 629-642. doi: 10.1007/s10803-012-1604-y. hoogsteen, l., &woodgate, r. l. (2013). the lived experience of parenting a child with autism in a rural area: making the invisible, invisible. pediatric nursing, 39(5), 233-237. couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu mukhtar, dy., hastjarjo, td., kumara, a., & adiyanti, mg. psychoeducation group for parents who raise a child with autism spectrum disorder | 32 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180311210 jones, j., &passey, j. (2004). family adaptation, coping, and resources: parents of children with developmental disabilities and behavior problem. journal on developmental disabilities, 11(1), 3146. keen, d., couzens, d., muspratt, s., & rodger, s. (2010). the effect of a parent-focused intervention for children with a recent diagnosis of autism spectrum disorder on parenting stress and competence.research in autism spectrum disorders, 4, 229 – 241. krauss, m. w., upshur, c. c., shonkoff, j. p., & hauser-cram, p. (1993).the impact of parents group on mothers of infants with disabilities.journal of early intervention, 17 (1), 8 – 20. lee, l-c., harrington, r. a., louie, b. b., &newschaffer, c. j (2008). children with autism: quality of life and parental concerns. journal of autism and developmental disorders, 38, 1147-1160. doi: 10.1007/s10803-007-0491-0. mcconnell, d., savage, a., &breitkreuz, r. (2014).resilience in families raising children with disabilities and behavior problems.research in developmental disabilities, 35, 833-848. mueller, t. g., milian, m., & lopez, m. i. (2010). latina mothers’ views of a parent-to-parent support group in the special education system. research and practice for persons with severe disabilities, 34 (3-4), 113-122. mukhtar, d. y. (2014).nilaianakberkebutuhankhususbagiorangtua.prosiding seminar nasionaldancall for paper ketahanankeluargasebagai asset bangsa, fakultaspsikologiuniversitasmerdeka malang, 124142. mukhtar, d. y., kumara, a., hastjarjo, t. d., &adiyanti, m. g. (2016). bebanpengasuhan yang dialami orangtua yang memiliki anak dengan gangguan spektrumautis. prosiding. seminar ilmiah nasional dies natalis usu 64: membangun kebersamaan menuju akreditasi unggul dan pengakuan internasional, health and medicine, 159 – 165. nichols, k. &jenkinson, j. (2006).leading a support group: a practical guide. new york: open university press. patterson, j. m. (2002). integrating family resilience and family stress theory. journal of marriage and family, 64, 349-360. perry, a. (2004). a model of stress in families of children with developmental disabilities: clinical and research applications. journal on developmental disabilities, 11 (1), 1-16. samadi, s. a., mcconkey, r., & bunting, b. (2014).parental wellbeing of iranian families with children who have developmental disabilities.research in developmental disabilities, 35, 1639-1647. sanders, j. l. & morgan, s. b. (1997). family stress and parent adjustment as perceived by parents of children with autism or down syndrome: implication for intervention. child and family behavior therapy, 19, 15-32. scott, e. k. (2010). “i feel as if i am the one who is disabled”: the emotional impact of changed employment trajectories of mothers caring for children with disabilities. gender and society, 24(5), 672-696. serrata, c. a. (2012). psychosocial aspects of parenting a child with autism.journal of applied rehabilitation counseling, 43 (4), 29-35. shadish, w. r., cook, t. d., & campbell, d. t. (2002).experimental and quasi-experimental design: for generalized causal inference. boston: houghton mifflin company. solomon, m., pistrang, n., & barker, c. (2001). the benefit of mutual support groups for parents of children with disabilities. american journal of community psychology, 29 (1), 113-132. stoner, c. r., & stoner, j. b. (2014). how we can make this work? understanding and responding to working parents of children with autism.business horizons, 85-95. swick, k. j., & williams, r. d. (2006). an analysis of bronfenbrenner’s bio-ekological perspective for early childhood educators: implications for working with families experiencing stress. early childhood education journal, 33 (5), 371-378. doi: 10.1007/210643-006-0078-y. syeda, m., weiss, j., &lunsky, y. (2011). brief report: experiences of families of individuals with intellectual disability and psychiatric disorder. journal on developmental disabilities, 17 (2), 64-68. thurston, m. (2007).understanding family support.dalam j. schneider, m. avis, & p. leighton (eds.), supporting children and families: lessons from sure start for evidence-based practice in health, social care and education (hal. 185-194). london and philadelphia: jessica kingsley publishers. wang, p., michaels, c. a., & day, m. s. (2011). stress and coping strategies of chinese families with children with autism and other developmental disabilities.journal of autism and developmental disorder, 41, 783-795. doi: 10.1007/s10803-010-1099-3. couns-edu  the international journal of counseling and education vol.3, no.1, 2018 psychoeducation group for parents who raise a child with autism spectrum disorder| 33 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180311210 yoak, m., chesney, b. k., & schwartz, n. h (1985) active roles in self help group for parents of children with cancer. children’s health care, 14, (1), 38 – 45. couns-edu the international journal of counseling and education vol.5, no.4, 2020, pp. 153-162 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200525740 received on 04/03/2020; revised on 10/28/2020; accepted on 11/27/2020; published on: 12/30/2020 153 identification of students' needs for multimedia development in craft and entrepreneurial topic: information technology-assisted learning mochamad kamil budiarto 1*) 1 universitas sebelas maret, indonesia * ) corresponding author, e-mail: kamiltp@student.uns.ac.id abstract this study aims to identify the need for interactive multimedia development for learning crafts and entrepreneurship. using a quantitative descriptive approach and data collection techniques is a needs analysis questionnaire which is then analyzed quantitatively using statistics to determine and the percentage of responses from the research sample used in this study. the subjects of this study consisted of 55 students of class xi ipa of sma n 1 susukan, cirebon. the results of the study report that the need for multimedia development for learning craft and entrepreneurship topic received positive responses from students and was supported by students who have the ability to operate computers in enough categorized, schools also had been supported by computer laboratories. given all this time, the module still dominates as a learning medium. this research can be the basis for educators to decide the need for interactive multimedia development by conducting a more in-depth needs analysis. keywords: need analysis, instructional multimedia, ict application, craft and entrepreneurship topic. how to cite: budiarto, m. (2020). identification of students' needs for multimedia development in craft and entrepreneurial topic: information technology-assisted learning. couns-edu: the international journal of counseling and education, 5(4). 153-162. doi: http://dx.doi.org/10.23916 /0020200525740 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction the development of science and technology has entered into various areas of human life, for example in education. technologies such as computers, smartphones, and the internet have become an integral part of the learning process, although not all levels have been implemented, and in some cases, their use has not been optimalized. technological development will make teachers able to offer innovations in the learning process (yildirim & sensoy, 2018; widodo, huda, dirgatama, & wirawan, 2020). in addition, the development of technology forces all components of the education system to be able to elaborate on the rapid development of science, information as a means to improve the quality of the learning process. so that teachers have the opportunity to take advantage of technology in the learning process in the classroom (gan, menkhoff, & smith, 2015; jones, 2017). education in the 21st century is synonymous with the use of various scientific and technological innovations, one of which is the use of electronic learning media and the use of information and communication systems in education (wihartanti & wibawa, 2017; taseman & dahlan, 2018). cause of that, educational institutions around the world to make significant changes which can make they adapt the competency requirements of the industrial revolution 4.0 (ri 4.0), introducing technology to educators is one way that can be used by policy makers, so that classroom learning will be technologyhttp://dx.doi.org/10.23916/0020200525740 http://dx.doi.org/10.23916/0020200525740 couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu budiarto, m.k. identification of students' needs for multimedia ... | 154 indonesian counselor association (iki) | doi: 10.23916/0020200525740 based which leads to innovative learning (hussin, 2018; bayne, 2015), if this can be implemented, teachers will be more adaptive to learning conditions that are in accordance with current developments and technological advances. the application of ict in learning will be able to help the world of education in the country to be able to create skilled human resources in the era of the industrial revolution 4.0 (kali et al., 2015). by implementing education that is adapted to technological developments, teachers are expected to gain benefits such as computers and ict skill, and then they would apply it in classroom to create a more interactive and modern learning activities. sudjana (2010) argues that teaching and learning activities are the implementation of the curriculum in each educational unit with the aim of helping and facilitating students in mastering a competency. the best learning process takes place when the teacher's role does not have much control over, because when teachers tend to dominate the implementation of learning, such as lecturing students, using one-way communication will actually cause students to be passive. (hanafy, 2014). the academic results of students are basically influenced by various factors (sutrisno & siswanto, 2016; yuzarion, 2017), including students' factors, then the learning environment, teacher competency (feng & sass, 2017), subject level difficulty, and the availability of learning resources owned by schools to support the learning process (wanyama, 2017). the way teacher chooses and applies the strategies, methods, and media of the learning process will affect the achievement of the competencies, just like was required in the twenty-first century (rusdin, 2018). knowing the materials, information and standards that have been developed for the learning process becomes students' initial knowledge, then choosing the appropriate learning resources for the needs is an important thing that teachers should be able to implement (notanubun, 2019). through the use of technology, teachers are expected to be able to improve the quality of education. the ict-based learning system provides the dissemination of information that is more actual, faster, more effective, efficient and has the potential to support the implementation of learning (hussin, 2018; halili, 2019). among the forms of integrated technology use in the learning process is web-based learning (zhang, 2018; huang, 2018), computer aided learning (kapi, kahbi, osman, ramli, & taib, 2017; yue, 2017), and audiovisual-based learning (asmara, 2015; nicolaou, matsiola, & kalliris, 2019). practical and theoretical from the development and advancement of technology as described above, an education system is needed that must adapt to the use of ict and relevant competencies in this century. so this will require changes in the implementation of the curriculum at the national level. tania & fadiawati (2015) revealed that the ideal concept of the 2013 curriculum process standard was studentcentered, and contextual learning (pramita et al., 2016) , learning media containing subject matter or information, supported by a comprehensive assessment system based on the needs of the competencies of this century, have the potential to be utilized. entrepreneurial competence is one of the competencies needed to be competitive in the era of the industrial revolution 4.0. entrepreneurship education in general was a social process for shaping individual life skills through an integrated curriculum in schools (suasana et al., 2020). in addition, competence in entrepreneurship was a skill that anyone can learn (winardi, 2003), it made entrepreneurship include in the theme of the implementation of 2013 curriculum which aimed to change and develop student mind (maresch et al., 2016). entrepreneurial education that takes place in each educational unit is implemented in the form of craft and entrepreneurial materials. the topic of craft and entrepreneurship invites students learn skills in order to get opportunities in the context of developing entrepreneurial soft skills and selling products (fardila et al., 2015). based on the results of the interview, it showed that the media often used by teachers is less attractive so students cannot understand the material presented. if students are not interested in learning, this will affect the learning outcomes that students have obtained. by monitoring activities in the learning process, some information was obtained that the teacher in carrying out learning in the classroom applies the task-centered learning, and the use of books or modules is controlled at the time of the learning process, and the materials provided have been linked to local capabilities (in topics certain), during the two-hour learning (2 jam pelajaran), the teacher begins delivering materials from the teacher with books or media units provided by the government and blackboard, without using media presentations or another educational media, then students are given tasks at the end of the learning process the learner enjoy the articles discussed. couns-edu  the international journal of counseling and education vol.5, no.4, 2020 identification of students' needs for multimedia ... | 155 indonesian counselor association (iki) | doi: 10.23916/0020200525740 unfortunately, government printed books are not yet included in the interactive media category because they only provide static text and images (daniel & woody, 2013). the learning process requires innovation to be able to create an educational environment that is integrated with technology while preserving information related to local potential or advantages as a tool to facilitate students in the learning process. through an educational context that tends to be contextual, it is hoped that students will be able to interpret learning activities indirectly related to students' daily activities (agustin, wahyuni, & bachtiar, 2018; sofyan, anggereini, & saadiah, 2019). the efforts that teachers can use as one of the innovations in the learning process was to create instructional media that can solve problems in the learning process in the classroom. using computersupported learning media, such as multimedia, can make it easier for students to understand something abstract and clarify the presentation of information or educational materials (sukiman, 2012) and improve the learning process and results (misir, 2018; hussain, 2018). the use of instructional media should be a concern for teachers in every teaching and learning process, keep in mind by using instructional media it can improve the quality of teaching and learning activities, increase interest in learning and digitalization the forms of educational materials delivery (sudjana & rivai, 2011; erdoğan & dede, 2015; han & niu, 2019). computers were synonymous with audiovisual media and multimedia, which had an advantages over print media (balkan kiyici, 2018). using technology in education, especially computer-based learning, could help teachers achieve learning goals and improve student learning outcomes (ghavifekr et al., 2014). using educational media in the learning process also could help students improve comprehension, provide interesting data, and facilitate deduction of information (tania & fadiawati, 2015). the function of media in the learning process is not only a means of assisting teachers but the media also plays a role in conveying the information or data that students need (hidayati & wuryandari, 2012). therefore, teachers must have the intention and need to learn how to use instructional media to effectively achieve learning goals in the teaching and learning process (nazir et al., 2012). using instructional media that was integrated with the use of information technology in the learning process can help students develop the competencies to compete in the digital age as it is today, where information technology can help students to develop skills and increase motivation and expand knowledge independently without being limited in space and time (ghavifekr et al., 2014). this study aims to obtain information about analyzing the needs of educational media development according to the needs of students and technological development, and the scope of this research will cover the use of educational media used during the learning process for craft and entrepreneurship, as well as how students think about learning multimedia as one type of instrucitonal media that apply in crat and entrepreneurship’s learning process. method the research method used is descriptive research, with a quantitative approach (sugiyono, 2012). the data collection technique used a questionnaire with a rating scale based on the likert scale (1-5) distributed on the sample, namely xi science 1 with a total of 26 students and xi sicence 2 with a total of 29 students, the whole sample becomes 55 students of sma n 1 susukan (purposive sample). the data obtained was analyzed quantitatively using the statistics to know the value of the means and percentages with regard to the use of instructional media, facilities in schools, as well as students' need on developing instructional multimedia in craft and entrepreneurship’s subject. results and discussions as mentioned in the previous section, data collection technology uses a likert scale questionnaire (1-5) in order for students ’answers to the distributed questionnaire to be calculated and interpreted as follows. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu budiarto, m.k. identification of students' needs for multimedia ... | 156 indonesian counselor association (iki) | doi: 10.23916/0020200525740 table 1. mean value and questionnaire interpretation mean score level interpretation 1.00 – 1.80 very low strongly disagree/very inappropriate (sts) 1.81 – 2.60 low disagree/inappropriate (ts) 2.61 – 3.40 medium neutral (n) 3.41 – 4.20 high agree/suitable (s) 4.21 – 5.00 very high strongly agree/very suitable (ss) source: hadiyanto, amirul mukminin, makmur, marzul hidayat (2013) this section will convey information from the results of the needs analysis questionnaire that was completed by the entire sample regarding students' opinions on developing a learning media model that has been integrated with technology. data from the questionnaire analysis are presented in the following table (table 2). tabel 2. results of identification of analysis needs for developing learning media no item mean std. level interpretation 1. the teacher uses the methods of learning, lecturing and discussing 4.04 .543 high agree / suitable (s) 2 the teacher uses computer-based learning media 2.36 1.043 low disagree / inappropriate (ts) 3. the quality of learning media used by teachers 3.38 .914 high agree / suitable (s) 4. students can understand and the explanations conveyed by the teacher 4.02 .527 high agree / suitable (s) 5. the teacher often uses the type of module learning media 4.04 .527 high agree / suitable (s) 6. the teacher has never used multimedia learning 2.80 .951 mediu m neutral (n) 7. students' ability to operate computers 3.53 .879 high agree / suitable (s) 8. whether or not learning is done using multimedia based on local capabilities in craft and entrepreneurship topics 4.22 .629 very high strongly agree / very suitable (ss) 9. there is a computer lab in the school 3.47 .813 high agree / suitable (s) 10. the teacher uses the multimedia learning program during the learning process 2.91 .888 mediu m neutral (n) table 2. showed the results of determining the questionnaire that students have filled out regarding many aspects of needs analysis in the context of developing learning media in the form of multimedia. student responses to the need to develop learning media contain a variety of intermediate values, and the average or overall average obtained roughly is included in the "high" level. as in item no. 1,3,4,5,7,9, students gave an answers to each component with the means values that are included in the “high” level, in item no. 2 the value of the means is listed in the “low” level, this as required by students. for items 6 and 10 included in the “medium” level, and those listed in the “very high” level are item no. 8. couns-edu  the international journal of counseling and education vol.5, no.4, 2020 identification of students' needs for multimedia ... | 157 indonesian counselor association (iki) | doi: 10.23916/0020200525740 the use of media in learning craftsmanship and entrepreneurship based on the table. the overall results of the needs analysis questionnaire were identified, and this section will discuss the use of instructional media that teachers used in craft and entrepreneurship topics. items indicating the media usage that the teacher uses during the learning process are transferred in items 5, 6 and 10. table 3. student responses to the use of instructional media no item mean std. interpretation 5. the teacher often uses the type of module learning media 4.04 .527 agree / suitable (s) 6. the teacher has never used multimedia learning 2.80 .951 neutral (n) 10. the teacher uses the multimedia learning program during the learning process 2.91 .888 neutral (n) table 3. showed that students have provided a high response to the teacher’s learning methods, which is the unit provided by the government (mean = 4.04), with details that up to 63.6% of students “agreed” that in the learning process teachers mostly use supplied units by the government. the modules include one type of material-containing learning media, which is systematically designed for efficiency and the unit type is divided into electronic and printed modules (puspitasari, 2019). but the facts in this study are that the teacher is still using the printed version of the unit, so students cannot bring the unit to study independently. additionally, based on the table known that during learning activities, teachers still use multimedia as a learning tool, although not often, information is obtained through interviews with teachers, that media the multiple commonly used by teachers were powerpoint presentation modes. it can be seen on item no. 6, among the answers of students who agree and disagree, is still nearly balanced, although the majority of students say "agree" (around 50.9% students) that the teacher has used multimedia learning. learning support facilities in schools computer labs with appropriate computer units are an important component of applying information technology in schools, whether in school management systems or in learning management. it is expected that the use of information technology in the form of computers and their use in the learning process will be integrated due to the many positive effects of the use of computers in the learning process in school. as revealed by erdoğan & dede (2015) they found that the scores in science and technology in the experimental group were much higher than the control group, these results indicate that there are benefits to the learning process by using computers rather than using media and methods that tends to be conventional. given the importance of supporting facilities such as computers, the next aspect of need analysis is learning support facilities in schools in the context of developing and implementing learning media that utilize computers. the item that shows the related aspect is item number 9. table 4. student responses to learning facilities at schools no item item mean std. interpretation 9. there is a computer lab in the school 3.47 .813 agree / suitable (s) based on table, students were known to provide a high response to support facilities in the learning process, especially issues related to the application of information technology (it) in teaching and learning activities with means score = 3.47, with the details of 52.7% of students said ``agree'' schools had computer labs that can be used for the learning process. the results of student responses were enhanced by interviews with subject teachers, as the school already has about 60 computer units in two classes (laboratories), although the teacher acknowledges that she rarely used a computer lab for the learning process. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu budiarto, m.k. identification of students' needs for multimedia ... | 158 indonesian counselor association (iki) | doi: 10.23916/0020200525740 17 34 3 1 0 0 10 20 30 40 50 a m o u n t o f s tu d e n ts student's response strongly agree agree neutral disagree strongly disagree perception and opportunities of multimedia as a way to learn crafts and entrepreneurship topics this section will describe the results of the analysis of the aspects of perception and opportunities of the application of multimedia to the learning process. items showing related to these aspects are items number 7 and 8. table 5. results of perception regarding multimedia opportunities for learning no item mean std. level interpretation 7. students' ability to operate computers 3.53 .879 high agree / suitable (s) 8. whether or not learning is done using multimedia based on local capabilities in craft and entrepreneurship topics 4.22 .629 very high strongly agree / very suitable (ss) based on the results of analyzing concepts and opportunities for multimedia in the learning process, it appeared that students provide positive answers that say ‘agree’ on the development and use of multimedia in craft and entrepreneurship topics, these results were shown by the average response of students who fall into a level that is ‘strongly agree’ with the means score = 4.22. the opportunities for multimedia to use as creations for the learning process are very large given the average height of students with the ability to operate computers (mean score = 3.53) then it appearead that students in general had the ability to operate computers. the percentage data for student responses to multimedia development will be illustrated in the following illustration. figure 1. student response to development opportunities and utilization of learning multimedia based on these graphs, it is known that student responses were very receptive to the development and use of instructional multimedia with details of 17 students (30.7%) stating 'strongly agree' and followed by 34 students (61.8%) stating 'agreeing' to develop a product multimedia learning for learning activities on the subject of craftsmanship and entrepreneurship. the presence of interactive multimedia in the learning process begins with the development of information technology which requires students to have 21st century skills, one of which is being able to operate technology or other things that are digital (sahidillah & miftahurrisqi, 2019; moreira et al., 2019), it makes that utilization of computers become one of the solutions for learning in the current era. the material in subjects delivered through interactive multimedia has more advantages if it is only delivered orally, this is due to the characteristics of interactive multimedia, which is dynamic, interactive, and independent for students to learn (guo & jia, 2016; septian, 2019), can receive the information in the form of audiovisual, text, images and others such as multimedia arrangements (kareem, 2018; putra, 2018). couns-edu  the international journal of counseling and education vol.5, no.4, 2020 identification of students' needs for multimedia ... | 159 indonesian counselor association (iki) | doi: 10.23916/0020200525740 some relevant research states that the use of multimedia learning can affect student academic achievement (budiastuti et al., 2018; ponimin & suryani, 2019), attract students' attention, facilitate students in mastering the concepts of the material presented, create an active and capable learning atmosphere being a medium for individual student learning (suyanto, 2003; suyitno, 2016; lindner et al., 2017). another thing that supports the development of multimedia learning potential for craft and entrepreneurship subjects is that the teacher is familiar with the use of computers, even though the media used are only limited to powerpoints for presentations. therefore it needed innovative instructional media that can motivate students to learn and can explain highly complex educational materials. on the other hand, the teacher should able to combine appropriate and relevant learning methods and media, it will make the students easily understand the materials. multimedia learning as mentioned above can be used as an innovative media learning solution that appears to be able to meet the needs of the learning media according to changing times. conclusions innovation in the learning process becomes fundamental to be able to create a conducive and effective learning atmosphere. one form of innovation to create a conducive learning atmosphere is through the development and utilization of computer-based learning media, namely multimedia learning. the development of information and communication technology that is increasingly fast requires teachers to always be able to utilize learning media in the learning process. the results of this study indicate: 1) government-provided units control the use of media in the craft and entrepreneurship learning process, 2) students have the ability to operate computers, 3) teachers rarely use computer-based media such as strengths and videos of the process learning although facilities in schools are very supportive for developing instructional media such as computer-based learning, 4) multimedia learning has an opportunity to overcome the media use restrictions that teachers can use in craft and entrepreneurship topics, and this is also supported by positive response from the students toward developing multimedia for learning process. based on the research that had been done, teachers must be able to develop multimedia learning in craft and entrepreneurial topics and can be combined with curricula and learning methods that suit your needs. in addition, teachers were expected to be able to develop themselves through the activities by creating multimedia products for craft and entrepreneurship or other subjects. references agustin, p. u. w., wahyuni, s., & bachtiar, r. w. (2018). pengembangan modul fisika berbasis potensi lokal “batik lumbung dan tahu tamanan” untuk siswa sma di kecamatan tamanan bondowoso (materi suhu dan kalor). jurnal pembelajaran fisika, 7(1), 62. https://doi.org/10.19184/jpf.v7i1.7226 asmara, a. p. (2015). pengembangan media pembelajaran berbasis audio visual tentang pembuatan koloid. jurnal ilmiah didaktika, 15(2), 156. https://doi.org/10.22373/jid.v15i2.578 balkan kiyici, f. (2018). primary school students’ perceptions of technology. malaysian online journal of educational technology, 6(4), 53–66. https://doi.org/10.17220/mojet.2018.04.005 bayne, s. (2015). what’s the matter with ‘technology-enhanced learning’? learning, media and technology, 40(1), 5–20. https://doi.org/10.1080/17439884.2014.915851 budiastuti, p., khairuddin, m., & azman, m. n. . (2018). e-instructional multimedia in basic concepts of electrical and electronic lessons. jurnal pendidikan teknologi dan kejuruan, 24(2), 262–269. https://doi.org/10.21831/jptk.v24i2.18714 daniel, d. b., & woody, w. d. (2013). e-textbooks at what cost? performance and use of electronic v. print texts. computers & education, 62, 18–23. https://doi.org/10.1016/j.compedu.2012.10.016 erdoğ an, y., & dede, d. (2015). computer assisted project-based instruction: the effects on science achievement, computer achievement and portfolio assessment. international journal of instruction, 8(2), 177–188. https://doi.org/10.12973/iji.2015.8214a eteokleous, n. (2008). evaluating computer technology integration in a centralized school system. computers & education, 51(2), 669–686. https://doi.org/10.1016/j.compedu.2007.07.004 fardila, v., subekti, s., & setiawati, t. (2015). manfaat pembelajaran “prakarya dan kewirausahaan” couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu budiarto, m.k. identification of students' needs for multimedia ... | 160 indonesian counselor association (iki) | doi: 10.23916/0020200525740 dalam penumbuhan sikap wirausaha siswa sman 1 cimahi. media pendidikan, gizi, dan kuliner, 4(2), 66–78. https://ejournal.upi.edu/index.php/boga/article/view/8421 feng, l., & sass, t. r. (2017). teacher quality and teacher mobility. education finance and policy, 12(3), 396–418. https://doi.org/10.1162/edfp_a_00214 gan, b., menkhoff, t., & smith, r. (2015). enhancing students’ learning process through interactive digital media: new opportunities for collaborative learning. computers in human behavior, 51, 652– 663. https://doi.org/10.1016/j.chb.2014.12.048 ghavifekr, s., razak, a., ghani, m., ran, n., meixi, y., & tengyue, z. (2014). ict integration in education: incorporation for teaching & learning improvement. malaysian online journal of educational technology, 2(2), 24–45. guo, t., & jia, q. (2016). research on the impact of multimedia computerbased english teaching in high school. international journal of emerging technologies in learning, 11(8), 33–39. https://doi.org/10.3991/ijet.v11i08.6042 hadiyanto, amirul mukminin, makmur, marzul hidayat, f. (2013). teaching in a digital era: english lecturers’ readiness toward the internet use in teaching and learning at selected higher education institutions in indonesia. asia-pacific collaborative education journal, 9(2), 113–124. halili, s. h. (2019). technological advancements in education 4.0. the online journal of distance education and e-learning, 7(1), 63–69. han, m., & niu, s. (2019). effect of computer multimedia assisted word annotation on incidental vocabulary acquisition of english reading. international journal of emerging technologies in learning, 14(13), 21–32. https://doi.org/10.3991/ijet.v14i13.10705 hanafy, m. s. (2014). konsep belajar dan pembelajaran. lentera pendidikan : jurnal ilmu tarbiyah dan keguruan, 17(1), 66–79. https://doi.org/10.24252/lp.2014v17n1a5 hidayati, n., & wuryandari, a. i. (2012). media design for learning indonesian in junior high school level. procedia social and behavioral sciences, 67, 490–499. https://doi.org/10.1016/j.sbspro.2012.11.354 huang, r. (2018). development of a cloud-based network teaching platform. international journal of emerging technologies in learning (ijet), 13(04), 176. https://doi.org/10.3991/ijet.v13i04.8258 hussain, z. (2018). the effects of ict-based learning on students’ vocabulary mastery in junior high schools in bandung. international journal of education, 10(2), 149–156. https://doi.org/10.17509/ije.v10i2.7592 hussin, a. a. (2018). education 4.0 made simple: ideas for teaching. international journal of education and literacy studies, 6(3), 92–98. https://doi.org/10.7575/aiac.ijels.v.6n.3p.92 jones, s. j. (2017). technology in the montessori classroom: teachers’ beliefs and technology use. journal of montessori research, 3(1), 16. https://doi.org/10.17161/jomr.v3i1.6458 kali, y., mckenney, s., & sagy, o. (2015). teachers as designers of technology enhanced learning. instructional science, 43(2), 173–179. https://doi.org/10.1007/s11251-014-9343-4 kapi kahbi, a. y., osman, n., ramli, r. z., & taib, j. m. (2017). multimedia education tools for effective teaching and learning. journal of telecommunication, electronic and computer engineering, 9(2– 8), 143–146. http://journal.utem.edu.my/index.php/jtec/article/view/2645 kareem, a. a. (2018). the use of multimedia in teaching biology and its impact on students ’ learning outcomes. the eurasia proceedings of educational & social sciences, 9(1), 157–165. https://dergipark.org.tr/download/article-file/531778 lindner, m. a., eitel, a., strobel, b., & köller, o. (2017). identifying processes underlying the multimedia effect in testing: an eye-movement analysis. learning and instruction, 47, 91–102. https://doi.org/10.1016/j.learninstruc.2016.10.007 maresch, d., harms, r., kailer, n., & wimmer-wurm, b. (2016). the impact of entrepreneurship education on the entrepreneurial intention of students in science and engineering versus business studies university programs. technological forecasting and social change, 104, 172–179. https://doi.org/10.1016/j.techfore.2015.11.006 misir, h. (2018). digital literacies and interactive multimedia-. international online journal of education and teaching (iojet), 5, 514–523. http://iojet.org/index.php/iojet/article/view/178/250 moreira, m. a., rivero, v. m. h., & sosa alonso, j. j. (2019). leadership and school integration of ict. teachers perceptions in spain. education and information technologies, 24(1), 549–565. https://doi.org/10.1007/s10639-018-9789-0 nazir, m., rizvi, a., & pujeri, r. (2012). skill development in multimedia based learning environment in higher education: an operational model. international journal of information, 2(11), 820–828. couns-edu  the international journal of counseling and education vol.5, no.4, 2020 identification of students' needs for multimedia ... | 161 indonesian counselor association (iki) | doi: 10.23916/0020200525740 nicolaou, c., matsiola, m., & kalliris, g. (2019). technology-enhanced learning and teaching methodologies through audiovisual media. education sciences, 9(3), 196. https://doi.org/10.3390/educsci9030196 notanubun, z. (2019). pengembangan kompetensi profesionalisme guru di era digital (abad 21). jurnal bimbingan dan konseling terapan, 3(2), 54. https://doi.org/10.30598/jbkt.v3i2.1058 ponimin, p., & suryani, h. (2019). instructional media and english: using macromedia flash to teach efl writing. edukasi: jurnal pendidikan dan pengajaran, 6(2), 311–319. https://doi.org/10.19109/ejpp.v6i2.3971 pramita, m., mulyati, s., & susanto, h. (2016). implementasi desain pembelajaran pada kurikulum 2013 dengan pendekatan kontekstual. jurnal pendidikan, 1(3), 289–296. https://doi.org/10.17977/jp.v1i3.6150 puspitasari, a. d. (2019). penerapan media pembelajaran fisika menggunakan modul cetak dan modul elektronik pada siswa sma. jurnal pendidikan fisika, 7(1), 17–25. https://doi.org/https://doi.org/10.24252/jpf.v7i1.7155 putra, l. (2018). pengembangan multimedia pembelajaran interaktif pengenalan pariwisata lokal berbasis macromedia flash untuk siswa sekolah dasar yogyakarta. jurnal jpsd (jurnal pendidikan sekolah dasar), 5(2). https://doi.org/10.12928/jpsd.v5i2.12583 rusdin, n. m. (2018). teachers’ readiness in implementing 21st century learning. international journal of academic research in business and social sciences, 8(4), 1293–1306. https://doi.org/10.6007/ijarbss/v8-i4/4270 sahidillah, m. w., & miftahurrisqi, p. (2019). whatsapp sebagai media literasi digital siswa. jurnal varidika, 31(1), 52–577. https://doi.org/10.23917/varidika.v1i1.8904 septian, d. (2019). pengaruh multimedia interaktif berbasis learning cycle terhadap hasil belajar siswa. jurnal pendidikan fisika dan sains, 2(1), 6–16. http://journal.unucirebon.ac.id/index.php/jpfs%0apengaruh sofyan, h., anggereini, e., & saadiah, j. (2019). development of e-modules based on local wisdom in central learning model at kindergartens in jambi city. european journal of educational research, 8(4), 1137–1143. https://doi.org/10.12973/eu-jer.8.4.1139 suasana, g. k. i. g. a., ekawati, n. w., sudiana, i. k., & wardana, i. g. (2020). dampak pendidikan kewirausahaan pada entrepreneur behavior index ( ebi ) dan intensi berwirausaha. matrik: jurnal manajemen, strategi bisnis dan kewirausahaan, 14(1), 31–42. sudjana. (2010). penilaian hasil proses belajar mengajar. rosdakarya. sudjana, n., & rivai, a. (2011). media pengajaran. sinar baru algesindo. sugiyono. (2012). metode penelitian kuantitatif, kualitatif dan r & d.bandung:alfabeta. metode penelitian kuantitatif, kualitatif dan r & d.bandung:alfabeta. https://doi.org/10.1017/cbo9781107415324.004 sukiman. (2012). pengembangan media pembelajaran. pustaka insan. sutrisno, v. l. p., & siswanto, b. t. (2016). faktor-faktor yang mempengaruhi hasil belajar siswa pada pembelajaran praktik kelistrikan otomotif smk di kota yogyakarta. jurnal pendidikan vokasi, 6(1), 111. https://doi.org/10.21831/jpv.v6i1.8118 suyanto. (2003). multimedia alat untuk meningkatkan keunggulan bersaing. andi offset. suyitno. (2016). pengembangan multimedia interaktif pengukuran teknik untuk meningkatkan hasil belajar siswa smk. jurnal pendidikan teknologi dan kejuruan, 23(1), 101–109. tania, l., & fadiawati, n. (2015). the development of interactivee-book based chemistry representations referred to the curriculum of 2013. jurnal pendidikan ipa indonesia, 4(2), 164–169. https://doi.org/10.15294/jpii.v4i2.4186 taseman, & dahlan, a. m. (2018). tantangan pendidikan menghadapi era revolusi industri 4.0. journal of islamic elementary shcool (jies), 3(2), 36–42. wanyama, t. (2017). using industry 4.0 technologies to support teaching and learning. international journal of engineering education, 33(2), 693–702. widodo, j., huda, c., dirgatama, a., & wirawan, a. w. (2020). feasibility test application of information systems in the media as a learning in vocational school. 14(1), 28–33. https://doi.org/10.11591/edulearn.v14i1.14674 wihartanti, l. v., & wibawa, r. p. (2017). development of e-learning microsoft sway as innovation of local culture-based learning media. dinamika pendidikan, 12(1), 53–60. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu budiarto, m.k. identification of students' needs for multimedia ... | 162 indonesian counselor association (iki) | doi: 10.23916/0020200525740 https://doi.org/10.15294/dp.v12i1.10582 winardi, j. (2003). entrepreneur dan entrepreneurship. prenada media. yildirim, h. i., & sensoy, o. (2018). the effect of science teaching enriched with technological applications on the science achievements of 7th grade students. journal of education and training studies, 6(9), 53. https://doi.org/10.11114/jets.v6i9.3363 yue, n. (2017). computer multimedia assisted english vocabulary teaching courseware. international journal of emerging technologies in learning, 12(12), 67–78. https://doi.org/10.3991/ijet.v12.i12.7955 yuzarion, y. (2017). faktor yang mempengaruhi prestasi belajar peserta didik. ilmu pendidikan: jurnal kajian teori dan praktik kependidikan. https://doi.org/10.17977/um027v2i12017p107 zhang, y. (2018). development of webgl-based virtual teaching platform for mold design. international journal of emerging technologies in learning (ijet), 13(06), 16. https://doi.org/10.3991/ijet.v13i06.8581 couns-edu the international journal of counseling and education vol.3, no.3, september 2018, pp. 93-100 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180315730 received on 28/08/2018; revised on 09/09/2018; accepted on 20/09/2018; published on: 30/09/2018 93 an initial study in the development of smartphone addiction scale for student (sas-s) a.maulani habibi *)1 , sigit sanyata 2 12universitas negeri yogyakarta *)corresponding author, e-mail: 01maulanihabibi@gmail.com abstract the purpose of this study was to develop a new scale, smartphone addiction scale for student (sas-s) was developed to measure the level of smartphone addiction in high school students. a total of 32 item scales were developed through literature studies. exploratory factor analysis (efa) is used to examine the structure of factors formed in this scale. the results show the smartphone addiction scale for student (sas-s) has 22 good items from 6 factor structures that are formed, including: (1) self control disorder, (2) loss of time, (3) sleep disturbances, (4) can not be without smartphones, (5) changes in feelings and, (6) concerned smartphone. sas-s is a good scale that can be used by any high school student. another point also shows that the scale of smartphone addiction for high school students has a strong level of validity and reliability. keywords: exploratory factor analysis (efa); smartphone addiction scale for student (sas-s). how to cite: habibi, a. m & sanyata, s. (2018). an initial study in the development of smartphone addiction scale for student (sas-s). couns-edu: international journal of counseling and education, 3(3): pp. 93-100. doi: https://doi.org/10.23916/0020180315730 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2018 by author. introduction the use of smartphones today has become a trend among the public. according to gary smartphones to be different from ordinary mobile phones, this is because smartphones have variants and advantages in operational systems (karuniawan & cahyanti, 2013). currently smartphone users have increased in the indonesian community. based on research data digital marketing emarketer estimates in 2018 the number of active users of smartphones in indonesia more than 100 million people (rahmayani, 2015). smartphones now have become an item with a high level of need for some people, this is in an effort to support their work productivity (jocom, 2013). the advantages of the smartphone is no doubt, a variety of features and applications inside are able to make it convenient to use. currently smartphone users are not only adults only, but students in high schools are also many who use smartphones. the use of smartphones among high school students today is no wonder, many students take advantage of smartphones as a medium of communication and information in his life. such as learning media at home. sophistication possessed by the smartphone of course not only give good impact for its users but also give bad impact. as ciu in his research found that individuals who can not control themselves in using smartphones will cause themselves to be addicted to smartphones (karuniawan & mailto:01maulanihabibi@gmail.com couns-edu  the international journal of counseling and education vol.3, no.3, 2018 an initial study in the development of smartphone addiction scale for student (sas-s)| 94 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315730 cahyanti, 2013). excessive smartphone usage has indicators similar to indicators of alcohol and drug addiction (yildiz, 2017). smartphone addictions is one of the same symptoms with other addictive symptoms. desouky (2016) in his study found there is a positive relationship between addiction smartphones and internet addiction (yildiz, 2017). the use of internet and smartphones has almost the same characteristics and also has the same impact. as also conveyed by young and rogers in (dewi & trikusumaadi, 2016) that the negative impact of the internet makes a person lazy to interact in the real world because it feels more fun to interact with friends online resulting in a lack of empathy towards the surrounding environment. excessive smartphone use can cause personal and social problems (choi et al., 2017). the problem of addiction to this smartphone has been found by researchers in various countries, such as research conducted on 414 students in china, there are 5 symptoms that arise in individuals with addiction to the smartphone that is preoccupation, inability to control the desire, loss of productivity, and feel anxious and lost (bian & leung, 2015). this problem is supported also with the results of research done (duke & montag, 2017) who found out of 262 smartphone users there is a positive relationship between smartphone addiction with disruption of daily activities. individuals with smartphone addiction have less productivity when they are at home or at work. addiction is an abstract concept, just like love and justice, with no limit in defining it (west & brown, 2013). then define an addicted individual is an individual who is experiencing a disruption of control over his behavior to a level that causes or can cause bad harm to himself (west & brown, 2013). the current level of technological development has changed the definition of addiction, no longer on the contention of a substance or food, but now also includes behavioral addictions, such as gambling behavior, internet, gaming, even addiction to smartphones (matar boumosleh & jaalouk, 2017). this is in line with (padwa & cunhingham, 2010) that addiction is no longer about substance and alcohol, but addiction is also to behavior, such as gambling, eating, sex, shopping and internet behavior. the development of today's technology smartphones has indeed made people comfortable and happy in using it, in addition to eliminate boredom, smartphone can also adversely affect the users. addiction to smartphones is the behavior of individuals who too often use a smartphone that can claim the lives of everyday users (demirci, orhan, demirdas, akpinar, & sert, 2014). the loss of time and concentration in learning is one of the most remarkable effects for students when overuse of smartphones. based on the issue of smartphone addiction, it will certainly cause concern to students who are vulnerable to having an addiction smartphone. this of course can disrupt the learning process of students at school and at home, as well as affect its development. in addition to interfering with the daily activities of a smartphone addiction can also have some negative impact on students such as increasing loneliness and depression, trigger anxiety, increased stress, aggravate attention disorders, reduce concentration, disturb sleep and encourage self-absorption (smith, robinson, & segal, 2017) . regardless of the amount of research on smartphone addiction, it needs a scale development that can measure smartphone addiction in high school students. currently there has been a lot of developing measuring tools against smartphone addiction, but the scale is not necessarily applicable and really measure the addiction of smartphones in high school students in indonesia. just as the smartphone addiction scale (sas) of (kwon, kim, cho, & yang, 2013) is still neglected and has not yet comfrehensively measured the student's smartphone addiction. then another scale is also developed by (lin et al., 2014) called smartphone addiction inventory (spai), this scale has four factors: compulsive behavior, functional impairment, withdrawal and tolerance. furthermore, the scaling of iowa state university with 20 statement points that only concerns when the smartphone can not be used, this does not reveal the whole form of addiction itself. additionally scales have been developing the west may not necessarily be applied to the culture in indonesia, considering the culture and traditions of the world community are different. other measuring tools are also developed by (lee, ahn, choi, & choi, 2014) called the sams (smartphone addiction management system and verification). this measuring tool is developed based on the application on the smartphone. this tool can only be used when the online system couns-edu  vol.3, no.3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu a.maulani habibi, sigit sanyata an initial study in the development of smartphone addiction scale for student (sas-s)| 95 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315730 and only measure the indicator of the number of uses, but does not assess other indicators of the concept of smartphone addiction. so it can be said this gauge does not measure fully about the addiction of smartphones. based on this problem researchers are interested in developing a scale that can measure the level of smartphone addiction in high-school students. method the research method used in this research is psychometric, that is developing the smartphone addiction scale for student (sas-s). this study is a preliminary study of sas-s development. the analysis factor was performed as part of the initial development of this scale . prior to factor analysis, this scale has been performed content validation (expert judgment) with two experts in the field of psychology. factor analysis in this research using exploratory factor analysis (efa). exploratory factor analysis (efa) was used to see the structure factor formed on the scale (khan, 2006) in (gaol & lin, 2017). therefore, this study will determine the factor structures formed by efa test. when using exploratory factor analysis (efa) , costello & osborne (2005) in (wahyuningsih, 2009) suggests to use principal axis factors as an extraction method and use eigenvalues greater than 1.0 to determine the number of factors. the data collection in this study was done by spreading the scale that has been validated the contents of 32 items given to 271 high school students with an average age of 16 and 17 years. result and discussion exploratory factor analysis (efa) is used to be able to see the structure factor that is formed from the smartphone addiction scale for students (sas-s). based on these tests it is known as 10 items wasted scale from the initial 32 items, so that eligible efa test as much as 22 items the scale of addiction smartphones for students (sas-s). the results can be proven by various indicator contained in efa test, among others are explanation of tables as follows: table 1. kmo and bartlett's test kmo and bartlett's test kaiser-meyer-olkin measure of sampling adequacy. .847 bartlett's test of sphericity approx. chi-square 2509.479 df 231 sig. .000 the kmo and bartlett's test table shows about the feasibility test of factor analysis on a scale. there are 6 categories that can explain the results of kmo and bartlett's test. kmos with values> 80% (good), between 60% -80% (enough) and below 60% (bad) (gudono, 2016). based on these results, it is known that kmo> 0.5 value is 0.847 or more than 80% which is meritorius / good . kmo close to 1 indicates that the data or samples used are sufficient to test the factor analysis (yong & pearce, 2013). furthermore, it can also be seen from the p-value barlett's test of 0.000 which shows <0.05 which means that the model factor formed is feasible to use. furthermore, it can be seen in table 2 that explains the value of the extraction community. it can be seen that the 22 items maintained have an average value of > 0.50 this shows that all items formed can be feasible to use as a determination of the number of structure factor that is formed. table 2. communalitoes item extraction item extraction 1 .743 12 .744 couns-edu  the international journal of counseling and education vol.3, no.3, 2018 an initial study in the development of smartphone addiction scale for student (sas-s)| 96 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315730 2 .692 13 .730 3 .669 14 .592 4 .561 15 .571 5 .545 16 .633 6 .636 17 .620 7 .638 18 .664 8 .737 19 .655 9 .710 20 .772 10 .626 21 .793 11 .780 22 .616 tabel 3. total variance explained compo nent initial eigenvalues extraction sums of squared loadings rotation sums of squared loadings total % of variance cumulati ve % total % of variance cumulat ive % total % of variance cumulati ve % 1 6.422 29.191 29.191 6.422 29.191 29.191 2.869 13.040 13.040 2 2.472 11.237 40.428 2.472 11.237 40.428 2.834 12.882 25.922 3 1.902 8.646 49.074 1.902 8.646 49.074 2.719 12.357 38.279 4 1.631 7.415 56.489 1.631 7.415 56.489 2.667 12.122 50.401 5 1.239 5.633 62.122 1.239 5.633 62.122 1.881 8.549 58.950 6 1.062 4.828 66.949 1.062 4.828 66.949 1.760 7.999 66.949 after can see the magnitude of the communality of table 2, the can consider the determination of the number of structures factor formed from the 22 items of the sas-s scale by looking at the value of eigenvalues. the minimum eigenvalues that should be achieved to determine the factor is ≥1.0 (pangalila & budiarto, 2017). the result of analysis shows that there are six factors that meet the criteria of eigenvalue value ≥1.0 (table 3). the number of components formed is the number of structure factor that is formed from the smartphone addiction scale for students (sas-s). based on the number is known 6 structure factor that is formed. having known the number of strong factors that form the data note the items sas-s are arranged in the factor. each item is an item that has avalue loading factor > 0.50. thus can be seen in the table on table 4. rotaed component matrix that each factor has a number of different items. table 4. rotaed component matrix statements component 1 2 3 4 5 6 i will try and be ready to use my smartphone for a long time .830 couns-edu  vol.3, no.3, 2018 available online: http://journal.konselor.or.id/index.php/counsedu a.maulani habibi, sigit sanyata an initial study in the development of smartphone addiction scale for student (sas-s)| 97 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315730 i always wanted to use an excessive smartphone .826 feel difficult and failed to use an excessive smartphone .734 i find it difficult to control myself when using a smartphone .677 much of my time wasted in vain for lingering on the smartphone .841 i found the smartphone made me lose and forget the time .778 while learning i often postpone for long with a smartphone .683 smartphones cause me can not be on time in everyday activities .591 a lot of work and duties i took off too long using a smartphone .589 feeling tired and sleeping people due to excessive smartphone usage .831 i sleep tired because long with a smartphone .784 excessive use of smartphones makes it hard to sleep .770 i am often late for sleeping with my smartphone .651 i feel i can not live without a smartphone .743 when my smartphone lives and is not active i always remember it .739 i can not get away from smartphones .723 feel there is less in life there is no smartphone near me .612 feeling agitated compiling my smartphone lives at home .608 i am worried if my smartphone is damaged and can not change again .847 i feel uncomfortable if the smartphone is damaged .827 i prefer to play a smartphone than doing school work .843 time i use with a smartphone longer than my study time at home .605 rotated component matrix in table. 4 it can be clearly seen that the value of the loading factor of each variable has been formed well and in accordance with the clear structure. the loading factor rating on the smartphone addiction scale for student (sas-s) has a value > 0.50, this can mean all items / variables can be used. furthermore, these factors can be given the name of each factor formed. in order to strengthen the development of sas-s scale is also conducted reliability test. the sas-s reliability test is performed measurement by alpha cronbach's. results from output alpha cronbach's are presented below: table 5. reliability reliability statistics cronbach's alpha n of items .879 22 based on the above table, the alpha cronbach's value on 22 sas-s deck items of 0.879 indicates greater than> 0.7, this indicates that sas-s can be used and declared reliable. this study is a preliminary study on the development of smartphone addiction for student (sass). this preliminary study was conducted by performing analysis factor with exploratory factor analysis (efa). the efa results show that the addiction scale has six very powerful structures factor with the loading factor value of each variable having a magnitude of > 0.50. based on the efa test there are several items of scale that must be eliminated to reduce the number of items from 32 items to 22 items scale of valid and reliable. here are the names of factors on the smartphone addiction scale for students (sas-s) (1) loss of control: students are not able to control themselves or control themselves while using a smartphone. (2) time loss: excessive use smartphone causes students to lose time in vain. (3) sleeping disorders: lingering with the smartphone causes disruption of student rest time, which is characterized by difficulty sleeping and difficulty to get up faster. (4) can not be without a smartphone: students are always thinking of a couns-edu  the international journal of counseling and education vol.3, no.3, 2018 the application of structure equation modeling analysis for assessment and educational research | 98 indonesian counselor association (iki) | https://doi.org/10.23916/0020180315730 smartphone and feeling lost when the smartphone is away from it. (5) changes in feelings: the emergence of feelings of inner discomfort that cause emotional changes in him. (6) concerned smartphone: always concerned smartphone than the task and responsibilities as a student. these six structures are the result of literature review conducted by researchers through the operation of the following components of smartphone addiction: excessive use smartphone addiction in students is an excessive behavior in the use of smartphones. this behavior can be characterized by the amount of time and everyday activities become disturbed and the appearance of abandonment behavior on the basic needs of human life such as eating, drinking and sleeping becomes disrupted. withdrawal effect students with smartphone addiction bring out feelings of discomfort to themselves with feelings of anxiety, anxiety and impatience when the use of a smartphone can not afford to do. this is due to various situations and circumstances that occur, such as left at home and run out of smartphone battery. the impact of this is that students always think of their smartphones even though they are virtually unusable. loss of control students feel the difficulty in controlling themselves against the use of smartphones this can be marked by students always try but fail to avoid or reduce from usage excessive smartphone. this is because in individuals with a smartphone addiction can cause him to difficult to let go or avoid such behavior. these six factor structures are operational from the addiction component of smartphones and internet addiction. many other studies also make different structures in research such as research conducted by (kwon et al., 2013) make the structure factor / cpmponent smartphone addiction in smartphone addiction scale (sas) is (1) disturbance of everyday life. (2) positive anticipation. (3) withdrawal. (4) cyber oriented relationship. (5) excessive use. (6) tolerance. the difference with the results of research conducted by kwon is the existence of different components that are component cyber oriented on relationship and postive anticipation. this component is not included in the research because this component only focuses on one of the addictions contained in the smartphone that is addicted to chat. while the smartphone addiction is the same thing with internet addiction that causes people to become addicted in some ways. there are three subtypes of problems that occur when people are always online in front of their computer or smartphones are: excessive individuals in the game (excessive gaming), preoccupation with the matter concerned with sexual preoccupations (cybersex) and likes to chat (text massaging) (block, 2008). this is also in line with (emanuel et al., 2015) opinion that explains that people are not addicted to smartphones but they are addicted to the information, entertainment and personal connections available in smartphones, such as facebook, text messages, twitter, games, cybersex and many social networks others. the number of possible problems arising from the addiction of this smartphone makes us need to detect the level of student's smartphone addiction. conclusions this study aims to develop a scale of smartphone addiction for students (sas-s). based on the result of factor analysis, there are a number of aborted items because they do not meet the minimum limit of the predetermined loading factor . the number of items from the efa analysis result is 22 points out of the 32 items that have been submitted. this scale can be used to measure smartphone addiction rate of high school students in indonesia. this scale has been tested and declared valid and reliable. since this study is a preliminary study, further research is expected to involve more samples and can use better psychometry. acknowledgments this study is an extraction of the first author's thesis and co-author by dr. sigit sanyata. the authors are also grateful to the rector of universitas negeri yogyakarta, prof. dr. sutrisna wibawa. m.pd., mr. chairman prodi guidance and counseling postgraduate uny dr. moh farozi and lectures uny guidance and counseling. couns-edu  the international journal of counseling and education vol.3, no.3, 2018 the application of structure equation modeling analysis for assessment and educational research | 99 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315730 references bian, m., & leung, l. (2015). linking loneliness, shyness, smartphone addiction symptoms, and patterns of smartphone use to social capital. social science computer review, 33(1), 61–79. https://doi.org/10.1177/0894439314528779 block, j. j. (2008). issues for dsm-v: internet addiction. american journal of psychiatry, 165(3), 306–307. https://doi.org/10.1176/appi.ajp.2007.07101556 choi, j., rho, m. j., kim, y., yook, i. h., yu, h., kim, d., & choi, y. (2017). smartphone dependence classification using tensor factorization, 1–12. https://doi.org/10.1371/journal.pone.0177629 demirci, k., orhan, h., demirdas, a., akpinar, a., & sert, h. (2014). validity and reliability of the turkish version of the smartphone addiction scale in a younger population. klinik psikofarmakoloji bulteni, 24(3), 226–234. https://doi.org/10.5455/bcp.20140710040824 dewi, n., & trikusumaadi, s. k. (2016). bahaya kecanduan internet dan kecemasan komunikasi terhadap karakter kerja sama pada mahasiswa. jurnal psikologi, 43(3), 220–230. https://doi.org/http://doi.org/10.22146/jpsi.16829 duke, é., & montag, c. (2017). smartphone addiction, daily interruptions and self-reported productivity. addictive behaviors reports, 6(october 2016), 90–95. https://doi.org/10.1016/j.abrep.2017.07.002 emanuel, r., bell, r., cotton, c., craig, j., drummond, d., gibson, s., … williams, a. (2015). the truth about smartphone addiction. college student journal, 49(2), 291. https://doi.org/http://dx.doi.org/10.1016/j.chb.2015.04.036 gaol, n. tua l., & lin, j. (2017). an initial study in the development of international postgraduate students academic stress scale ( ipsass ). the international journal of counseling and education vol.2, 2(4), 174–184. https://doi.org/doi: https://doi.org/10.23916/0020170212040 received gudono. (2016). analisis data multivariat. in statistik. yogyakarta: bpfe. jocom, n. (2013). peran smarthphone dalam menunjang kinerja karyawan bank prismadana (studi pada karyawan bank prismadana cabang airmadidi). journal acta diurna, 1(i), 1–24. retrieved from http://garuda.ristekdikti.go.id/journal/article/15526 karuniawan, a., & cahyanti, i. y. (2013). hubungan antara academic stress dengan smartphone addiction pada mahasiswa pengguna smartphone. jurnal psikologi klinis dan kesehatan mental, 2(1), 16–21. kwon, m., kim, d.-j., cho, h., & yang, s. (2013). the smartphone addiction scale: development and validation of a short version for adolescents. plos one, 8(12), e83558. https://doi.org/10.1371/journal.pone.0083558 lee, h., ahn, h., choi, s., & choi, w. (2014). the sams: smartphone addiction management system and verification. journal of medical systems, 38(1). https://doi.org/10.1007/s10916-013-0001-1 lin, y. h., chang, l. r., lee, y. h., tseng, h. w., kuo, t. b. j., & chen, s. h. (2014). development and validation of the smartphone addiction inventory (spai). plos one, 9(6). https://doi.org/10.1371/journal.pone.0098312 matar boumosleh, j., & jaalouk, d. (2017). depression, anxiety, and smartphone addiction in university studentsa cross sectional study. plos one, 12(8), 1–15. https://doi.org/10.1371/journal.pone.0182239 padwa, h., & cunhingham, j. (2010). addiction: a reference encyclopedia. addiction. abc-clio, llc. pangalila, s., & budiarto, y. (2017). factor analysis of r otter ’ s interpersona l trust scale. humanitas, 14(2), 150–163. rahmayani, i. (2015). indonesia raksasa teknologi digital asia. kementrian komunikasi dan informatika republik indonesia. retrieved from https://www.kominfo.go.id/content/detail/6095/indonesia-raksasa-teknologi-digitalasia/0/sorotan_media smith, m., robinson, l., & segal, j. (2017). smartphone addiction tips for breaking free of compulsive smartphone use. retrieved from https://www.helpguide.org/articles/addictions/smartphoneaddiction.htm wahyuningsih, h. (2009). validitas konstruk alat ukur spirituality orientation inventory (soi). jurnal psikologi, 36(2), 116–129. west, r., & brown, j. (2013). theory of addiction second edition. new delhi, india: john wiley&sons, ltd. yildiz, m. a. (2017). emotion regulation strategies as predictors of internet addiction and smartphone couns-edu  the international journal of counseling and education vol.3, no.3, 2018 the application of structure equation modeling analysis for assessment and educational research | 100 indonesian counselor association (iki) | https://doi.org/10.23916/0020180315730 addiction in adolescents. journal of educational sciences and psychology, vii (lxix)(1), 66–79. retrieved from https://search.proquest.com/docview/1908419307?accountid=9851%5cnhttp://tf5lu9ym5n.search .serialssolution.com?ctx_ver=z39.88-2004&ctx_enc=info:ofi/enc:utf8&rfr_id=info:sid/proq%3aeducation&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article &rft.jt yong, a. g., & pearce, s. (2013). a beginner ’ s guide to factor analysis : focusing on exploratory factor analysis. tutorials in quantitative methods for psychology, 9(2), 79–94. https://doi.org/10.20982/tqmp.09.2.p079 couns-edu the international journal of counseling and education vol.3, no.4, 2018, pp. 126-132| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180315640 received on 03/14/2018; revised on 05/15/2018/; accepted on 05/21/2018; published on: 12/31/2018 126 the role of career exploration in career decision participants rio hermawan *) 1 , muh farozin 2 12universitas negeri yogyakarta *)corresponding author, e-mail: riohermawan1990@gmail.com abstract in the digital era, humans were required to be able to develop themselves suit with his/her potentials. career selection was one of processes of making most important decision in an individual life. however, today the learners were facing various different career environment both in its characteristics as well as its kinds, and also there was a trend of learners less understand their potentials both due to their ignorance as well as due to undeveloped potentials owned. so that it gave a negative impact for selves in a career decision. so that understanding, awareness and acceptance towards potentials owned was very necessary in supporting career in the future. efforts conducted in preparing learners’ career were so many. the efforts in preparing it included through a career exploration. roles of career exploration in a career decision related to career exploration area includes selection orientation, self exploration, environmental exploration, in-depth environmental exploration, decision status and commitment. keywords: career exploration; career decision,decision-making, career of learners. how to cite: hermawan, r., & farozin, m. (2018). the role of career exploration in career decision participants. couns-edu: international journal of counseling and education, 3(4): pp. 126-132. doi: https://doi.org/10.23916/0020180315640 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2018 by author. introduction in the digital age, people are required to be able to develop themselves in accordance with their potential and every individual must understand his abilities and be able to develop various other skills. with formal education being one part in helping learners to achieve career development tasks. this role teacher guidance and counseling should be part in helping learners to achieve career development tasks. because career development is an important component of the educational experience as it will involve work values, career exploration, employment choices and career decision making. according to suherman, u. (2008: 116) career exploration is the desire of individuals to search information on career information sources. therefore exploration is very important to do early to help learners explore their careers. so career exploration will have an impact on someone's readiness to make career choices and decisions. based on taveira & moreno, (2003: 189-191). career exploration is seen as an important part of career development, and is an important element in career decision making. in the process of career development, career exploration is needed for the readiness of a person to know and understand about the direction of interests and potentials that are expected so that the understanding then the individual can determine the job he wants and furthermore will make it easier to be able to focus on the field of careers in running it. based on suherman, u. (2008: 119) the tendency of problems often faced by learners in doing career exploration is usually less / not trying to dig and seek career information from couns-edu  the international journal of counseling and education vol.3, no.4, 2018 the role of career exploration in career decision participants| 127 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315640 various sources (teacher guidance and counseling, successful parents, lack of insufficient knowledge of self-potential, including talent, interests, intelligence, personality, values and achievements, does not have enough career information. much research has been done regarding the contribution of career exploration in career decision making. based on the research arrington (2000: 103-109) explained that junior high school students have decision makers who have an effect on the future of education and their path. learners will think about career plans. the foundation is career awareness and career exploration experience. this study shows that decision makers have an effect on the future of education and their paths and career exploration is very useful in providing experience for junior high school students. in addition, the exploration process is also very important to understand yourself and know about the career environment so that learners are able to make career decisions independently. based on bartley &robistschek's research, 2000: 63). in recent years, the level of individual career exploration has become an illustration of how one is able to determine career or vocational choice. research conducted by ferrari, l., ginevra, m. c., sara, s., laura, n., sgramella, t. m., & salvatore, s. (2015: 113-130). this study shows that career exploration can provide actual knowledge and perceptions of learners' career knowledge. meanwhile, according to research creed, p. a., patton, w., &prideaux, l. a. (2006: 377-392). the results indicate an important role for self-efficacy and early work experience in career planning and exploration currently influencing career decisions and future high school students. according to levi & ziegler's research. (1993: 10) career exploration includes a range of activities including information gathering and knowledge on job searching, planning, opportunities, and career options. based on blair's research, 2012. career exploration activities help students evaluate socialization and academic talent (blair, 2012). in a study conducted by gamboa, v., paixao, m. p., & de jesus, s. n. (2013: 78). the results of this study found that the quality of work experience by using the relevant pre and post-internship is used to explore a career so that it can affect the development of vocational and career decision making students. in a study conducted by gushue, g. v., clarke, c. p., pantzer, k. m., &scanlan, k. r. l. (2006: 307). the findings of this study indicate that the involvement of career exploration can determine career decision making and self-efficacy related to the identity of the department. based on hou's research, zhi-jin, & tracey, j. g. (2014: 654). the findings of this study indicate that the benefits of career exploration can predict career. based on wilkins research, k. g., santilli, s., ferrari, l., nota, l., tracey, t. j.g., &soresi, s. (2014: 329). the findings of this study indicate that career exploration has two dimensions of career adaptability dimensions of curiosity and confidence. based on yanjun guan's research, fuxi wang, haiyang liu, yuetingji, xiao jia, zheng fang, yumeng li, huijuanhua, &chendi li. (2014: 95). the findings of this study indicate that parental support may affect career exploration. so support from parents is needed for continuity of career exploration. based on research vignoli, e. (2015: 182). the findings of this study indicate that the benefits of career exploration can address career anxiety and anxiety. based on the research of lee, b., erik, j., porfeli.,&hirschi, a. (2015). the findings of this study indicate that the benefits of career exploration can increase work valence and agency confidence. the results of the above research it can be concluded that the role of career exploration in career decision making in learners is essential for information gathering and improvement of self-understanding and knowledge about the careers of learners. career exploration aims to be able to describe the ability and competence of interest in want, as well as the process in the formation of interest in learners. therefore career is a part of life that affects the happiness of human life as a whole. therefore the accuracy of choosing and determining career decision becomes an important point in the journey of human life. the decision to choose a career begins when the individual is in adolescence. in adolescence, schooling is an important aspect of life because education prepares them in a state of being ready to take a career selection and decision. so that learners in making decisions require guidance from teachers, counselors, parents, or other adults so they can plan a future that matches their talents, interests, or abilities. an objective view of work helps learners develop and design a better and brilliant future. career selection is one of the most important decision-making processes in an individual's life. teacher career decisions are influenced by internal and external factors. according to sardiman (2007: 89 couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu hermawan, r., & farozin, m. the role of career exploration in career decision participants| 128 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315640 91), internal factors include the level of intelligence, mental attitude, gender, religion, talent, interest and future orientation. external factors include the economic level of the family, parents, teachers, friends and social conditions of the community. based on suherman, u. (2008: 120) problems in career decision making that often faced by adolescent student that is problem in making career decision which often faced by learners that is: lack / inadequate knowledge about making career decision, not knowing how to make career decisions, not knowing the steps in making career decisions, especially career plan preparation, lazy / unwilling to learn how other people make career decisions, do not have a good understanding of the strengths and weaknesses associated with career choices desirable, unable to see the factors that would support or hinder the desired career, not being able to see the opportunities that exist with regard to the desired career choice, not being able to choose one of the alternative occupations of diverse occupations; and can not develop learning habits and work effectively. this article is intended to review the role of career exploration in career decision making learners. it reveals that the role of career exploration in schools has an important role in helping learners recognize and understand their careers, and be able to explore their careers, and plan for the future in accordance with the expected life form, so as to determine and make career decisions appropriately and responsible for his decision. method this article uses an analytic descriptive type, which describes and analyzes how current learners and what efforts are made in career decisions. the types of data used in this article are secondary data obtained from literature, books, journals, reports and information from bk teachers in the field. data collection techniques used are library studies (library research) by searching and collecting secondary data sourced from various references both books, journals, internet, learners, and teacher’s bk which validity can be accounted for. the analysis technique used in this article is the method of content analysis that is by explaining and analyzing from existing sources, after which various references are associated with the research undertaken. results and discussions the guidance and counseling is a service activity that has the purpose of understanding, receiving, realizing, directing, making decisions and realizing decisions with responsibility. while career guidance is a service activity that aims to learners are able to recognize, understand and understand the world of work and understand the interests and talents in accordance with himself. according to winkel and sri hastuti (2013: 632) describes the process of career development is divided into five stages, namely development phase (<15), explorative phase (15-24), stability phase (25-44), coaching phase (45-65) , and phase setbacks. this we need to observe that in the exploration phase learners are expected to explore all the potential they have. at this stage learners develop understanding and awareness of himself and the world of work and start trying new roles to be more prepared with his choice in the world of work. another point is also explained by according to greenhaus & callanan (2006: 103-107) explains that career exploration is one way or effort as a collection of information about the characteristics and knowledge of the environment, with the aim of fostering progress and self-development. meanwhile, according to bora lee, porfeli e. j, & hirschi. a. (2015: 152-134) career exploration is a critical process for the development of children and youth that leads people to appropriate work and develops vocational identity. this shows that in adolescence is the beginning of learners explore their respective careers. the purpose of career exploration according to permedikbud (2014: 15) confirms that the aim of career guidance and counseling is to facilitate career development, exploration, aspirations and decisionmaking throughout the life span of learners / counselees. thus the purpose of career exploration is to facilitate in understanding the self and the career environment of learners / counselees. in line with the regulation, greenhaus and callanan (2006: 104) explain that there are two types in career exploration. self exploration and environmental exploration. such self-exploration is the focus on excavating the value of a job, career interest, past experience, talents, acquiring a deep understanding of self and career goals. while couns-edu  the international journal of counseling and education vol.3, no.4, 2018 the role of career exploration in career decision participants| 129 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315640 the exploration of the environment in question is the exploration of positions, jobs, organizations and families. while based on holland, in brown, (2005: 24-25). career exploration is an effort given by counseling teachers and counselors / counselors in their efforts to provide assistance and facilitate students / counselees so that they can use their personal and enviromental resources available to them, appropriate and congruent with their personalities. there are several opinions about the purpose of career exploration whereas according to purwanta, e. (2012: 8-15) describes the purpose of career exploration in the guidance service is that students / counselees can: plan the completion of the study activities, career development and life in the future , developing all of the potentials of self, adjusting to the environment, and overcoming the obstacles faced during the study. all of these goals lead to the experience and knowledge retention of learners. this means that learners can be said to be ready when he has had a lot of experience and have a broad understanding of both the world of work, colleagues and so forth. therefore, the career exploration phase of learners as peroses for career decision-making learners. there are various strategies that can be done in carrying out career exploration. the strategies are career fantasy, temporary apprenticeship, tour work, research career, career interview, interpersonuer project, career portfolio, self-assessment, self-discovery, integrated curriculum, career exploration package, parent class present, group dynamics, leadership training, problems, decision making, and communication skills (studer, jr 2005: 185). while the career exploration center at cornell university states among others are; the first step, understand yourself and assess yourself. knowing about yourself is the basis of career decision making. what are your interests, skills, values? what's important to you about your work? what are your personal traits and characteristics ?. the second step, gathering information about career. learn about careers, occupations, educational requirements, and job functions that are important in understanding careers that match your interests and goals. third step: integration. this step requires you to take what you know about yourself and put it together with the reality of the working world. you begin to evaluate career choices that are practical to you. with a variety of strategies that can be applied in carrying out career exploration, learners are expected to recognize himself and the world of work so that he is able to compete in the labor market. in addition, learners will be more prepared in the career, confident and have a good self efficacy in facing the work environment and learners are able to make career decisions in accordance with the potential they have. according to gati, i., asher. (2001: 331-341) career decision making is an individual process for seeking career information, sorting and comparing and up to a set of choices. thus it can be stated that a career decision is an action to be able to decide or make choices on a career choice from various career options available. so that aspects of decision making become important things to be mastered in taking a decision. according to germeijs, v., verschueren, k., & soenens, b. (2006: 397-410) discloses six core aspects of the career decision-making process, with respect to further study: (1) the orientation of choice, ie awareness of the importance of making choice and motivation to engage in decision making, (2) self exploration, which is collecting information about oneself in this case including information of excess and lack of self, (3) environmental exploration, that is collecting general information about environment related to alternative study option (5) decision status, namely progress in choosing alternative career decisions, (6) commitment, ie belief in alternative career decision to be selected. the basic factors that influence career decision making according to k. mitchell & krumboltz (patton, wa, & mcmahon, ml, 2014: 96) say there are four basic factors that affect career decision making ie each of the four components of this career decision plays an important role in the eventual selection of certain career alternatives, the four components of which are heredity, genetic, environmental conditions, learning experiences and task-setting skills. meanwhile, according to ming-shang su, ta-chun chang, chin-chang wu, & chin-wen liao. (2016: 843-850). factors affecting student career decision making are as follows: (1) the main factors affecting a student's career decision are "personal factors", (2) students studying in schools on a larger scale and taking home-based courses most vulnerable to the influence of "personal factors" in educational decisions, (3) for students with middleand college-educated parents, "family factor" is the most influential student decision-making factor, (4) for students enrolled in home course, "school factor" is the most prominent factor in a student's career decision, (5) attending a home course will affect the career exploration factor, and is the most important factor in the student's career decision. couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu hermawan, r., & farozin, m. the role of career exploration in career decision participants| 130 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315640 from some of the above exposures it can be concluded that career decisions are a career-making process by individuals looking for career alternatives, reviewing career choices, and making choices in a career choice. in career decisions there are six core aspects of the career decision-making process: career orientation that will be choice, self exploration, environmental exploration, in-depth environmental exploration, status / confidence in dropping a career decision, and the need for a commitment when it has dropped a career decision . the factors that can influence a person's career decisions are: personal, talent, interest, values in society, social environment (parents, family and peers), career understanding, individual decision-making and career exploration factors the most important role in the career decisions of learners. after reviewing the two studies above it can be concluded that career exploration has an important role in career decision making. based on the opinion greenhaus & callanan (2006: 104) explains that there are two types of career exploration, namely: self-exploration and environmental exploration. this is in line with the opinions of germeijs, v., verschueren, k., & soenens, b. (2006: 397-410) reveals six core aspects of the career decision-making process: elective orientation, self-exploration, environmental exploration, environment in depth, decision status, and commitment. thus the role of career exploration in career decision making by germeijs, v., verschueren, k., & soenens, b. (2006: 397-410) reveals six core aspects of the career decision-making process, namely: (1) awareness of the importance of making choices and motivations to engage in decision-making, (2) self-exploration is focused on excavating the value of a job, career interests, experience, talents possessed, gaining a deep understanding of self and career goals as well as collecting information about yourself in this case including information of the advantages and lack of self. so that learners are able to identify self-understanding and be able to selfassess, identify skills, values, interests, and strengths to analyze the feasibility of career paths and employment opportunities. hopefully with learners already exploring their own careers to know about oneself is the basis of career decision making. what are your interests, skills, values? what is important to you about your work? what are your personal characteristics and characteristics ?, (3) the exploration of the environment in question is the exploration of position, occupation, organization and family. so learners are able to identify career information gathering including career, cultural, mission, career specialization, and current issues. it is expected that learners have explored their own careers to collect information about their careers, learn about careers, occupations, educational requirements, and job functions that are important in understanding careers that are relevant to their interests and goals; (4) deepseated exploration of information gathering details of alternative career options, (5) decision status, namely progress in choosing alternative career decisions, (6) commitment, ie confidence in a predetermined career choice. career exploration in schools is the most important factor in the career decisions of learners, where learners are directed and given the understanding to know the world of work, to know the career environment, deep understanding of self, and career goals, especially if learners who do not want to think it is seriously possible to enter the certain field of positions and career decisions to be established. therefore, the role of guidance and counseling teachers should be able to capture the relationship between the qualifications required in holding a position, further education, and in various aspects of the career environment in the work market. career exploration aspects include self-exploration and environmental exploration. self-exploration is a focus on excavating the value of a job, career interest, experience, talents, acquiring a deep understanding of self and career goals. while the exploration of the environment is the exploration of positions, jobs, organizations and families. the importance of career exploration is a key component in the formation of career interest in learners. career exploration is important because it selects goals and flows to achieve future goals so that learners can make career decisions appropriately according to their interests and talents. everyone would want to succeed in his career, because if successful in the career will increase the self-esteem and more appreciated the community compared with people who do not have a good career and learners will increase and able to take decisions independently and after graduation can compete in the labor market. the purpose of the career exploration role in the career decisions of learners, namely: (1) plan a goal completion of studies, career development and life in the future, (2) develop all potential and ability possessed optimally, (4) an effort to prepare the learners' career exploration in enhancing their selfunderstanding and the outside world in the learner, (5) assessing (6) gathering information about the couns-edu  the international journal of counseling and education vol.3, no.4, 2018 the role of career exploration in career decision participants| 131 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315640 career, (7) to facilitate in understanding the self and the career environment of learners / counselors, (8) with the understanding of career exploration, learners are able to compete in the labor market. conclusions in this matter, a guidance and counseling teacher should be a part in helping learners to achieve career development tasks. due to career development became an important component from education experience because it will involve work values, career exploration, work selection and career decision making. therefore this article considered the importance of career exploration roles in a right career decision taking and suitable with interest and talent of learners. one of efforts of career exploration role in learners career decision making, includes: (1) selection orientation, includes an awareness of the importance of making selection and motivation to get involve in decision making, (2) self exploration meant was focus on exploration of job values, career interest, previous experience, talent owned, acquire an in-depth understanding on self and career purpose and also gathering information on self in this case includes information of self advantages and disadvantages so that learners are able to identify self understanding and able tom assess self, identify skills, values, interest and power to analyse feasibility of career path and work opportunity. it was expected that learners already explored their own careers are be able to identify on self that was a principle in a career decision taking. what were your interest, skills, values? what important for you on your careers? what are your personal characteristics?, (3) environmental exploration meant were explorations of position, occupation, organization and family so that learners are able to identify information gathering on career covers career kinds, culture, mission, specialized field in career field and problems facing today. it was expected that learners have explored their own careers are able to gather information on career, learning about career, work kinds, educational requirements and important work function in understanding career suitable with interest and purpose, (4) in-depth environmental exploration includes gathering detailed information on career selection alternatives, (5) decision status includes advancement in selecting career decision alternatives, (6) commitment includes belief in career selection determined. the six facts would make learners were more convince and believe in ability and interest owned so that the learners are able to make decision on their careers and able to compete in work market. references arrington, k. (2000). middle grades career planning program. journal of career development. volume 27. (2): 103-109. bartley, d. f. & robistschek, c. (2000). career exploration: a multivariate analysis of predictors. journal of vocational behavior. 56, 63-81. blair, j. e., et.al (2012). the impact of career exploration upon the success of underrepresented student in higher education.(disertasi, capella university, 2012).proquest llc, 17, 112. brown, s. d., & lent, r. w. (2005). career development and counseling; putting theory and research to work. hoboken, new jersey: john wiley and sons. cornell university. retrieved september 25, 2017, from auburn university and university of south florida website: http://www.human.cornell.edu/ creed, p. a., patton, w., & prideaux, l. a. (2006). predicting change over time in career planning and career exploration for high school students. journal of adolescence. vol. 30 (2007) 377–392. ferrari, l., ginevra, m. c., sara, s., laura, n., sgramella, t. m., & salvatore, s. (2015). career exploration and occupational knowledge in italian children. international journal for education and vacational guidance. vol.15, 113-130. gamboa, v., paixao, m. p., & de jesus, s. n. (2013). internship quality predict career exsploration of high school student. journal of vocational behavior. vol.83,78-87. gati, i., asher. (2001). high school student career-realated dicision making difficults. jurnal of counseling and development vol. 79,331-341. couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu hermawan, r., & farozin, m. the role of career exploration in career decision participants| 132 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180315640 germeijs, v., verschueren, k., & soenens, b. (2006). indeciveness and high school students career decision-making process: longitudinal associations and the mediational role of anxiety. journal of counseling psychology vol. 53 no. 4. hlm. 397-410. greenhaus, & callanan. (2006). encyclopedia career development. london: sage. gushue, g. v., clarke, c. p., pantzer, k. m., & scanlan, k. r. l. (2006). self eficacy, perceptions of barries, vocational identity, and the career exsploration behavior of latino/a high school students. career development wuartely. vol. 54, 307-317. hou, zhi-jin, & tracey, j. g. (2014). relation of enviromental and self career exploration decision making difficulties in chinese student. journal of career assesment. vol. 22 (4), 654-665. hurlock, e. b. (2012). developmental psychology (v edition). jakarta: erlangga publisher. lee b, porfeli e. j, & hirschi. a. (2015). betweenand within-person level motivational precursors associated with career exploration. journal of vocational behavior. vol. 92 (2016) 125–134. lee, b., erik, j., porfeli., &hirschi, a. (2015). betweenand within-person level motivational precursors associated with career exploration. journal of vocational behavior. vol. 92 (2016), 125–134. levi, m., & ziegler, s. (1993). the role of career exploration as a component of an effective guidance program in the transition.british journal of guidance & counseling. 8, 6-15. mendikbud (2014). education and culture regulation 2014 111 about guidance and counseling in basic education and secondary education.mendikbud (2014). education and culture regulation 2014 111 about guidance and counseling in basic education and secondary education. mendikbud (2014). peraturan pendidikan dan kebudayaan tahun 2014 no. 111 tentang bimbingan dan konseling pada pendidikan dasar dan pendidikan menengah. ming-shang su, ta-chun chang, chinchang wu, & chin-wen liao. (2016). factors affecting the student career decision-making of junior high school students in central taiwan area. international journal of information and education technology. vol. 6, no. 11. patton, w. a., & mcmahon, m. l. (2014). career development and systems theory: connecting theory and practice ( 3^nd edition). the netherland, rotterdam: sense publishers. purwanta, e. (2012). the role of emotional intelligence and child care exploration sltp. journal of psychopedagogia, vol. 1, no. 1 sardiman. (2007). interaction and teaching motivation motivation. jakarta: pt. raja grafindo persada. suherman, u. (2008). career counseling throughout the life range. bandung: pascasarjana universitas pendidikan indonesia press. taveira, m. d., & moreno, m. l. r. (2003). guidance theory and practice: the status of career exploration. british journal of guidance & counseling.vol. 31 no 2.pp.189-208. vignoli, e. (2015). career indecision and career exploration among older french adolescents: the specific role of general trait anxiety and future school and career anxiety. journal of vocational behavior. vol. 89 (2015), 182–191. wilkins, k. g., santilli, s., ferrari, l., nota, l., tracey, t. j.g., &soresi, s. (2014). the relationship among positive emotional dispositions, career adaptability, and satisfaction in italian high school students. journal of vocational behavior. vol. 85 (2014), 329–338. winkel, w. s., & hastuti, m. s. (2013). guidance and counseling in educational institutions. yogyakarta: the eternal media. yanjun guan, fuxi wang, haiyang liu, yueting ji, xiao jia, zheng fang, yumeng li, huijuan hua, & chendi li. (2014). career-specific parental behaviors, career exploration andcareer adaptability: a three-wave investigation among chineseundergraduates. journal of vocational behavior. vol. 86 (2015), 95–103 couns-edu the international journal of counseling and education vol.5, no.1, 2020, pp. 15-22 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/ 10.23916/0020200525110 received on 12/21/2019; revised on 01/24/2020; accepted on 02/26/2020; published on: 03/30/2020 15 the effect of behavioral rehearsal technique through group counseling for overcoming social anxiety of students abdul saman 1*) , muh ilham bakhtiar 2 1universitas negeri makasar, indonesia. 2 stkip andi matappa, indonesia. *)corresponding author, e-mail: abdulsaman@unm.ac.id abstract this research examined the influence of group counseling using behavioral rehearsal techniques to overcome students’ social anxiety. this research used the quantitative method with a quasi-experimental design namely matching-only design. the study involved 30 students for the control group and 30 students for the experimental group selected through purposive sampling. data were collected using a questionnaire that had been validated. they were then analyzed using normality testing, homogeneity, data nominality testing, gain score and hypothesis testing. the findings of this research indicated that group counseling through behavioral rehearsal techniques could overcome the problem of social anxiety experienced by students. in the pretest, the research showed that the social anxiety level of students in the experimental group was in the high category, and the control group was in the medium category. while the posttests of both experimental and control groups were in the very low category. behavioral rehearsal techniques should be informational and practical in the development of knowledge, especially in dealing with the problems of social anxiety. keywords: social anxiety, group counseling, behavioral rehearsal. how to cite: saman, a., & bakhtiar, m. (2020). the effect of behavioral rehearsal technique through group counseling for overcoming social anxiety of students. couns-edu: the international journal of counseling and education, 5(1), 15-22. doi: http:// doi.org/10.23916/0020200525110 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction adolescents naturally find it challenging to involve in their social life ( (valeria ivaniushina, 2016); (shier, gouthro, & goias, 2018). the university students as members of adolescents groups and social individuals, in fulfilling their needs, undertake social interactions within their environment (mutahari, 2016); (wang, tian, & huebner, 2019), family, school, and societies (bakhtiar, 2015); (bakhtiar, saman, & aryani, 2017). adolescents do social interaction as a part of their development in the search for identity (wirawan, jufri, & anto patak, 2018). however, not all adolescents can comfortably interact with their social environment. many individuals tend to be worry and fear the negative perception of the environment. hofmann and dibartolo (2014) revealed that social anxiety mostly occurs in adolescence. the anxiety of adolescent students occurs when they meet new friends, new teachers, or new school rules. some students are also embarrassed when interacting with others, and often students are embarrassed just to speak in front of the class as they are afraid to be observed, cursed, or criticized by others (bakhtiar & rahmatia, 2018). during adolescence, the physical, cognitive, and behavioral hallmarks of the social anxiety disorder (sad) often start to appear (alfano & beidel, 2011). the social anxiety faced by individuals is usually due to their movement into a new environment. social anxiety, characterized by significant discomfort and http://dx.doi.org/10.23916/0020190417540 https://doi.org/10.23916/0020200525110 http://dx.doi.org/10.23916/0020200525110 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu saman, a & bakhtiar, m. i. the effect of behavioral rehearsal technique through group counseling for ...| 16 indonesian counselor association (iki) | doi : https://doi.org/ 10.23916/0020200525110 avoidance of social and/or performance situations (apa, 2017) is one of the most common mental disorders in children and adolescents. social anxiety disorder starts at the age of 5 and peaks around the age of 12 (rc, et al., 2005). when untreated, it can run a chronic course into adolescence and eventually adulthood (ka, se, ir, & mb, 2003). there is a rapid change in early adolescence that usually occurs between ten and thirteen years old (moshman, 2011). in this case, physically, there are significant changes along with puberty. rapid changes occur in early adolescence and usually, occur between the ages of 10-13 (romano, moscovitch, ma, & huppert, 2019). in this case, physically, there are some major changes along with puberty. then, cognitively, there is a fundamental change in intellectual ability (moshman, 2011). the level of mental illness that is increasingly rampant simultaneously with a social anxiety disorder is called social phobia (stein & stein, 2008). it is characterized by excessive fear of being humiliated or embarrassed in social situations (apa, 2017) and is often chronic and severely debilitating if untreated (b.f. grant, 2005). social anxiety disorder shows high comorbidity with other diagnoses, such as depression, (goldstein-piekarski, williams, & humphreys, 2016). this is an anxiety disorder leading a person to feel the excessive fear of being in a social environment for no obvious reason(albano & hayward, 2004; ledley et al., 2008). this anxiety is realized arising from the fear of being observed as others might give a critique. symptoms experienced by people with this disorder include feeling anxious when in the crowd; avoiding the crowd or social environment, having physical symptoms such as fast heartbeat, sweating, trembling, excessive shyness, muscle tension, abdominal pain, and even diarrhea (bakhtiar, saman, & aryani, 2017). this anxiety is caused by individual problem behavior so that proper handling is needed in the form of behavior change. behavior change aims to change observable and measurable human behaviors (sheeran, klein, & rothman, 2017). the changes are selected according to the problems faced by the student. changing behavior is a behavioral rehearsal that is one of the behavior therapy techniques (beidas, cross, & dorsey, 2014; wright, brown, thase, & basco, 2017). several studies have examined social problem-solving in the context of social anxiety. research overcoming social anxiety used cognitive behavior therapy (cbt) approach using diary checklist (duana & hadjam, 2012). then another study handled anxiety through cbt by educating sufferers (fitri, 2017) but did not apply counseling intervention, then other studies only diagnosed anxiety levels and dissect the effects of social anxiety. but also did not use intervention techniques with training focused on social problems encountered, in this case, the behavioral rehearsal. behavioral rehearsal is one of many techniques derived from behavioral therapy (hecker & thorpe, 2015). this behavioral therapy technique was initially called behavioral psychodrama (blatner, 2003). however, the more commonly used term is rehearsal behavior (exercise behavior) that is usually applied to clients who need full rehearsal behavior in the form of exercise. behavioral rehearsal techniques are applied through role-playing that allows the client to learn a new type of behavior in addition to the ones available in the counseling situation. rehearsal behavior incorporates several vital components: imitating behavior, receiving feedback from counselors, and often practicing/training the target behavior (erford, 2014). collaboration in a group aims at providing a shared learning experience in handling such anxiety problems. walsh (2002) revealed that a behavioral rehearsal technique is useful when dealing with people who experience social anxiety. behavioral rehearsal is one of the group counseling types. counseling, is a professional assistance that is carried out through various procedures, one of them through group learning. group counseling can give individuals a variety of group experiences that help them to learn efficiently, be more tolerant facing stress and anxiety, and find satisfaction in working and living with others (corey, 2015). the behavior might positively affect the classroom environment. a rehearsal behavioral technique in the form of group counseling that provides a learning experience to change student behaviors is the subject of this study. therefore, this research aimed at describing student social anxiety before and after applying group counseling with the behavioral rehearsal approach. also, this research examined the influence of group counseling through the behavioral rehearsal approach to overcome student social anxiety. method the type of this research was quantitative with a quasi-experimental design that examined the influence of group counseling through rehearsal behavioral approaches to overcome students' social http://dx.doi.org/10.23916/0020190417540 https://doi.org/10.23916/0020200525110 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 analysis of sexual harassment instruments by rasch modeling to identify sexual harassers | 17 indonesian counselor association (iki) | doi : https://doi.org/ 10.23916/0020200525110 anxiety. experimental research is a method used to examine the effect of a particular treatment on subjects under controlled conditions (creswell, 2012; fraenkel & wallen, 2009). it relies on treatments applied to the experimental group and is subjected to specific treatments with controllable conditions. fraenkel and wallen (2009) argued that the use of random assignment is not categorized as a quasiexperimental design. therefore, to employ this design, the other techniques were used to control the internal validity. this research used matching-only design. this study involved 30 students for the control group and 30 students for the experimental group selected through purposive sampling. data were collected using a questionnaire that had been validated. the data were analyzed using normality testing, homogeneity,gain score and hypothesis testing. the purpose of the questionnaire was to obtain an overview of the social anxiety level experienced by the experimental students before receiving counseling through the behavioral rehearsal approach. subjects for experimental and control groups were determined according to definite variables.the variable was the behavior training technique given to the experimental group. the experimental group was treated with the behavioral rehearsal to social anxiety while the control group was not. the matching-only control group design using pretest and post-test can be seen in table 1: table 1. the matching-only pretest-posttest control group design treatment group m o x o control group m o o the m in table above means that subjects of both groups were not randomly determined. x refers to the treatment (behavioral rehearsal) applied on the experimental group. the research procedures included: planning, pre-test, implementing behavioral rehearsal and post-test. following is the more detailed schema:  determination of experimental subjects.  distribution of pretest on the research subjects related to behavioral rehearsal techniques., implementation of behavioral rehearsal on the subjects of the study. the treatments were given for three times (three meetings). at each meeting, students were taught about techniques to practice behavior through deep breathing exercises. each student was challenged to do practice at home.  distribution of post-test on the research subjects.  analysis of the data about the results of the activities. thirty students were given treatment and the same numbers of other vocational secondary students were controlled. the students who were registered were identified as having high social anxiety. the data collection in this study was conducted using a validated questionnaire. results and discussion implementation of the treatment which in this case was the behavioral rehearsal approach was addressed to vocational secondary students who had agreed upon meeting time to overcome their social anxiety. during the treatment, the researcher became the program coordinator. the treatment was performed during 3 (three) sessions. the research data were obtained from the questionnaire measuring the students' social anxiety in the experimental and control groups. the following table presents pretest and posttest data measuring the results of the implementation of counseling approach behavioral rehearsal in overcoming social anxiety of students studying at vocational secondary school. based on the pretest, the medium and the low categories of social anxiety show the biggest percentage which was 30 or there were 8 students in each category. one fifth (6) students had a high level of anxiety. only 10 percent of students in the very high category and another 10% were in the very low category. however, after treated with the group-counseling using the behavioral rehearsal approach through three stages, students' anxiety showed significant changes. more than half of the students experienced very low anxiety and forty-four percent of them had low social anxiety indicated the significant decrease in social anxiety level in general. http://dx.doi.org/10.23916/0020190417540 https://doi.org/10.23916/0020200525110 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu saman, a & bakhtiar, m. i. the effect of behavioral rehearsal technique through group counseling for ...| 18 indonesian counselor association (iki) | doi : https://doi.org/ 10.23916/0020200525110 table 2. data on the social anxiety level of experimental group students treated with group counseling through behavioral rehearsal approach according to the post-test and pretest intervals activities experimental group pretest posttest frequencies percentages frequencies percentages 61-74 very high 4 10 0 0 47-60 high 6 20 0 0 33-46 medium 8 30 0 0 19-32 low 8 30 14 44 5-18 very low 4 10 16 55 total 30 100 30 100 the following table also presents data of students' anxiety levels in the control group based on the pretest and post-test conducted simultaneously to the experimental group. the data shows the changes in students’ levels of social anxiety without treatment. table 3. data on the social anxiety level of students according to pretest and posttest in the control group intervals activities control group pretest posttest frequencies percentages frequencies frequencies 61-74 very high 0 0 0 0 47-60 high 1 4 0 0 33-46 medium 13 42 12 40 19-32 low 14 46 15 55 5-18 very low 2 8 3 5 total 30 100 % 30 100 % the social anxiety levels of students in the control group according to the pretest were majorly in the medium and low category as 42% and 46% of students respectively in those groups. only 1 student (4%) had a high anxiety rate and two students experienced a very low anxiety level. none of them (0%) in the very high category. however, when the postest conducted, the results showed insignificant changes. twelve students (40%) were in the medium category, just above half of the students (55 %) had low social anxiety, and only 5% were in the very low group. table 4. the comparison of the pretest, posttest, dan gain score of experimental and control groups data type group mean interval classification pretest experiment 37.73 47 – 60 high control 33 33 – 46 medium posttest experiment 18 5 – 18 very low control 30,02 19 –32 low it can be seen that the level of experimented students’ social anxiety was in the high category and the students in the control group were categorized in the medium level according to the pretest. while the posttest of the experimental group was in the very low category and the control group was in a low category. hence, the problem of social anxiety experienced by the students before and after the treatment changed significantly. inferential statistics the inferential statistics in this research aimed at examining the influence of a behavioral rehearsal approach to overcoming student social anxiety. the hypothesis of this research states that there is an http://dx.doi.org/10.23916/0020190417540 https://doi.org/10.23916/0020200525110 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 analysis of sexual harassment instruments by rasch modeling to identify sexual harassers | 19 indonesian counselor association (iki) | doi : https://doi.org/ 10.23916/0020200525110 influence of behavioral rehearsal approach on student social anxiety in vocational secondary school." if h1 is accepted and ho is rejected, there is a significant influence of the method to overcome students' anxiety. while, if ho accepted and h1 is refused, then there is no significant influence of the method in overcoming students' anxiety. the data analysis according to the t-test of student anxiety level areas are as follows: table 5. paired sample statistics paired samples statistics mean n std. deviation std. error mean pair 1 pretest 37.73 30 18.132 3.310 posttest 19.07 30 7.575 1.383 table 5 presents the statistical result data of the implementation of techniques obtained from the pretest and posttest questionnaires. the mean score of the pretest was 37.73 while the posttest was 19.07. interestingly, the posttest showed a smaller mean score than the pretest. in other words, the posttest mean score showed a drastic decrease or significant changes in students' social anxiety. it indicates that group counseling with behavioral rehearsal is very useful to overcome the social anxiety of students at the vocational secondary school. table 6. paired sample test paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pretest posttest 18.667 12.507 2.284 13.996 23.337 8.174 29 .000 in testing the hypotheses based on the data gathered from the pretest and posttest distributed to students in the experimental group, it shows the sig. = 000 which means that it was <0.05, thus it was regarded that the behavioral rehearsal technique can reduce the student anxiety. if the probability value > 0.05, then h0 (null hypothesis) is accepted and ha (alternative hypothesis) is rejected while if the probability value <0.05 then h0 is rejected, but ha is accepted (ismail, 2018). as the t-test showed that the sig. (2-tailed) 0,000 <0.05, the use of rehearsal behavioral techniques can overcome student anxiety. the data in this research indicated the ability of group counseling applying behavioral rehearsal techniques to overcome the students' social anxiety. this technique was performed through counseling under set situations or group settings with various procedures (brown, 1994). counseling means helping people professionally with a variety of procedures, one of them through group counseling. however, the success of counseling also depends on the experience of the counselor (kurtylmaz, 2015). this rehearsal is an exercise to change the individual’s behavior (beidas et al., 2014). behavioral rehearsal is applied through role-playing that allows the client to learn a new type of behavior outside the counseling situation. behavioral rehearsal incorporates several key components: imitating behavior, receiving feedback from counselors, and practicing/training the target behavior (erford, 2014). the activities are performed collaboratively in one group, to provide a shared learning experience in handling anxiety problems. this research showed the significant changes in the social anxiety level experienced by students of the vocational secondary school after the implementation of counseling. previously, the behavioral rehearsal was in the high category. problems faced by students included feeling anxious in a new situation and when facing a school exam; feeling tense in certain circumstances, feeling fear of their mind, having http://dx.doi.org/10.23916/0020190417540 https://doi.org/10.23916/0020200525110 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu saman, a & bakhtiar, m. i. the effect of behavioral rehearsal technique through group counseling for ...| 20 indonesian counselor association (iki) | doi : https://doi.org/ 10.23916/0020200525110 difficulty concentrating on the lessons, having a poor memory, and frequently feeling sad. social anxiety disorders affect emotions and behavior (albano & hayward, 2004; beidas et al., 2014; ledley et al., 2008; muller et al., 2005; raj & sheehan, 2001; schneier, 2006; stein & stein, 2008; swinson, 2005; turk et al., 2001). students will be difficult to follow the lessons and tend to feel threatened in school. some social anxiety disorders are indicated by excessive fear when interacting with strangers, fear to be judged, and worry to be embarrassed. social anxiety disorder is a chronic mental health condition, but treatments such as psychological counseling or various coping skills can help people to build confidence and improve the ability to interact with others. the behavioral rehearsal technique given to students experiencing anxiety through group counseling reflected significant changes. it can be seen in table 5 describing statistical data obtained from the pretest and posttest questionnaires measuring the effect of the implementation of techniques. the mean score of the pretest was 37.73 while the posttest showed the mean value of 19.07. this showed that the influence of behavioral rehearsal techniques in overcoming students' social anxiety is significant. then the hypothesis test was performed according to statistical analysis of data obtained from the pretest and posttest questionnaire. as depicted in table 6, the value of t was 8.174 with a sig of 0.000 (meaning lower than 0.05). the posttest score that was smaller than the pretest indicated a drastic decrease or significant changes in the social anxiety level. this showed that by providing group counseling with behavioral rehearsal, the technique is very effective to overcome the social anxiety of the vocational secondary school students. these results are in line with (fitriana, firman, & daharnis, 2018) they showed that cbt counseling group setting is effective in overcoming student social anxiety. the results of this study can be used as one of the strategies in overcoming the students' social anxiety. zakiyah's study (2014) about overcoming anxiety and depression through cbt, showed that cbt is effective in reducing anxiety and depression. social anxiety in obese adolescent girls was successfully overcome with cbt group counseling (duana & hadjam, 2012) and the patient's sleep quality due to severe anxiety could be improved through relaxation exercises (sudiarto, suwondo, & nurrudin, 2015). behavioral rehearsal as part of cbt has some advantages like the exercises by imitating deep breathing behavior can be done in a group under set situations, and the assignments can be conducted independently so that students can also practice do it at home with a more comfortable and relaxed atmosphere. (maharani & hayati, 2020). breathing exercise is also usually practiced through yoga to overcome the anxiety of pregnant women (maharani & hayati, 2020). besides that, deep breathing intervention can ameliorate the 'tension anxiety 'and fatigue in patients with gynecological cancer undergoing adjuvant chemotherapy (hayama & inoue, 2012). finally, the behavioral rehearsal technique through deep breathing exercises can be a solution for students in overcoming the problem of social anxiety. however, teacher guidance and counseling had the main role in overcoming social anxiety through the implementation of the behavioral rehearsal technique. conclusion the implementation of behavioral rehearsal techniques in a group setting was conducted through exercise or warming up breathing during 3 (three) sessions. in the pretest, the research showed that the social anxiety level of students in the experimental group was in the high category, and the control group was in the medium category. while the posttest of the experimental group was in the very low category and that of the control group was in a low category. thus, the social anxiety problem faced by students showed significant changes after the treatment. this research indicated that there are significant differences before and after the application of rehearsal behavior techniques. breathing warming up exercises to change inappropriate behavior does not only work for patients but can also overcome students’ anxiety in doing social interaction at school. for educational institutions, behavioral rehearsal techniques should be introduced especially for students experiencing social anxiety problems. finally, the findings are expected to contribute to other http://dx.doi.org/10.23916/0020190417540 https://doi.org/10.23916/0020200525110 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 analysis of sexual harassment instruments by rasch modeling to identify sexual harassers | 21 indonesian counselor association (iki) | doi : https://doi.org/ 10.23916/0020200525110 future studies about behavioral rehearsal techniques for personal problems faced by students, especially social anxiety. references alfano, c. a., & beidel, d. c. (2011). social anxiety in adolescents and young adults: translating developmental science into practice. washington, dc: american psychological association. apa. (2017). diagnostic and statistical manual of mental disorders. 5th. washington, dc: american psychiatric association. albano, a. m., & hayward, c. (2004). social anxiety disorder. phobic and anxiety disorders in children and adolescents: a clinician’s guide to effective psychosocial and pharmacological interventions, 198–235. beidas, r. s., cross, w., & dorsey, s. (2014). show me, don’t tell me: behavioral rehearsal as a training and analogue fidelity tool. cognitive and behavioral practice, 21(1), 1–11. blatner, a. (2003). psychodrama. play therapy with adults, 34–61. brown, n. w. (1994). group counseling for elementary and middle school children. praeger. b.f. grant, f. s. (2005). prevalence, correlates, and comorbidity of bipolar i disorder and axis i and ii disorders: results from the national epidemiologic survey on alcohol and related conditions. j. clin. psychiatry, 66, 1205-1215. bakhtiar, m. i. (2015). pengembangan video ice breaking sebagai media bimbingan konseling dalam meningkatkan keterampilan sosial. jurnal psikologi pendidikan dan konseling: jurnal kajian psikologi pendidikan dan bimbingan konseling, 1(2), 150-162. bakhtiar, m. i., & rahmatia. (2018). the effectiveness of group counseling model through the behavioral rehearsal approach to overcome student social anxiety. journal of education, teaching and learning, 3(2), 354-360. doi:10.26737/jetl.v3i2.779 bakhtiar, m. i., saman, a., & aryani, f. (2017). mengatasi kecemasan sosial melalui pendekatan behavioral rehearsal. seminar nasional dies natalis universitas negeri makassar, 320-326. corey, g. (2015). theory and practice of group counseling. cengage learning. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative resarch. educational research. pearson. duana, d. a., & hadjam, m. n. (2012). terapi kognitif perilaku dalam kelompok untuk kecemasan sosial pada remaja putri dengan obesitas. jurnal intervensi psikologi, 4(2), 145-160. erford, b. t. (2014). 40 techniques every counselor should know. pearson higher ed. fraenkel, j. r., & wallen, n. e. (2009). how to design and evaluate research in education. qualitative research. mcgraw-hill higher education. fitri, d. (2017). efektivitas cognitive behavior therapy untuk menurunkan kecemasan berbicara di depan umum pada mahasiswa. jurnal psikologi, 10(1), 64-71. fitriana, firman, & daharnis. (2018). effectiveness of cognitive behavior therapy counseling group setting in overcoming student’s social anxiety. international conferences on educational,social sciences and technology (hal. 740-746). padang: universitas negeri padang. goldstein-piekarski, a., williams, l., & humphreys, k. (2016). a trans-diagnostic review of anxiety disorder comorbidity and the impact of multiple exclusion criteria on studying clinical outcomes in anxiety disorders. transl. psychiatry, e847. hecker, j., & thorpe, g. (2015). introduction to clinical psychology. taylor & francis. hofmann, s. g., & dibartolo, p. m. (2014). social anxiety: clinical, developmental, and social perspectives. elsevier science. hayama, y., & inoue, t. (2012). the effects of deep breathing on ‘tension–anxiety’ and fatigue in cancer patients undergoing adjuvant chemotherapy. complementary therapies in clinical practice, 18(2), 9498. doi:10.1016/j.ctcp.2011.10.001 ismail, h. f. (2018). statistika untuk penelitian pendidikan dan ilmu-ilmu sosial. jakarta: kencana ka, y., se, b., ir, d., & mb, k. (2003). chronicity, relapse, and illness—course of panic disorder, social anxiety, and generalized anxiety disorder: findings in men and women from 8 years of follow-up. depression and anxiety, 30-41. kurtylmaz, y. (2015). counselor trainees’ views on their forthcoming experiences in practicum course. psikolojik danışman adaylarının bireyle psikolojik danışma uygulaması dersindeki olası http://dx.doi.org/10.23916/0020190417540 https://doi.org/10.23916/0020200525110 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu saman, a & bakhtiar, m. i. the effect of behavioral rehearsal technique through group counseling for ...| 22 indonesian counselor association (iki) | doi : https://doi.org/ 10.23916/0020200525110 yaşantılarına i̇lişkin görüşleri., (61), 155–180. la greca, a. m., & lopez, n. (1998). social anxiety among adolescents: linkages with peer relations and friendships. journal of abnormal child psychology, 26(2), 83–94. ledley, d. r., erwin, b. a., heimberg, r. g., craighead, w. e., miklowitz, d. j., craighead, l. w., & craighead, l. w. (2008). social anxiety disorder. psychopathology: history, theory, and empirical foundations, 198–233. maharani, s., & hayati, f. (2020). pengaruh prenatal gentle yoga terhadap tingkat kecemasan ibu hamil menghadapi persalinan. jurnal endurance : kajian ilmiah problema kesehatan, 5(1), 161-167. moshman, d. (2011). adolescent rationality and development: cognition, morality, and identity, third edition. taylor & francis. muller, j. e., koen, l., seedat, s., & stein, d. j. (2005). social anxiety disorder. cns drugs, 19(5), 377– 391. rc, k., p, b., o, d., r, j., kr, m., & ee, w. (2005). lifetime prevalence and age-of-onset distributions of dsm-iv disorders in the national comorbidity survey replication. archives of general psychiatry, 62(6), 593–605. romano, m., moscovitch, d. a., ma, r., & huppert, j. d. (2019). social problem solving in social anxiety disorder. journal of anxiety disorders, 68, 102152. raj, b. a., & sheehan, d. v. (2001). social anxiety disorder. medical clinics of north america, 85(3), 711– 733. schneier, f. r. (2006). social anxiety disorder. new england journal of medicine, 355(10), 1029–1036. sheeran, p., klein, w. m. p., & rothman, a. j. (2017). health behavior change: moving from observation to intervention. annual review of psychology, 68, 573–600. stein, m. b., & stein, d. j. (2008). social anxiety disorder. the lancet, 371(9618), 1115–1125. swinson, r. p. (2005). social anxiety disorder. sage publications sage ca: los angeles, ca. shier, m. l., gouthro, s., & goias, r. d. (2018). the pursuit of social capital among adolescent high school aged girls: the role of formal mentor-mentee relationships. children and youth services review, 93, 276-282. doi:10.1016/j.childyouth.2018.07.034 sudiarto, suwondo, a., & nurrudin, a. (2015). effect of relaxation with changes anxiety and sleep quality icu patient in intensive care unit. jurnal riset kesehatan, 4(3), 847-856. turk, c. l., heimberg, r. g., & hope, d. a. (2001). social anxiety disorder. clinical handbook of psychological disorders: a step-by-step treatment manual, 3, 114–153. valeria ivaniushina, v. l. (2016). academic help seeking among russian minority and non-minority adolescents: a social capital outlook. learning and individual differences, 50, 283-290. doi:10.1016/j.lindif.2016.07.016 wang, y., tian, l., & huebner, e. s. (2019). basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: longitudinal reciprocal relations among elementary school students. contemporary educational psychology, 56, 130-139. doi:10.1016/j.cedpsych.2019.01.003 walsh, j. (2002). shyness and social phobia a social work perspective on a problem in living. health & social work, 27(2), 137–144. https://doi.org/10.1093/hsw/27.2.137 wirawan, h., jufri, m., & anto patak, a. (2018). spiritual group training for adolescences. international journal for lesson and learning studies, 7(1), 62–74. https://doi.org/10.1108/ijlls-10-2016-0040 wright, j. h., brown, g. k., thase, m. e., & basco, m. r. (2017). learning cognitive-behavior therapy: an illustrated guide. american psychiatric pub. zakiyah. (2014). pengaruh dan efektivitas cognitive behavior therapy (cbt) berbasis komputer terhadap klien cemas dan depresi. e-journal widya kesehatan dan lingkungan. 1.(1): 75-80. http://dx.doi.org/10.23916/0020190417540 https://doi.org/10.23916/0020200525110 couns-edu the international journal of counseling and education vol.3, no.1, 2018, pp. 41-47| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180313420 received on 02/25/2017; revised on 02/27/2017; accepted on 05/21/2017; published on: 05/23/2018 41 guidance and counseling profession: a philosophy and professional challenges in the future alfaiz *) 1 stkip pgri sumatera barat * ) corresponding author, e-mail: alfaiz.science.icp@gmail.com abstract as a science, guidance and counseling has become a helping profession that has been approved by society in the world, especially in academic and practical profession. in the begining, counseling was growth and developed in america which concern in how to place someone qualified with one work, this focus was to make a career decision through a counseling interview and assessmen, and also growth to help people to make decision and learn something new about them self in theraputic process, with psychological threatment and technique. as a multidicipliner science, counseling more flexible than any other dicipline. but in this 21 century counseling as a profession that has been challenges by something that must admit and counselor must know about this, such counseling multicultural, indigineous science that become an interesting subject, counseling has a value contract or not?, and counseling to educate and make client learn something or something that client found by them self? with liberate counseling?. this article will discuss more further about paradigm of guidance and counseling profession with point of view a philosophy and professional challenges in the future that must be understanding and face in the future without lose our cultural and religion values. keyword: counseling, profession, philosophy, professional challenges and learning how to cite: alfaiz, a. (2018). guidance and counseling profession: a philosophy and professional challenges in the future. couns-edu: international journal of counseling and education, 3(1): pp. 41-47. doi: https://doi.org/10.23916/0020180313420 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction development of human life that involving of mind, emotional, spiritual and physical ability determines the changes and behaviors that create human beings as creatures who can mobilize their activities to achieve their goals. a balance between cognitive, emotional and spiritual is an important factor in the individual's maturity to seek truth in life, the process of seeking truth in life is a process of thinking using reason in answering every question and solving problems in life (suriasumantri, 1982). thinking that kind of thing is a systematic, critical and causal process of philosophy, so that the individual who has the ability to think, not only finds the truth, but also anticipates and can even predict the assumption of what events will happen when the individual is doing certain behavior. this thinking process is called in the science of counseling psychology with metacognitive ability (forethought) (bandura, 2006). http://dx.doi.org/10.23916/0020180313420 couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu alfaiz alfaiz guidance and counseling profession: a philosophy and professional challenges in the future | 42 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313420 such thinking, raises the concept that human beings are able to predict and anticipate from behaviors that are done and how environmental behavior is otherwise. this process is philosophical thinking and study in counseling to make people have the behavior as an agent for himself. counseling in the present is indispensable and there are many debates to how guidance and counseling as a profession and science? and whether counseling is able to answer today's challenges (postmodernism)? is the development of counseling in indonesia able to change the face of education, social culture, and even the system in indonesia ?. so in this paper will explain the position and development of guidance and counseling as a profession and science seen from the point of view of philosophy of science and in the view of education itself. discussion philosophy to guidance and counseling as a science philosophy is the process of seeking the true knowledge of the nature of life and the meaning of life itself in everyday life. the characteristics of philosophist was comprehensive as knowledgeable. an expert with his knowledge he will never be satisfied with information, if only seen from the perspective of science only, but he will seek the truth from the point of view of other sciences to obtain the whole nature of life. from the perspective of this view explains that the man who has this philosophical nature, has a high openness and scientific solidarity, does not consider a science beyond any other science. the next trait is fundamental, meaning that a philosophical person no longer believes in accepting the truth just yet, but will deepen his true question of why the science is true, how the truth criterion is itself, and compile answers that are found from various views. subsequent trait is speculation, a philosophical person has curiosity and suspicion of an answer and always starts with a question with the intention of introspecting the truth already in his mind and looking for more, so as plato puts it to discover that knowledge begins with questions of answers given (suriasumantri, 1985, 2009). the subject matter studied by philosophy includes three aspects of what is called right and what is called wrong (such an logic common-sense), then the so-called good and the so-called bad (ethics), and who examine beautiful and not beautiful studies of (esthetics). this study in its development became widespread in accordance with the needs and development of human scholarship in seeking the truth using the process of philosophy that is the existence of moral philosophy, philosophy of religion, metaphysical philosophy, philosophy of mathematics, human philosophy (suriasumantri, 1985). all forms of philosophy in its development aims to find answers that match the interest of every science and truth that needs to be tested. as thomas kuhn notes, the development of science is not derived from the deduction of some common epistemology, but is distinguished from the historical fact of the coming of that knowledge. although not an epistemology of science, kuhn describes the significance of epistemology consist of first, it rejects simplisitis and empirical conception of observation. perception experience can not be the foundation of knowledgeable, because it is a theoretical value reduction, and observation, is the process of generalizing scientific data, not a simple perception (french, 2011: 30). so in that view it explains that every science has its own way of finding answers, though every science in philosophical study equally discovers the truth, but the way to find it differs in epistemology. as one of the practical disciplines, guidance and counseling is a branch of the philosophical tree of human science that is about the condition of the soul, human behavior and human mind, known as the science of psychology. in the development of guidance and counseling that has had its own method in scientific practice, as well as the approach of experimental methods, qualitative and quantitative. the implications of the development guidance and counseling are more practiced in educational institutions. educational institutions are institutions of character development for students as a samples of small social systems, before students interact and blend in the social life therefore, the context of self-development and personal formation is axiology of the scientific process of guidance and counseling. the value of counseling is to help clients find their own well-being and counseling should be helping profession like "to help the client through the process of find himself, prepare himself and change himself. to shape the condition for the individual, the human philosophy focuses on how interaction generates a qualified self condition for communicators and communicants. in this case human philosophy examines the process of dialogue with existing ethical provisions. in the study of the development of classical philosophy of socrates, plato and aristotle have the view that through dialogue and couns-edu  the international journal of counseling and education vol.3, no.1, 2018 guidance and counseling profession: a philosophy and professional challenges in the future | 43 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313420 communication is the process of forming good thoughts and attitudes in human social life. this dialogue is known as dialectica, and this activity is called a logical process (wegmann, 2013: 13). up to contemporary philosophy that seeks to reform the old thinking on social issues with an understanding of humanistic and postmodernism approaches that prioritize the understanding of human beings as positive and well-being creatures (hanurawan, 2012: 16), although the dialectical logic of reasoning remains empowered to be one of the approach techniques in counseling psychology. in the development of human philosophy and become a concept of dialogue counseling that occurs (known by the process of dialectics) is a multidisciplinary that apply the concepts of psychology, sociology, anthropology, education, and philosophy itself. counseling with practices the logical process of dialectical philosophy has a purpose to shape cognitive thinking of human and has disciplinary ties to the field and especially mental health (hariko, 2017; gibson & mitchell, 2008). guidance and counseling into an independent multidisciplinary science begins with the philosophy of science that is the object of the study of the human being is seen holistically (physical, psychological, cognitive and social interaction) if formulated personal, social, learning, career, and religious guidance. it is ontologically guidance and counseling, and epistemology guidance and counseling into an independent multidisciplinary science can be understand from the way and its application in the process of practice that is using dialectical logic approach to change the mindset and human understanding this is called the therapeutic process as well as qualitative / quantitative behavioral and axiological assessment of guidance and counseling have values and values of science and culture, as well as the existence of communication procedures to build a good counseling relationship so as to build the psychological condition of human (client) to be better and healthier (hariko, 2017; suriasumantri, 2009; geldard & geldard, 2005). guidance and counseling profession in indonesia guidance and counseling is a multidisciplinary science, in other words, a person who study a counseling must have a first understanding of science from a psychological view; this is because the psychological aspects become the key to building attending in receiving assisted individuals, as well as handling therapy. second, from a sociological view; this is concerned with building interaction conditions in therapeutic relationships, using language that makes clients comfortable. third, from an anthropological view; that is related to the understanding of culture and traditions that must be understood in the process of counseling interaction. fourth, related from a philosophical view; although counseling has separated from philosophy which is a branch from application of psychology in the process of education, philosophy is still coloring the process of counseling, counseling is never separated from logical thinking and invite a clients to logically choose solutions that might be used as a solution for him. (brammer, 1982; brammer, 1985; gibson, 2008). counseling become multidisciplinary science and profession, and it does not mean that counseling positions as profession have "multipositioning". in this case the existence of counselors in the national education system is declared as one of the qualifications as educators, like qualifications of teachers, lecturers, and tutors (law, number 20/2003, article 1, paragraph 6). as well as the explicit recognition and alignment of positions between the qualifications of educators with one another means every educator including the same counselor in the view of educational institutions. in this case the area of the counselor profession is equal to the educator in general and equaled with the qualifications of teachers, lecturers and other educators. moreover with the guidance and counseling position in the contents of the 2013 curriculum educational standards as self-development for strengthening character education, the performance of teachers need counseling and guidance to realization the strengthening of character education for students in addition to the transfer of knowledge but also need transfer of values. couns-edu  the international journal of counseling and education vol.3, no.1, 2018 guidance and counseling profession: a philosophy and professional challenges in the future | 44 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313420 culture expertise teacher counselor figure 1. counseling position in circle of education standard this understanding is one of the efforts that need to be practiced in educational institutions in the process of inheritance of positive values to form the right mindset and procedure in the ethical person of the nation. education is a culture that forms a social system that is practiced in a small environment like a school environment that is a small environment / small sample from a large social system. the social system in education is to shape a students to have a positive and good personal as a personal agent to change the process of student character, this is called agentic personal for other human beings (bandura, 1986; bandura, 2001; bandura, 2006). therefore, the profession of guidance and counseling is a fundamental profession in supporting the character education of students in schools. so the area of counselors is in the educational institutions like schools or college. if the constitution says the counselor is an educator, then the counselor should be an example for the students, because the educational institution is a sample of the broad social system of society. if the counselor fails to become an example and supports the educational process of students, then the output of the educational institution will be one deviance that can damage the social system of society, so that the younger generation of indonesia will experience decadence such character and morals. if the counseling has been a profession called counselor, for educational conditions like this, it is an improvement. however, it does not mean that counselors can enter other scientific domains, this is clearly outlined in detail in the law on education system no. 20 year 2003 article 1 verse 6 stating that counselors are educators. this context is developed and equated in educational institutions, not community context. this is why it needs to be emphasized because based on the findings in the field of moral damage during the period of 2004-2011 the ministry of home affairs recorded as many as 158 heads of regions were involved in corruption, and 42 members of dpr corruption from 2006-2011 (kompas, 20 june 2011). as well as in the educational world of prostitution cases among girls, 87% of junior high school teenagers in indonesia are not virgin anymore (komnas perlindungan anak research results) and 18 female students in west jakarta have attended as seks commercial worker after back from school (kartini magazine, edition 2247/2009). based on the case, from 2004 to 2011 declared the condition of the nation's character is very gloomy and dangerous, so the profession of guidance and counseling focuses only in school educational institutions to prevent such behavior, as a character building business. lack in the shaping of character education is inseparable from the unbridled intelligence, authority, wisdom, and faith of the model in education itself, an educator should be a role model in the school environment. to raise a model and character for students is a necessity, therefore the parents as a model for his son, the teacher as model for his students, lecturers for his students (alfaiz, 2017: 12). therefore do not blame the system but start focusing on self-improvement and obligations in accordance with educational regulations that have been declared. challenges to prepare for future of guidance and counseling profession the challenge that will be faced in every development of science in this world is ready for the existence of "extinction" or annihilation and change with new things that replace the old things. in life, this culture values subject matter self development couns-edu  the international journal of counseling and education vol.3, no.1, 2018 guidance and counseling profession: a philosophy and professional challenges in the future | 45 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313420 term is a process of successive generation, between the old generation and the new generation. at every time has an figure, every figure there is a civilization that is formed, in every civilization there is the science. as karl popper illustrates, the challenge of every science in his work the logic of scientific discovery explains that there is a logical process for discovering new konowledge through the process of falsification. in summary, the falsification of popper's meaning is a science called scientific if it makes a prediction that has a risk of error (in this case scientific knowledge is from the theory that has and is ready to do a discounted confirmation again) (hanurawan, 2012: 80). so also with the conditions of scientific guidance and counseling in postmodernism now, that the concept of theory and science of guidance and counseling needs to be prepared in face the challenges and as a scientific science, it is ready with the occurrence of change and adaptation to the demands of civilization and time. so in terms of scientific practice of guidance and counseling, it should be noted the position and application of counseling in the postmodernism or in the 21st century which is 1. counseling as a science and profession must understand that the counseling theory stated to be true must admit that in this postmodern period as a narrative structure (structure narrative in communication) that helps restore the client experience with a different meaning from the meaning of previous experience, reorganize the client's understanding and it all depends on how the counselor has the ability to choose a new narrative in communication. because the concept of modern theory will decline in this modernism (hansen, 2006: 293). 2. the theory of scientific counseling should be defined as a pragmatic utility, in which case the counseling theory must adapt to the understanding of technological development and even counseling theory can also adapt to situations that put forward the modern society no longer focuses on theory but on the reality that is always relative and even transcendent , the theory of counseling should be pragmatic in interpreting the handling of the client situation at any given moment (hansen, 2006: 294). in this view it is clear that theoretical of counseling in general must be ready with eclectic concept, that is not solely theoretical in handling client problem but also can be narrative in interpreting condition of client without base of standard theory to be pragmatic in handling a client problem, it is with the opinion of goethe german philosopher who said "theory is gray, and real life are green" which has a meaning is if too theoretical in facing the problem in this postmodernism, then counseling will be considered a science that can no longer be relied upon as a profession, then counseling must be ready to be reformed by making modifications in every handling of human problems in this present moment. in addition about reality that must be prepared in theoretical scholarship, counseling as a science must prepare a generation of science that must be ready to answer the global challenges of citizen (global society). competencies that are prepared to address these challenges are cultural competencies, which are related to cultural awareness, cultural knowledge, and cultural tolerance schemes; these aspects must be trained for counselor personal (clarke, 2013: 3). in this view explains the need for empowerment of crosscultural counseling training that must be understood and personal to counselor to make counseling as a multidisciplinary science that is able to adapt and highly utilize in every period and civilization that emerges. as professionals, counselors as assisting professions should understand that the main focus of counseling is on the educational process within the school environment which is a sample of the social system of the broad social system of society. in this case, the school is a cultural planting of the indonesian nation is loaded with value, culture and religiosity. so by planting these values in the school's social system, students when in a wide social environment, will not experience negative effects on him when their face a globalization and acculturization. globalization, also known as westernization of the world, has the implication that globalization is related to the invasion of western capitalism into the developing world and influences the world idealism to fit the context of western cultural thinking (lorelle et al., 2012: 115). it aims to homogenize the concept of western tradition to all areas of world life, it is also a challenge for counseling science especially for counselors in indonesia, if there is acculturization and cultural blending it will be eroded the noble values of the eastern indonesia that has been since 2010 proclaimed character education and mental revolution by purified to the value of pancasila. couns-edu  the international journal of counseling and education vol.3, no.1, 2018 guidance and counseling profession: a philosophy and professional challenges in the future | 46 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313420 in this globalization, there is the concept of liberation counseling formulated by paulo freire in brazil, whose original idea was simply to practice to free the conditions of the poor and oppressed society of the time. but in its development, the logic of liberation counseling is interpreted in a broad context as in education. freire and colleagues set out the view that in the education the student is the subject in the learning process rather than the object, as they are the subject then their should determine their own destiny, and convey that the objective of learning as their learning process to free participants from the external appreciation (teacher and values) as well as the internal appreciation (true desire) and facilitate the students to be able to change their lives and the surrounding community (freire, 1971). this concept will be detrimental in the process of education and learning in indonesia, as a country that still builds the process of character and noble values of the nation. freire's opinion will undermine the educational order and noble values of the nation, when the government regulations on curriculum are established, formulated and applied by educator, there are still found students and educators are not maximized in teaching and learning and there are many irregularities in education and learning and deviant behavior, education. with the mindset of liberation, of course the character of the nation can be dilapidated. the concept of liberation is a concept that states and world order are confinement for every individual to find himself in learning, so that if this concept blending in globalization and homogenize the world with the concept of non-rules, the true order in character values of indonesia will distinguish. these are challenges that must be tackled and faced by counselors. therefore, the counselor as an educator profession should focus on how to support the educational process with curriculum that have been based on the value of pancasila which is the noble value of the nation and helps shape the character of students through a humanistic and religious approach. in order for students to have a good social life experience in the school environment putting aside the thought of counseling outside the school and community, unless there is already a rule of law that states counselors also have an obligation to support and help shape the character of society, but it will not be possible. because every man has his time, and every time there is civilization and every civilization there is a science and every science has its own territory. therefore none of a science has overlapping with other areas of science. if it exists then the ontology, epistemology, and axiology must be explore once more. conclussion based on the discussion in the previous, we can draw the conclusion which is the core of all our discussion on the previous page, can be divided into several points: 1. guidance and counseling not only as an independent and multidisciplinary science, but also as a very value-filled and adaptive science in the development of the times. 2. guidance and counseling is a very useful science in education, especially to form logically human according to what they want. the philosophical view of guidance and counseling is the view that occurs in the therapeutic dialetical process in the counseling process. so guidance and counseling are loaded with philosophical processes. 3. the profession of guidance and counseling is recognized by the indonesian government as an educator profession called a counselor. the counselor has the responsibility to support the learning process and help the government program strengthen the character education of students. because educational institutions are a small sample of social systems. 4. the challenge to the profession of counseling as a helping profession is very heavy with the condition of postmodernism, acculturation of culture, the globalization of society and the globalization of liberation thinking. this should be made by a strategy by counselor to minimize negative influences for a students and community. acknowledgment this article cannot be separated from the support and collaboration of the all author, that has been give contribution, as well as the authors also thank to the counsedu journal and the editorial board, mr. ifdil, sh.i, s.pd, m.pd, ph.d that facilitates in publication of this article as a contribution of the theoretical concept for counseling profession. couns-edu  the international journal of counseling and education vol.3, no.1, 2018 guidance and counseling profession: a philosophy and professional challenges in the future | 47 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313420 references alfaiz. (2017). “kepribadian aspek penting dalam pendidikan”. buletin pintu. kopertis wilayah x sumbar, riau, jambi & kepri. issn: 2087-2232. hal. 12. alfaiz, a. (2015). pembelajaran afektif merupakan salah satu strategi dalam pembentukan karakter peserta didik (sebuah tinjauan dari perspektif psikologi; social cognitive theory). jurnal pelangi, 7(1). alfaiz, a., & yandri, h. (2015). self concept and self efficacy as a ground points in a social activities (an analysis of psychology perspective: a social cognitive theory). jurnal pelangi, 7(2). alfaiz. (2017). sufism approached in school counseling service: an analysis of perspective spiritual counseling. jurnal schoulid: indonesian journal of school counseling. vol. 2, no. 1. https://doi.org/10.23916/008621423-00-0. http://journal.konselor.or.id/index.php/schoulid/article/view/42 faiz, a., dharmayanti, a., & nofrita, n. (2018). etika bimbingan dan konseling dalam pendekatan filsafat ilmu. indonesian journal of educational counseling, 2(1), 1-12. https://doi.org/10.30653/001.201821.26. http://ijec.ejournal.id/index.php/counseling/article/view/26 bandura, albert. 1986. “social foundation of thought and action: social cognitive theory”. englewood cliffs, new jersey: prentice-hall. bandura, albert, 2001. “social cognitive theory: an agentic perspective”. annual review psychological, vol 52, 1-26. bandura, albert, 2006. “toward a psychology of human agency”. american for psychological science. vol. 1, no. 2, 164-180. brammer, l and shostrom, e. 1982. therapeutic psychology; fundamental of counseling and psychotherapy. fourth edition. prentice hall: new jersey brammer, alison. 2014. “introduction”. in safeguarding adults, 1–19. macmillan education uk. doi:10.1007/978-1-137-28996-4_1. clarke. t,s. (2013). “multicultural counseling competencies: extending multicultural training paradigms toward globalization”. ideas and research vistas. french, s & saatsi, j. (2011). “the continuum companion the philosophy of science”. continuum international publishing: london geldard, k & geldard, d. (2005). “practical counselling skills: an integrative approach”. palgrave mac millan. gibson, r. l & mitchell, (2008). “guidance and counseling theory”. pustaka setia. jakarta hansen. j. t. (2006). “counseling theories within a postmodernist epistemology: new roles for theories in counseling practice”. journal of counseling & development, vol. 84. aca. hanurawan, fattah. (2012). “filsafat ilmu psikologi”. fakultas pendidikan psikologi, universitas negeri malang. hariko, rezki. (2017). “landasan filosofis keterampilan komunikasi konseling”. jurnal kajian bimbingan dan konseling (jkbk). vol. 2 (2), hal. 41-49. lorelle, s., byrd, r., & crockett. (2012). “globalization and counseling: professional issues for counselors”. the professional-counselor: research and practice. vol. 2, issue 2. page: 115-123 suriasumantri, j.s. (1985). “filsafat ilmu: sebuah pengantar populer”. jakarta : pustaka sinar harapan. suriasumantri, j.s. (2009). “ilmu dalam perspektif”. jakarta : yayasan obor indonesia. wegmann, mathew. (2013). “philosophy and counseling: a case study”. scholar works. university of new orleans. https://doi.org/10.23916/008621423-00-0 http://journal.konselor.or.id/index.php/schoulid/article/view/42 https://doi.org/10.30653/001.201821.26 http://ijec.ejournal.id/index.php/counseling/article/view/26 couns-edu the international journal of counseling and education vol.5, no.2, 2020, pp. 81-86 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020200526920 received on 03/20/2020; revised on 04/24/2020; accepted on 05/01/2020; published on: 06/30/2020 81 adult learners’ barriers of learning: the world of married women toni ariwijaya 1*) , lale fatma yulia ningsih 1 1 universitas islam al-azhar mataram, indonesia * ) corresponding author, e-mail: toni.ariwijaya@gmail.com abstract the composition of university population has prompted researchers to examine the barriers of learning non-traditional students, typically 24 years old or older, encounter in their pursuit of a college education. the purpose of this study is to examine the live realities of six selected female adult learners in universitas islam al-azhar mataram, indonesia, as the institution provides programs for adult learners. specifically, the study focuses on three types of barriers; situational, institutional and dispositional. in doing so, semi-structured interviews and focus group discussions had been conducted for two academic calendars. interviews were digitally recorded, transcribed verbatim and individual transcriptions were checked for clarity. the findings of this study reveal that cultural and personal aspects were strongly correlated with academic and non-academic struggles. meanwhile, it is suggested that, for female adult learners to successfully overcoming the barriers, there is a need from college institutions to create more avenues of support. keywords: female adult learners, dispositional barriers, institutional barriers, situational barriers. how to cite: ariwijaya, t., & ningsih, l. (2020). adult learners’ barriers of learning: the world of married women. couns-edu: the international journal of counseling and education, 5(2), 81-86. doi: http://dx.doi.org/10.23916/0020200526920 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction adult learners, frequently categorized as nontraditional students, are typically defined as those age 24 years or older (kasworm, polson & fishback, 2002; hardin, 2008). nowadays higher education has shifted, in terms of the ages of the learners, from between 18 to 22 years old to a far more diverse age groups (carney-crompton & tan, 2002). the learners have also typically identified as those having families, working part-time or fulltime, as well as having limited involvement activities on campus (kasworm 2010; deutsch & schmertz, 2011). when it comes to female adult learners, some might wonder as to why those having jobs, families and/or having been away from campus for a long time want to pursue a university degree? it means that not only that the variation comes from the chronological perspectives but also in terms of gender and social background (miles, 2009). schools of research have suggested that administrators, faculty, advisors and other parties in higher education institutions are required to understand the reasons behind adult learners participate in higher education (tinto, 1987; merriam et al., 2012). through examining their reasons, to enter higher education, it will pave the way for universities to improve their services for the student population (rifenbary, d, 1995; merriam et al., 2012). research on indonesian adult education has mainly emphasized on teaching practices and pedagogical aspects of the practices (fauziati, 2011; esley & omarova, 2017). the majority of the research has also focused on the so-called traditional learners as research participants. little has been done when it mailto:toni.ariwijaya@gmail.com http://dx.doi.org/10.23916/0020200526920 couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu ariwijaya, t., & ningsih, l. adult learners’ barriers of learning: the world of married women | 82 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526920 comes to barriers faced by the female non-traditional learners of the country. in fact, in the global and local cases, adult learners have become a primary target market for college (compton et al., 2006) struggling with enrollment declines due to increased in competition from for-profit colleges (ruch, 2003). concomitantly, the trend of high school graduates transitioning directly to college has been decreasing (carney-crompton & tan, 2002). such trend has prompted universities, especially private universities, to compete for non-traditional student market which could increase higher education enrollment number. therefore, this research will examine barriers of learning and participating in academic-related activities that female adult learners might face. in the review of women’s participation in post secondary education, ekstrom (1972) classified the barriers of learning as institutional, situational and dispositional. situational barriers, including family life, finances, health, transportation and work conflict (gotto & martin, 2009; flyn, brown, johnson, & rodger, 2011; hostetler et al., 2007). both men and women have domestic roles and responsibilities (caring for aging parents, child-rearing, and household chores) which could influence their decision to return to college. maintaining the upkeep of their home, the adult learners require a significant amount of financial resources (home & hinds, 2000; genco, 2007; elman & o’rand, 2007). international research conducted recently has consistently identified finances as a barrier for the adults (goto & martin, 2009; deutsch & schmertz, 2011). institutional barriers encompass procedures and policies which are enshrined within universities preventing the adult learners from participating in many several educational activities (flynn et al., 2011; cross, 1981). institutional barriers tend to be considered as one of the culprits affecting degree completion of the learners (bergman et al., 2014). those policies and practices that have been considered to limit the adults’ participation in academic settings include lack of night and online classes, the availability of faculty (hardin, 2008) as well as difficulties in reach out academic support from faculty (kasworn, 2010; compton et al., 2006). meanwhile, dispositional barriers are characterized as person-specific characteristics including the learners’ perception about ability to succeed, fear of failure and attitude towards intellectual-related activities (ekstrom, 1972). unlike situational and institutional barriers, dispositional barriers often require the individual to resolve the barriers (cross, 1981). the solution is often found through self-determination and self-reliance (goto & martin, 2009; kasworm, 2010; crozier & garbert-jones, 1996). method in this research, ekstrom’s model of triangulated barriers are used to identify barriers of learning the female participants encountering. this is a qualitative case study of six female adult learners attending a private university in mataram, west nusa tenggara of indonesia. this study aims to illuminate the field of female adult learners at the expense of representing a wider population from a sample (stake, 2005). it draws upon data collection over two academic years (2018/2019 and 2019/2020) and eight focus group discussions. the data was gathered through semi-structured conversations, both individually and through fgd. interviews were digitally recorded, transcribed verbatim and individual transcriptions were checked for clarity. therefore, it is reasonable to believe that data are trustworthy. the six female adult learners whose stories appear in this article were recruited during their first semester in 2018. this university, one of private universities in lombok providing special classes for adult learners, was the research site because it offered access to a heterogeneous, bound sample of sasak native female adult learners, whose identities, roles and culture were the subject of the larger study from which this data is drawn. the biographical data of the quoted participants appear in table.1; all names are pseudonyms. table 1. participants’ bibliographical information (at august 2018) name age biographical notes interviewed (years) amira 32 married; having 1 child; student of law faculty, working full-time in a government office. 2018-2019-2020 dina 36 married; having no child, student of economic faculty, working full-time in a private-owned business. 2018-2019-2020 wita 34 divorced; having 1 child, student of law faculty; 2018-2019 couns-edu  the international journal of counseling and education vol.5, no.2, 2020 adult learners’ barriers of learning: the world of married women | 83 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526920 name age biographical notes interviewed (years) working full-time in a government office. baiq* a 35 married; having 1 child; student of law faculty; working full-time in a local ngo. 2018-2019-2020 baiq b 35 divorced; having 2 children; student of economic faculty; working full-time in a private own-business. 2018-2019 baiq c 39 married; having 3 children; student of economic faculty; working full-time in a government office. 2018-2019 *baiq is the first name given to a sasak female indicating that the woman is part of a noble sasak family results and discussions situational barriers the focus of this study is not the causes of female adult learners’ struggle during the first two years of their study but in the experiences of the participants themselves. however, it is useful to begin with a brief examination of the participants’ perceptions of several situational barriers they have encountered. three participants in a focus group discussed this notion; mostly on how cultural aspects gave a strong pressure to their intention to enroll in a university: dina: menurut saya alasan terberat saya untuk melanjutkan kuliah adalah meninggalkan suami hingga malam. takutnya, kalau makanan habis nanti tetangga bisa ‘ngomongin’ [for me, one of the hardest part of me choosing to continue my study was to leave my husband from sunrises to sunsets. i am afraid of when no food left, our neighbours would talk behind my back]. baiq a: kalau saya kurang peduli tetangga bilang apa, toh juga kerjaan memang pagi sampai malam. yang jadi masalah justru jarak rumah ke kampus yang terlampau jauh. tentunya capek ya? [well, i did not bother with someone’s opinion as before going to university i always back home lately. in fact, i mostly think that my hometown is too far from university which is tiresome, isn’t it?] baiq c: saya setuju sama dina. apalagi anak saya tiga. suami juga kerjanya di luar kota. tentu nitipin anak sama mertua akan lebih lama. awal-awal sih mertua nanya kenapa saya harus kuliah sih. tapi toh juga ini buat mereka kan? [i agree with dina since i also have three children and my husband works in another town. having my mother in law take care of the kids longer that before, she once asked my reasons of continuing my study. but in the end, this is for the sake of their future too]. dina: iya bener. dilema juga sih sebenarnya. suami saya cuma tamat sma jadi praktis nanti tamat kuliah saya dapat promosi dan kemungkinan gaji lebih tinggi dari suami. alhamdulillah sih, tapi kasian juga suami beban moral. [that is absolutely true. this is so problematic. my husband is just a high school graduate. obviously, upon finishing my study i might be promoted which means that my salary will even be bigger than him. all praises to god, but i am aware that it will be a moral burden for my husband]. baiq a: menurut saya sih nggak apa-apa ya kalau gaji kita lebih tinggi asal kita sama-sama pengertian aja. [i think it is fine, for women, to earn much more money as long as we and our partners are in agreement]. baiq c: kita sih nggak apa-apa, tapi akan selalu ada omongan ya. [we both will be fine with that (the salary), but there will always be gossips out there]. (focus group, 2018). stereotyping about females being the secondary bread winner of their family among local communities have been the center of this discussion. in one hand, the modernization has led to women being urged to contribute as much as they could but on the others some women try to avoid to take a step forward due to the risk of they over-powering and over-shadowing their partners (fisher, 1984). apart from ‘disobeying’ the culture, yet breaking the stereotype, the women were more focusing on giving the best for their family. in this case, while some research claim that these types of situational barriers could be demotivating, in this study the three participants seemed to turn these obstacles into a positive force, motivating them to go on. this is parallel with the study by elman and o’rand (2007) in which they assert that although situational factors served as hindering educational progression temporarily, they could be served as a platform to increase the likelihood of women’s college entry. couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu ariwijaya, t., & ningsih, l. adult learners’ barriers of learning: the world of married women | 84 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526920 in some cases, a strong external factor which could come from situational barriers can also lead to psychological burden for the women. in this stage, situational barriers can be transformed into a long-life threat for some women. wita expressed her perception and mental struggle: menjadi janda satu anak, hidup dengan orang tua setelah percerain menjadi beban tersendiri buat saya. saya berpikir, akankah saya bertahan sampai wisuda nanti. terutama secara finansial saya harus menanggung semuanya sendiri. [being a divorced with one kid and living with my parents after the divorce are pressuring for me. i question myself, could i touch the finish line of this study? especially, i have to financially responsible for everything by myself]. (wita, interview, 2018). persepsi tetangga tentang saya menjadi janda yang pulang larut setelah kelas malam membuat saya ragu bisa menyelesaikan kuliah ini. beban moralnya adalah setiap pulang malam mungkin mereka pikir kalau saya baru pulang kencan. kasihan ibu saya harus mendengar itu. [the neighbours’ perception about me as a widow, frequently coming home lately after nigh classes, leads me to doubt to myself whether i could finish my study or not. the moral burden is that every night they might think of me back home lately as if i was on a date. i am afraid of my mom if she ever has to hear it all]. (wita, interview, 2019). building on both of wita’s interviews, the impact of unequal distribution of benefits and burdens between husbands and wives is mostly felt by women and children whose families are no longer intact. marital disruption through the death of a spouse, divorce or separation is consistently rated as the most psychologically stressful event for both genders. however, in women’s cases, the personal disruption caused by these events is frequently bigger exacerbated by serious socio-economic and cultural dislocation accompanying them (fraser, 2007). institutional barriers as all of the participants are still in their degree completion, the findings in this section might be partial. however, through the researchers’ continuous teaching practice in this university, they have been able to track some changes over time. there are doubtless some positive inputs given by the participants to the institution, and these were frequently articulated in interviews: saya agak jetlag di minggu-minggu awal kuliah. punya dua kelas tanpa jeda dan tanpa ada waktu makan malam kadang menyulitkan saya konsentrasi. kantin harusnya buka sampai malam. [during the first few weeks, i had been so jetlag. having two evening classes in a row without allocated a specific time for dinner made me could hardly concentrate. i wish our canteen will be opened until late night]. (baiq b, interview, 2018). saya bayangkan di kampus ada semacam tempat penitipan anak, jadi saya bisa bawa anak saya ke kampus. tanpa harus berpikir kalau teman-teman akan terganggu. konsentrasi saya juga akan lebih baik. [i imagine in this campus we are provided with childcare services so that i could bring my child with me without bothering my classmates. it could also boost my concentration]. (amira, focus group, 2019). the above conversations and suggestions by the interviewees are consistent with the calls made by many scholars worldwide that increased levels of supports are needed to help the adult learners to progress toward their degree completion (compton el al., 2006; carney-crompton & tan, 2002). also, it indicates that emotional support should be put in place by the institution as so far the students tend to find emotional supports from their closer ones. this is so essential for any institution to assist students academically, financially and emotionally (carney-crompton & tan, 2002). amid the covid-19, our interviewed were conducted online since march-april 2020. in the online session the participants mostly emphasized on how online learning could be a surprising barrier for them leading to they questioning the effectiveness of online classes: meski keuntungannya adalah bisa belajar dari rumah dan urus keluarga, tapi otak ini masih kaget dengan sistem belajar daring. tatap muka dengan zoom tidak akan pernah seefektif biasanya, saya harap bapak-ibu dosen bisa mengerti kondisi kami. [apart from taking care of my family easier than before, the disadvantages of learning from home sometimes outweigh its advantages. having a face-to-face meeting via zoom will not be as effective as that of offline, i hope that the lecturers could understand our circumstances]. (baiq c, interview, 2020). such a special, yet more challenging, institutional barriers might have not been expected before. therefore, throughout our 2020 study, most of the highlighted barriers have been the institutional barriers. couns-edu  the international journal of counseling and education vol.5, no.2, 2020 adult learners’ barriers of learning: the world of married women | 85 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526920 dispositional barriers dispositional barriers tend to affect the female adult learners during their first academic year, namely in their first and second semester. while it might be true that in some cases, women tend to slowly adjust to a new situation, this is not to assume that the females require much more time to academically adjust compared to their male counterparts. instead, the findings throughout this study rather found that the females encountered much more psychological barriers and inner forces prior to enrolling in university. amira: waktu semester satu dulu, saya pesimis bisa bertahan lebih dari satu tahun. saya juga merasa kalau susah menemukan teman yang pas untuk diskusi. ini cukup berpengaruh di nilai saya di semester-semester awal. kalau sekarang sih saya merasa nyaman dan tidak terlalu pesimis. semoga tetap bisa begini. [when i was on my first semester, i was so pessimistic that i could go on more than a year. thinking about difficulties to find a friend on campus was very costly affecting my grades during the time. but now i am comfortable enough and not that pessimistic. hope that i can keep maintaining this performance]. dina: awalnya saya bingung akan memulai dari mana dan seperti apa. tapi lama-lama saya sadar bahwa saya harus percaya diri dan mengandalkan diri sendiri. pernah sekolah 12 tahun, ya sekarang harus mengulang proses itu lagi. sama saja. [at first, i was confused how to start this journey. but little by little, i realized that i had to be confident and self-reliant. having spent 12 years on compulsory education means that i have to repeat the process now. nothing different]. (focus group, 2019). the above conversation is parallel with the finding in macari, maples and d’andrea’s (2005) study which conclude that adult learners who have been separated from academic lives for numerous years require a longer period than the younger learners to develop a sense of self-efficacy and autonomy. therefore, beside academic support, tertiary institutions had better provide psychological and mental supports for the adult learners, females especially. conclusions this study offers an updated synthesis of empirical finding to later offer potential solutions to colleges, institutions and students encountering the challenges. this is also to assist higher education institutions to understand certain groups’ motivation on attending college after and/or during their workload as well as to find ways to improve universities’ services and administration efforts. although the lived experiences of the six participants differ, the phenomenon of female adult learners returning to school seems to lead to several patterns. first, situational barriers the females encountered, mostly come from their culture and environment and can cause them to be psychologically pressured. second, institutional barriers were seen as minor challenges compared to the other two, especially during the first two years of the study. however, do to the university’s response to the corona virus, some found it difficult to adjust to online mode of learning. third, institutional barriers were seen as obstacles which normally come from inside and appeared as part of the females’ adjustment to their early university lives. to advance further knowledge in indonesian context of adult learning, future research could consider analyzing these barriers in different cultural setting. this information could assist in the development of even more targeted programs and policies to address the needs of adult learners in general as they pursue their college degree. references bergman,m., gross,j. p., berry,m., & shuck, b. (2014). if life happened but a degree didn’t: examining factors that impact adult student persistence. the journal of continuing higher education, 62, 90-101. carney-crompton, s., & tan, l. (2002). support systems, psychological functioning, and academic performance of nontraditional female students. adult education quarterly, 52, 140-154. doi: 10.1177/0741713602052002005. compton, j. i., cox, e., & laanan, f. s. (2006). adult learners in transition. new directions for student services, 2006(104), 73-80. doi. 10.1002/ss.208. cross, k. p. (1981). adults as learners: increasing participation and facilitating learning. san fransisco, ca: jossey-bass. couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu ariwijaya, t., & ningsih, l. adult learners’ barriers of learning: the world of married women | 86 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526920 crozier, w., & garbert-jones, a. (1996). finding a voice: shyness in mature students’ experience of university. adult learning (england), 7(8). 195-198. deutsch, n. l., & schmertz, b. (2011). starting from ground zero: constraints and experiences of adult women returning to college. the review of higher education, 34, 477-504. ekstrom, r. b. (1972). barriers to women’s participation in post-secondary education. a review of thelliterature. washington, dc: national center for educational statistics. esley, b., & omarova, a. (2017. )the application of alar to facilitate the adult learning experiences of indonesian international students in an australian university. action learning and action research journal 23(1), 61-70. fauziati, e. (2011). interlanguage and error fossilization: a study of indonesian students learning english as a foreign language. indonesian journal of applied linguistics, 1(1), 25-40. fisher, b. (1984). guilt and shame in the women’s movement: the radical ideal of action and its meaning for feminist intellectuals. feminist studies, 10, 185-212. flynn, s., brown, j., johnson, a., & rodger, s. (2011). barriers to education for the marginalized adult learner. alberta journal of educational research, 57, 43-58. fraser, n. (2007). after the family wage: gender equity and the welfare state. political theory, 22(4), 591618. genco, j. t. (2007). adult re-entry students: experiences preceding entry into a rural appalachian community college. inquiry, 12, 47-61. . goto, s. t., & martin, c. (2009). psychology of success: overcoming barriers to pursuing further education. the journal of continuing higher education, 57, 10-21. hardin, c. j. (2008). adult students in higher education: a portrait of transitions. new directions for higher education, 2008(144), 49-57. doi: 10.1002/he.325. home, a. & hinds, c. (2002). life situations and institutional supports of women university students with family and job responsibilities (document resume, 196). retrieved from http://newprairiepress.org/cgi/viewcontent.cgi?article=2175&content=aerc hostetler, a., sweet, s., & moen, p. (2007). gendered career paths: a life course perspective on returning to school. sex roles, 56, 85-103. doi: 10.1016/j.ssresearch.2006.11.001. kasworm, c., polson, c. j., & fishback, s. j. (2002). responding to adult learners in higher education. professional practices in adult education and human resource development series. melbourne, fl: krieger publishing company. kasworm, e. (2010). adult learners in a research university: negotiating undergraduate student identity. adult education quarterly, 60, 143-160. doi:10.1177/0741713609336110. macari, d. p., maples, m. f., & d’andrea, l. (2005). a comparative study of psychosocial development in nontraditional and traditional college students. journal of college student retention: research, theory & practice, 7, 283-302. merriam, s. b., caffarella, r. r., & baumgartner, l. m. (2012). learning in adulthood: a comprehensive guide. san francisco: jossey-bass. miles, t. l. (2009). beyond a high school diploma: the motivations of adult african american women returning to college (order no. 3400194). available from proquest dissertations & theses full text. (304926284). retrieved from http://search.proquest.com/docview/304926284?accountid=8421. o’rand, a. o. (2007). the effects of social origins, life events, and institutional sorting on adults’ school transitions. social science research, 36(6), 1276-1299. rifenbary, d. (1995). reentering the academy: the voices of returning women students. initiatives, 56(4), 1-10. ruch, r. s. (2003). higher ed, inc.: the rise of the for-profit university. baltimore, md: the johns hopkins university press. tinto, v. (1987). leave college: rethinking the causes and cures of student attrition. chicago, il: university of chicago press. http://newprairiepress.org/cgi/viewcontent.cgi?article=2175&content=aerc http://search.proquest.com/docview/304926284?accountid=8421 couns-edu the international journal of counseling and education vol.5, no.1, 2020, pp. 29-38 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020200525910 received on 12/19/2019; revised on 01/30/2020; accepted on 02/27/2020; published on 03/30/2020 29 improving performance: what pastoral counselors can do? yoseph pedhu 1*) 1universitas katolik indonesia atma jaya jakarta, indonesia *) corresponding author, e-mail: osecp@yahoo.com abstract pastoral counselor performance is considered to impact on client wellbeing. the performance of pastoral counselors refers to their performance in doing counseling. this article explores performance of pastoral counselors and strategies to improve it. the author examines the concepts and factors that contribute to performance of counselors. previous research on performance is reviewed. based on this review, the author elaborates some strategies that can help pastoral counselors improve their performance in carrying out pastoral counseling. keywords: strategy, improving, performance, pastoral counselor how to cite: pedhu, y. (2020). improving performance: what pastoral counselors can do?. counsedu: the international journal of counseling and education, 5(1), 29-38. doi: http://doi.org/10.23916/0020200525910 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction pastoral counseling plays an essential role in assisting individuals to improve their lives. this special ministry allows pastoral counselors to fully concern with the total wellbeing of clients and encourage them to become a whole person (lartey, 2002; 2003; magezi, 2016). clinebell (2011) expressed that pastoral counseling is a valuable tool that can transform and inspire people to nurture their life journeys. it is a ministry of healing, sustaining, guiding, and reconciling with persons who are distressed whose troubles arise in the context of ultimate meaning and concerns (clebsch & jaekle, 1994; in woodruff, 2002; in jacobs, 2004). pastoral counseling is a unique form of psychotherapy because it uses both spiritual resources and psychological understanding to facilitate clients in coping constructively with their life problems. american association of pastoral counselors (in woodruff, 2002) clearly explained the uniqueness of pastoral counseling by stating that “pastoral counseling is a unique form of counseling which uses spiritual resources as well as psychological understanding for healing and growth. it is provided by individuals who are not only mental health professionals but also by persons who have had in-depth religious and/or theological training”. consequently, pastoral counseling as a process to facilitate the growth of clients can only be conducted by person who have had both theological and psychological training. cortes (in sierra, 2014) stated that pastoral counseling is a process in which counselors facilitate clients to manage constructively their conflictual situation. it is a special ministry to help people deal with their experiences of living (clebsch & jaekle, 1994; gill-austern, 2003; woodruff, 2002; allen, 2014). pastoral counseling is about giving attention to nurture and empower people to live abundantly (yeo, 2008; clinebell & mckeever, 2011); to help people find possible solutions to acquire the balance of life in relation with god, with others, and with the social environment (malureanu, 2013; 2014). clinebell (2011, in agilkaya-sahin, 2016) stated that the task of pastoral counseling is to help people cope with their problems, realize personal possibilities, and remove the obstacles that hinder them from establishing satisfying relations. pastoral counseling helps people to cope with carrying the burden and http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020200525910 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu pedhu, y improving performance: what pastoral counselors can do?| 30 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525910 responsibility of problems, to develop personal possibilities, to establish constructive relations, and to make their relationship with god more meaningful. pastoral counselors help assess and treat people who prefer psychotherapy that reflects their spiritual beliefs (sigmund, 2002). in other words, pastoral counseling focuses on the promotion of both psychological and spiritual wellbeing. pastoral counseling deeply incorporates both psychologicaly and religious rescources so that people who seek counseling have the benefit of spirituality and psychotherapy (bartoli, 2007; latini, 2009). pastoral counseling encompasses theology, faith, and psychotherapy assisting people with addressing a variety of socio-emotional and faithrelated problems (stansbury, harley, king, nelson, & speight, 2012). the integration of theological and psychological discourses forms the uniquness or the identity of pastoral counseling (foskett & lynch, 2001; woodruff, 2002). snodgrass (2015) clearly called pastoral counseling as bilingual because pastoral counselors are trained in both theology and psychology. pastoral counseling is seen as the interdisciplinary use of theology and psychology (browning, 1985). pastoral counselors attempt to hold together both scientific and subjective accounts of human existence, which will benefit through a clinical, ethical, and professionaluse of spiritual resources (richards & bergin, 2005). there are many factors affecting all counselors and other professionals to perform professionally their tasks, one of which is commitment. commitment is an essential aspect that can affect one’s performance in any fields, including in the pastoral counseling profession. it is believed that someone who has high commitment also has high performance (beer, 2009). in other words, this can be interpreted that an increase in commitment will lead someone to an increase in his/her performance. the meaning of the term commitment is understood differently by experts. fink (1992) and beer (2009), in the context of organization, explains that employee commitment is a key factor that affects performance. fink (1992) described commitment as an attitude that develops from a process called identification, which occurs when one experiences something, someone, or some idea as an extension of oneself. according to firestone and pennell (1993) commitment is a psychological bond or identification of the individual with an object that takes on a special meaning and importance. the concept of commitment to counseling is important for all counselors, including pastoral counselors as stated by dollarhide (2003) that counselors must have a strong commitment to carrying out counseling. commitment to pastoral counseling is a crucial factor that contributes to the performance of pastoral counseling. the higher the commitment of pastoral counselors, the better the performance of pastoral counselors in doing counseling. commitment to pastoral counseling is referred as the degree to which pastoral counselors want to be engaged in doing counseling. this is reflected through their motivation and involvement to exert their efforts in providing effective counseling. commitment to counseling gives counselors the responsibility to explore constantly new way of counseling, to work and to improve professional skills, knowledge, and counseling abilities. to be a pastoral counselor means that counselor is required to have strong commitment to organization where he / she works, commitment to pastoral counseling profession, and commitment to the welfare of his / her client. counselors need to evaluate periodically their performance. in the school context, studer and bundy (2013) stated that counselor evaluation is a critical component to enhance the positive effect that the counselor and the counseling program have on clients (studer & bundy, 2013). further, studer and bundy (2013) explained that the evaluation of counselors’ performanceis done based on a job description of their tasks and responsibilities. the purpose of this article is to explore performance of pastoral counselors and strategies to improve it. this study will hopefully contribute positively both to the development of the science and to the community. discussions performance pastoral counselors facilitate counseling services for individuals with the aim of promoting the total wellbeing development. pastoral counselors provide both individual and group counseling for clients. to professionally implement their task, pastoral counselors are required to possess skills and beliefs and ability to use those skills effectively in which bandura (1994) reffered as self-efficacy. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 improving performance: what pastoral counselors can do?| 31 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525910 studies on performance both theoretically and empirically have been carried out, but the understanding of the notion of performance has not yet been agreed upon by experts. this is indicated by the existence of various notions of performance. according to motowidlo and van scotter (in aboazoum, nimran, & mulsadieq, 2015) performance is the expected organizational value of different behaviors that are shown by employees all the time. borman and motowidlo (in aboazoum, nimran, & mulsadieq, 2015) distinguish two forms of work performance: task performance and contextual performance. task performance is related to the job description and involves transforming something in goods and services. while contextual performance refers to the behavior of employees who contribute to the effectiveness of the organization through its impact on the work context psychologically, socially, and organizationally. it is recognized that literature review of pastoral counselor performance in particular is still lacking when compared to other fields, for example in organizational context. many studies on performance are found in the organizational contexts that conclude performance as the level of success of individuals in completing their work. mathis and jakson (2010) stated that performance is essentially related to what employees do or do not do in carrying out their work. stewart and brown (2010) described performance as the contribution that individuals contribute to the organizations. they classify three main performance dimensions: task performance, citizenship performance, and counterproductive performance. task performance is behavior that contributes directly to the production of goods and services. citizenship performance is behavior that contributes to the positive organizational environment both socially and psychologically, such as helping other employees, giving constructive suggestions on how to improve the organization. counterproductive performance is behavior that harms the organizationsuch as destroying property, taking unauthorized work breaks, and threatening violence toward coworkers. borman and motowidlo (in aboazoum, nimran, & mulsadieq, 2015) explained that task performance is related to the description of tasks performed by individuals. in the school setting, the performance of school counselor is evaluated by their performance in managing guidance and counseling program including tasks for planning, designing, implementing, evaluating, and enhancing guidance and counseling (cobia & henderson, 2007; gysbers & henderson, 2012). in the pastoral context, pastoral counselors are evaluated based on their main task in integrating both spiritual and psychological elements in doing counseling as their uniqueness that distinguishes them from other general counseling. performance evaluation one of the aspects of developing the dimension of professionalism in the implementation of counseling services is about performance evaluation that needs to be conducted periodically based on a job description that is a result of mutually agreed-upon tasks and goals (cobia & henderson, 2007; gysbers & henderson, 2012; studer & bundy, 2013). in the school counseling context, counselors’ performance needs to be evaluated to improve their implementation and the impact of counseling program towards the students and to provide for communication among counselors, guidance program staff leaders, and school administrators (gysbers & henderson, 2012). the evaluation includes counselors’ ability to plan, deliver, and evaluate counseling program (cobia & henderson, 2007). while pastoral counselors’ performance is evaluated to not only improve their incorporating psychological understanding and spiritual resources but also the impact of counseling towards the welfare of clients. factors that contribute to performance performance is influenced by many factors. according to mathis and jackson (2010), performance is influenced by individual ability, the level of effort spent, and organizational support. performance is seen as a function of ability, effort, and organizational support. performance is determined by the individual internal dimensions of ability and effort and external factors. increasing or decreasing performance is influenced by the interaction of these factors. performance is also influenced by satisfaction and dissatisfaction factors at work. someone who feels happy and satisfied with his or her work is assumed to be able to bring good and optimal work performance. conversely, someone's displeasure and dissatisfaction with his or her duties and obligations affect the work performance of the individual concerned. research conducted by aboazoum, nimran, and musadieq (2015) shows that job performance and job satisfaction have a positive and significant relationship. similar research was also conducted by almutairi, moradi, idrus, emami, & alanazi (2013) showed that there is a positive relationship between job satisfaction and job performance. the results of research on job satisfaction and job performance can be interpreted that an increase in job satisfaction will lead someone to an increase in work performance. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu pedhu, y improving performance: what pastoral counselors can do?| 32 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525910 studies on performance study on performance has been conducted either in the area of general counseling or in the pastoral context. in the context of general counseling, little, packman, smaby, and maddux (2005) investigated about the counselor performance and their counseling skills. this study concluded that students who underwent the experimental group skilled counselor training model (sctm) had better counseling skills than the control group who did not follow the sctm. this shows that counselor performance is closely linked with the counseling skills. similar study was conducted by schaefle, smaby, maddux and packman (2007) in which they attempted to explore about the performance of counseling skills training based on the theory by looking at the actual counseling sessions. results showed that there was a positive relationship between a counselor with the counseling skills and counseling performance. the next study was conducted by jaafar (2011) to determine the counseling performance among trainee counselor in malaysia. the study showed majority of respondents have moderate score in their overall counseling performance (86%), 14% of them got the high score in their counseling performance, and no respondent got low score in their counseling performance. however, the author recommended that counselor educators still need to give some more effort to ensure that trainee counselor can perform their task in an excellent way. lambert (2003; in leibert, 2011) developed a model of counseling factor that contributes to counseling outcomes. one of the factors is about the use of models or techniques in counseling. the use of appropriate counseling model or technique in accordance with the client’s conditions allows for transformation in the counseling process. when orientation and technique are congruent with client worldview, skills and resources, it is more likely that agreement of goals and tasks of treatment are secured (leibert, 2011). the study by schaefle, smaby, maddux and packman (2007) on the performance of counseling skills training based on the specific theory showed that there was a positive relationship between a counselor with the counseling skills and counseling performance. while research conducted by tsikati (2018) on the factors contributing to effective counselling servicesindicated that counselor training contributes most to effective counselling services. counselor training is responsible for effective counselling. the author recommends that counselors must receive training in order to provide effective counselling services to their clients. study carried out by madlambayan (2017) aimed to describe students’ perceived level of importance and performance of school counselors’ roles and functions. students were asked to rate the importance of school counselor roles and functions and then rate their school counselor’s performance based on the same roles and functions. results of this study revealed that participants perceived all counseling and non counseling functions as very important. participants also perceived their school counselors demonstrate very good performance on all roles and functions with the exception to the role of school counselor as advocate for their personal/social development. the author recommended that counselors should concentrate on their roles and functions which are very important for students. haron, jaafar, and baba (2010) studied about the influence of school climate towards counselor’s self-efficacy. this study aims to specify whether there is any influence of school climate towards counselor’s self-efficacy. the result shows there is a significant relationship between school climate and counselor’s self-efficacy. the results of this study can also be used to enhance performance in secondary school counsellor effectiveness through guidance and counselling services provided to students in secondary schools. in the pastoral counseling context, young, griffith, and williams (2003) investigated about the integral role of pastoral counseling by african-american clergy. the authors investigated about how the clergy understood and carried out any pastoral counseling work. the results showed that many of the respondents reported having and maintaining specialized education for their counseling work, which they described as including both spiritual and psychological dimensions. this study concludes that africanamerican urban ministers functioning as pastoral counselors constitute an engaging and useful group with experiences and skills that can be tapped by interested secular professionals. another research wasconducted by nyandoro (2010) about assessment of counseling skills among the roman catholic priests in masvingo diocese-zimbabwe. the result confirmed that there was some http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 improving performance: what pastoral counselors can do?| 33 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525910 lack of counseling skills among the clergy. this study indicated that the clergy had pastoral skills but no theoretical base in secular and scientific skills that were needed to blend with pastoral skills. the author recommended that the clergy be well trained in both psychological and pastoral counseling skills. strategies to improve performance on going improvement of counseling performance is a critical component for all counselors. pastoral counselors are called to address the particular psychological and spiritual needs of client by incorporating those aspects, but this can be harmful to clients if the counselors had no adequate skills. the emerging question for counselors is how to improve their performance. some strategies that can enable counselors to enhance their performance are discussed. professional development professional development, as viewed as gaining knowledge and skills by keeping up-to-date clinically, managerially, and professionally (parboosingh, 1998), is the main strategy for counselors to continually strengthen their performance in counseling practice. ronnestad, orlinsky, schroder, skovholt, and willutzki (2018) described professional development of counselors as changes in the skillfulness, attitudes, coginitive capacities, emotional and interpersonal functioning and vocational identity of professional counselors. professional development is considered as an essential tool for enhancing counselors’ content knowledge and developing their counseling practice in order to do counseling to a high standard as professionally required by the profession. continuing professional development aims to increase professional expertise, professional competence and individual wellbeing as well as to increase the competitiveness and effectiveness of organizations and professions (collin, van der heijden, & lewis, 2012). professional development enables counselors to measure not only their current competence to do counseling but also to measure their commitment to expanding their expertise and the boundaries of the body of knowledge, skills and experience of the profession of counseling as a whole (crockett, 2007, 2010). professional development is essential in any profession including in pastoral counseling. continuing professional development is a core element for all professionals as suggested by eraut (in neary, 2016)) that professionals must engage in continual learning to support their professional practice. this supported the idea of considering continuing professional development as a moral duty and part of ethics that frame professional practice. mulvey (in neary, 2016) expressed that embracing continuing professional development challenges practitioners to take responsibility for their professional actions. pastoral counselors are required specific knowledge, training, and skill in order to perform counseling professionaly. hence, pastoral counselors need to engage in professional development that enables pastoral counselors to work to a high standard by maintaining and updating their skills and knowledge to ensure they can meet new challenges and improve on existing methods (crockett, 2007, 2010). it can be done through further education or training, professional work-based activities, self-directed and informal learning, personal activities outside work, courses, seminars and conferences (crockett, 2007, 2010). nyandoro (2010), in his study about assessment of counseling skills among the roman catholic priests in masvingo diocese-zimbabwe to examine the competence of the clergy, recommended that the local clergy (pastoral counselor) needs to be well trained in both psychological and pastoral skills in order to increase their performance in doing pastoral counseling. pastoral counselor needs to be aware of having sufficient knowledge and skills in pastoral counseling. sufficient knowledge and skills in pastoral counseling requires pastoral counselors to have training not only in theology, biblical studies, ethics, and church history but also in psychological and counseling as well. it is not adequate for counselors to be called as pastoral counselors without understanding and practicing all dimensions into their practice. the practice of pastoral counseling is by its very nature an inter-disiplinary activity which includes theology, biblical studies, psychology, sociology, anthropology, cultural studies and other social sciences (lynch, 2002). skilled pastoral counselors should integrate all those aspects in their pastoral counseling practice, because the failure to integrate those dimensions in pastoral counseling indicates that the pastoral counseling has lost its identity and uniqueness (benner, 2003; in pedhu, 2019). integration of religion/spirituality into the therapeutic practice indicates that pastoral counselors have shown their awareness of client’s religious beliefs and background. in pastoral counseling activity, addressing the issue of spiritual is essential. effective counseling has to address not only the body and the mind, but also the spirit. counselors can help their clients access spirituality as a strength including spiritual strivings, knowledge, experience, practices, relationships, and coping methods. it is no doubt that pargament (2007) has already made a very rich contribution to the understanding of how to integrate http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu pedhu, y improving performance: what pastoral counselors can do?| 34 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525910 spirituality into psychotherapy. he (2007) argues that sirituality is an extraordinary part of the ordinary lives of people. according to pargament (2007) spiritual assessment in counseling not only provides useful information for the therapist, but also opens the door to future discussions to openly talk about religious and spiritual life in therapy activity. the involvement of spiritual elements in counseling requires a firm commitment of counselors to the values of the individual and especially to the values acting for the benefit of the client subjected to a therapeutic approach. at the same time, therapists or counselors are required to have competencies in working with values. west (in nyandoro, 2010) demonstrated the importance of counseling skill when he wrote that they are like “a laboratory for integrating psychology, theology, and social sciences”. pastoral counselors should have a deep knowledge and skills in integrating theological understanding with psychological insight (woodruff, 2002). developing counseling competencies pastoral counseling is significantly different from any other counseling professions. benner (2003, in pedhu, 2019) stated that pastoral counselors are the only professionals who have training in systematic theology, biblical studies, ethics, and church history. pastoral counselors have to integrate both psychological and spiritual rescources in their counseling practice. the failure to integrate those elements indicates that the pastoral counseling has lost its identityand uniqueness (benner, 2003, in pedhu, 2019). pastoral counselors should have counseling skills both in psychology and spiritualitynecessary for making adequate therapeutic progress. in terms of general counseling, cormier and hackney (2008) explained counselors should be able to use different counseling skills, ranging from the basic and simple to more advanced and complex levels in the counseling profession. counselors need to equip themselves with a variety of strategies and interventions to work with clients (cormier, 2016). pastoral counselors need the skills to recognize and assist those who come for counseling. pastoral counselors need to increase their performance by continually developing their counseling competencies both in psychology and spiritual. american association of pastoral counselors (in woodruff, 2002) defines pastoral counseling as a unique form of counseling using spiritual resources as well as psychological understanding. it means that pastoral counseling is provided by counselors who have both in mental health and theological/spiritual training (woodruff, 2002). therefore, pastoral counselors must learn to be skilled in the methodology of both psychology and theology (hunsinger in malureanu, 2014) in order to be effective in doing counseling. pastoral counselors should have adequate skills and knowledge in carrying out their pastoral tasks. oates (in nyandoro, 2010) expressed that pastor as counselors should have adequate counselling skills due to their involvement in counseling people. pastoral training alone without formal counseling qualification is not adequate to address counseling issues (kurebwa, matyatini, & wadesango, 2014). to do pastoral counseling professionally is required to have both pastoral training and counseling skills. the uniqueness of pastoral counseling is about the integration of religion/spirituality in counseling intervention. to provide this unique type of counseling ministry, the integration of pastoral and clinical identities seems to be an essential component in pastoral counselors’ professional identity development (cheney, 2018). pastoral counselors are demanded to integrate those elements in order to be called as pastoral counseling. oakes and raphel (2008, in walker, scheidegger, end, & amundsen, 2012) stated that in order to integrate religion/spirituality into counseling interventions, pastoral counselors need to develop competency in assessment of clients. performance evaluation to better understand the effectiveness of pastoral counseling, it is important for pastoral counselors to evaluate their performance that refers to the effectiveness with which job occupants execute their assigned tasks as defined by borman and motowidlo (1997). therefore, pastoral counselors need to evaluate themselves continuously in performing pastoral counseling to identify their strengths and weakness. the more pastoral counselors evaluate their performance through both self-evaluation and professional evalution by professionals, the higher the chance of their success in helping clients. performance evaluation is the process of analyzing on counselors’ own skills, personal strengths and limitations. awarenes in these areas will enable pastoral counselors to get involved in professional development in order to increase their counseling performance. study conducted by madlambayan (2017) revealed that counselors should enhance their performance on certain roles and functions based on the evaluation of client. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 improving performance: what pastoral counselors can do?| 35 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525910 the assessment of counseling performance is important for several reasons. counseling is to help individuals, but sometimes it is harmful to individuals, for example, if the counselor had no skills. loesch (in jaafar, 2011)) asserted that the performance of the counselor should be assessed to ensure that the best counselor will be produced from universities so that counseling services provided to clients will benefit them. for assessment purposes, counselors can use reliable and valid assessment tools to evaluate their performance (tate, bloom, tassara, & caperton, 2014). this idea also supported by kerl, garcia, mccullough and maxwell (2002), whom insisted that counselor educators have to evaluate trainee counselor to ensure they meet the minimum professionally accepted standards of practice. supervision study investigated by nyandoro (2010) on assessment of counseling skills among the roman catholic priest showed that there was some lack of counseling skills among the clergy and he recommended a thorough training and supervision in pastoral counseling. supervision is an essential and demanding activity to all mental health profession including pastoral counseling (norcross & popple, 2017). supervision is an integral part of counseling practice and it is central to both counselor education and to the ongoing professional development of all counselors (ward & house, 1998). it is an ongoing process of support for counselors to monitor, develop and refine their skills (bernard & goodyear, 2014). within supervision, pastoral counselors can enhance their skills and knowledge base, ensure responsible and ethical practice and monitor their self-care and professional competence. it is an educational process in which the supervisor and the supervisee can learn from each other about themselves (hill, 2001). pastoral counseling, like any other professions, requires counselors to become more qualified and professional inperforming their jobs. involvement in supervision service can be an effective way to enhance the performance of counselors (carroll, 2007). according to inskipp and proctor (2001:1) supervision is “a working alliance between the supervisor and counsellor in which the counsellor can offer an account or recording of her work; reflect on it; receive feedback and, where appropriate, guidance. the object of this alliance is to enable the counsellor to gain in ethical competence, confidence, compassion and creativity in order to give her best possible service to the client”. kofler and cosgrave (1994, in pedhu, 2019) explained that supervision helps counselors reflect on how they do their work and the issues they are facing in doing counseling. supervision helps counselors support counselors’ professionalism and empower their counseling skills and knowledge (norcross, 2010; in pedhu, 2019). supervision provides an avenue to encourage counselors focus on better understanding of both the client and themselves (gabbard & wilkinson, 2000, in pedhu, 2019). supervision is an educational process in which the supervisor and the supervisee reciprocally learns about themselves and each other (hill, 2001). supervision provides coaching, assists individuals to identify major and minor strengths, keeps counselors refining skills and enlarging the repertoire of clinical responses and intervention, and keeps pastoral counselors focusing on spiritual/theological integration (woodruff, 2002). consultation similar to supervision, pastoral counselors are able to have consultation with a colleague, especially with a senior and experienced counselor. pastoral counselors can gain new insights related to counseling cases they are facing through consultation. consultation of a counseling case to a colleague helps counselors get a meaningful feedback which is useful for counseling practice (pedhu, 2019). conclusion pastoral counseling plays an essential role in helping individuals improve their lives comprehensively. pastoral counselors are concerned with the total wellbeing including mental, physical, emotional, spiritual, and social by incorporating both dimensions of spiritual and psychological. pastoral counselors should be aware of how to improve their performance due to its impact to clients. it is generally accepted thatpastoral counselor performance are widely considered to impact positively on client wellbeing as a whole. to maintain the quality of counseling ministry, pastoral counselors need to evaluate periodically their performance. pastoral counselors are required to continuously seek for the most effective strategies to improve their performance in counseling practice. there are somestrategies that enable pastoral counselors to enhance their performance: professional development, developing counseling competencies, performance evaluation, supervision, and consultation. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu pedhu, y improving performance: what pastoral counselors can do?| 36 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525910 references aboazoum, h. m. e., nimran, u., & mulsadieq, m. a. (2015). analysis factors affecting employees job performance in libya. iosr journal of business and management (iosr-jbm),17 (7), 42-49.doi: 10.9790/487x-17714249. agilkaya-sahin, z. (2016). theoretical foundations of pastoral care in christian tradition. spiritual psychology and counseling, 1(1), 68-77. doi: 10.12738/spc.2016.1.0002. allen, d. (2014). pastoral counseling. in david a. leeming (ed.), encyclopedia of psychology and religion. (pp. 1295-1297). new york, ny: springer publishing company. almutairi, d. o., moradi, e., idrus, d., emami, r., & alanazi, r. (2013). job satisfaction and job performance: a case study of five-star hotels in riyadh, saudi arabia. world journal of social sciences, 3(1), 27-37. bandura, a. (1994). perceived self-efficacy in cognitive development and functioning. educational psychologist, 28, 117-148. bartoli, e. (2007). religious and spiritual issues in psychotherapy practice: training the trainer. psychotherapy: theory, research, practice, training, 44, 54-65. benner, d. g. (2003). strategic pastoral counseling: a short-term structured model. grand rapids, mi: baker academic. bernard, j. m., & goodyear, r. k. (2014). fundamentals of clinical supervision. boston: pearson. beer, m. (2009). high commitment, high performance: how to build a resilient organization for sustained advantage. san francisco, ca: jossey-bass. borman, w. c., & motowidlo, s. j. (1997). task performance and contextual performance: the meaning for personnel selection research. human performance, 10(2), 99–109. browning, d. s. (1985). introduction to pastoral counseling. in robert j. wicks, richard d. parsons, & donald e. capps (eds.), clinical handbook of pastoral counseling. (pp.5-13). mahwah, new jersey: paulist press. carroll, m. (2007). one more time: what is supervision? psychotherapy in australia, 13(3), 34-40. cheney, g. j. (2018). integrating pastoral and clinical identities: a narrative inquiry of pastoral counselors. journal of pastoral care & counseling, 72 (3), 172-179. clebsch, w. a. & jaekle, c. r. (1994). pastoral care in historical perspective. new york: jason aronson. clinebell, h. j. (2011). basic types of pastoral care and counseling: resources for the ministry of healing and growth. nashville: abingdon press. clinebell, h. & mckeever, b. c. (2011). basic types of pastoral care and counseling: resources for the ministry of healing & growth. nashville: abingdon press. cobia, d. c., & henderson, d. a. (2007). developing an effective and accountability school counseling program. upper saddle river, new jersey; columbus, ohio: pearson education, inc. collin, k., van der heijden, b., & lewis, p. (2012). continuing professional development. international jurnal of training and development, 16 (3), 155-163. doi:10.1111/j.1468-2419.2012.00410.x. cormier, s. (2016). counseling strategies and interventions for professional helpers. boston, ma: pearson. cormier, s. & hackney, h. (2008). counseling strategies and interventions. boston, ma: pearson education. crockett, m. (2007). continuing professional development and the hallmarks of professionalism: an overview of the current environment for the record-keeping profession. journal of the society of archivists, 28 (1), 77-102. crockett, m. (2010). an introduction to continuing professional development. la gazette des archives, 218 (2), 21-30. doi:10.3406/gazar.2010.4662. dollarhide, c. t. (2003). school counselors as program leaders: aplying leadership contexts to school counseling. professional school counseling,6(5), 304-308. firestone, w. a., & pennell, j. r. (1993). teacher commitment, working conditions, and differential incentive policies. review of educational research, 63(4), 489-525. fink, s. l. 1992. high commitment workplaces. new york: quorum books. foskett, j., & lynch, g. (2001). pastoral counseling in britain: an introduction. british journal of guidance and counseling, 29 (4), 373-379. gabbard, g. o. & wilkinson, s. m. (2000). management of countertransference with borderline patients. lanham, md: rowman & littlefield publishers, inc. gill-austern, b. l. (2003). pastoral counseling: the art of ascetic witnessing. pastoral psychology, 52 (1/2), 81-96. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu  the international journal of counseling and education vol.5, no.1, 2020 improving performance: what pastoral counselors can do?| 37 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525910 gysbers, n. c. & henderson, p. (2012). developing managing your shcool guidence and counseling program. alexandria, va: aca. haron, s., jaafar, w. m. w., & baba, m. (2010). the influence of school climate towards counselor’s selfefficacy. procedia social and behavioral sciences, 5, 445-448. hill, e. w. (2001). a collaborative pastoral care and counseling supervisory model. the journal of pastoral care. 55 (1), 69-80. inskipp, f. & proctor, b. (2001). making the most of supervision. london: cascade. jaafar, w. m. w. (2011). the counseling performance among trainee counselor in malaysia. procedia social and behavioral sciences, 30, 512-516. jacobs, m. (2004). pastorl counseling and psychotherapy. in david willows & john swinton (eds.), spiritiual dimensions of pastoral care: practical theology in a multidisiplinary context. (pp.90-94). london & philadelphia: jessica kingsely publishers. kerl, s. b., garcia, j. l., mccullough, s., & maxwell, m. e. (2002). systematic evaluation of professional performance: legally supported procedure and process. counselor education and supervision, 41 (4), 321-334. kurebwa, m., matyatini, j. p., & wadesango, n. (2014). an analysis of pastoral counselling practices for married persons among selected christian churches in gweru urban. study tribes tribals, 12 (1), 43-52. lambert, m. j. (2003). psychotherapy outcome research: implications for integrative and eclectic therapists. in john c. norcross & marvin r. goldfried (eds.), handbook of psychotherapy integration. (pp.94-129). new york: oxford university press, inc. pp. 94-129. lartey, e. y. (2002). pastoral counseling in multicultural context. american journal of pastoral counseling, 5 (3-4), 317-329. lartey, e. y.. (2003). in living color: an intercultural approach to pastoral care and counseling. london & new york: jessica kingsley publishers. latini, t. f. (2009). grief-work in light of the cross: illustrating transformational interdisciplinarity. journal of psychology and christianity, 37, 87-95. leibert, t. w. (2011). the dimensions of common factors in counseling. international journal of advance counseling, 3, 127-138. doi 10.1007/s10447-011-9115-7. little, c., packman, j., smaby, m.h., & maddux, c.d. (2005). the skilled counselor training model: skills acquisition, self-assessment, and cognitive complexity. counselor education and supervision, 44, 189-200. lynch, g. (2002). pastoral care and counseling. london, thousand oaks, new delhi: sage publications. madlambayan, j. v. (2017). students’ perceived level of importance and performance of school counselor roles and functions. international journal of innovation and research in educational sciences, 4 (4), 456463. magezi, v. (2016). reflection on pastoral care in africa: towards discerning emerging pragmatic pastoral ministerial responses. in die skriflig, 50 (1), 1-7. malureanu, a. (2013). pastoral counseling of the sick. international journal of orthodox theology, 4 (4), 124153. malureanu, a. (2014). the meaning, the relevance and the necessity of pastoral counselling in the conceptual perspective. theologia, 60 (3), 24-33. mathis, r. l. & jackson. j. h. (2010). human resource management. mason, oh: south-western cengage learning. milne, d. (2009). evidence-based clinical supervision: principles and practices. london, uk: wiley-blackwell. neary, s. (2016). only qualifications count: exploring perceptions of continuing professional development (cpd) within the career guidance sector. british journal of guidance & counseling, 44 (4), 466-476. doi: 10.1080/03069885.2016.1180665. norcross, a. e. (2010). a case for personal therapy in counselor education. counseling today. retrieved from: https://ct.counseling.org/2010/08/reader-viewpoint/. norcross, j. c. & popple, l. m. (2017). supervision essentials for integrative psychotherspy. washington, dc: american psychological association. nyandoro, r. (2010). assessment of counselling skills among the clergy: a case study of the roman catholic priests in the diocese of masvingo in zimbabwe. master thesis. pretoria: university of south africa. oakes, k. e. (2008). spiritual assessment in counseling: methods and practice. counseling and values. 52(3), 240-252. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 https://ct.counseling.org/2010/08/reader-viewpoint/ couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu pedhu, y improving performance: what pastoral counselors can do?| 38 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200525910 pargament, k. i. (2007). spiritually integrated psychotherapy: understanding and addressing the sacred. new york, london: the guilford press. pedhu, y. (2019). efforts to overcome countertransference in pastoral counseling relationships. journal of pastoral care & counseling, 73(2), 74–81. richards, p. s., & bergin, a. e. (2005). a spiritual strategy for counseling and psychotherapy. washington, dc: american psychological association. ronnestad, m. h., orlinsky, d. e., schroder, t. a., skovholt, t. m., &willutzky, u. (2018). the professional development of counselors and psychotherapists: implication of empirical studies for supervision, training and practice. counseling and psychotherapy research,19 (3), 214-230. schaefle, s., smaby, m. h., packman, j., maddux, c. d. (2007). performance assessment of counseling skills based on specific theories: acquisition, retention and transfer to actual counseling sessions. education, 128 (2), 262-273. sierra, j. (2014). counseling: an expression of the ministry of the church. the asbury journal, 69 (1), 7488. sigmund, j. a. (2002). pastoral counseling: what is it, and when can it help? current psychiatry, 1(11), 49– 57. snodgrass, j. l. (2015). toward holistic care: integrating spirituality and cognitive behavioral therapy for older adults. journal of religion, spirituality & aging, 21, 219-236. doi: 10.1080/15528030902803913. stansbury, k. l., harley, d. a., king, l., nelson, l., & speight, g. (2012). african american clergy: what are their perceptions of pastoral care and pastoral counseling? journal religous health, 51, 961-969. doi 10.1007/s10943-010-9413-0. stewart, g. l.,& brown, k. g. (2010). human resource management linking strategy to practice.river street, hoboken,nj: john wiley & sons, inc. studer, j. r., & bundy, m. l. (2013). a team approach for evaluating school counselors. vistas online, 1-10. tate, k. a., bloom, m. l., tassara, m. h., & caperton, w. (2014). counselor competence, performance assessment, and program evaluation: using psychometric instruments. measurement and evaluation in counseling and development, 47 (4), 291-306. doi: 10.1177/0748175614538063. tsikati. a. f. (2018). factors contributing to effective guidance and counselling services at university of eswatini. global journal of guidance and counselling in schools: current perspectives, 8(3), 139-148. walker, k. r., scheidegger, t. h., end, l., & amundsen, m. 2012. the misunderstood pastoral counselor: knowledge and religiosity as factors affecting a client’s choice. vistas online. volume 1, 1-20. ward, c. c., & house, r. m. (1998). counseling supervision: a reflective model. counselor education and supervision, 38 (1), 23-33. woodruff, c. r. (2002). pastoral counselling: an american perspective. british journal of guidance & counselling, 30 (1), 93-101. doi: 10.1080/030698880220106546. yeo, a. (2008). pastoral care and counseling: an asian perspective. american journal of pastoral counseling, 5 (3-4), 175-189. young, j. l., griffith, e. e. h., & williams, d. r. (2003). the integral role of pastoral counseling by african-american clergy in community mental health. psychiatric services, 54 (5), 688-692. http://dx.doi.org/10.23916/0020190417540 http://dx.doi.org/10.23916/0020190417540 couns-edu the international journal of counseling and education vol.2, no.4, 2017, pp. 185-191 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020170210340 received on 07/23/2017; revised on 08/15/2017; accepted on 10/04/2017; publishedon: 12/30/2017 185 relationship between emotional intelligence and religiosity with dark triad personality of corruption prisoner eva silia kaumbur*) 1 , y. bagus wismanto 2 , george hardjanta 3 123universitas katolik soegijapranata *)corresponding author, e-mail: bagusw@unika.ac.id abstract this study aims to determine the relationship between emotional intelligence and religiosity with dark triad of personality of corruption prisoners. the data were obtained from 62 prisoners of corruption in kedungpane semarang prison selected by quota sampling. the research instruments used are schutte emotional intelligence scale (seis), the new indices of religious orientation revised (niror), and short dark triad (sd3) to measure emotional intelligence, religiosity, and dark triad of personality. the results showed: (1) a relationship between emotional intelligence and religiosity together with dark triad of personality of corruption prisoners, (2) a positive correlation between emotional intelligence and dark triad of personality of corruption prisoners, (3) a negative correlation between intrinsic religious orientation and psychopathy, (4) a positive correlation between extrinsic religious orientation and dark triad of personality of corruption prisoners, and (5) a positive correlation between quest religious orientation and dark triad of personality of corruption prisoners. keywords: emotional intelligence, religiosity, dark triad of personality. how to cite: kaumbur, e.s, wismanto, y.b & hardjanta, g. (2018). relationship between emotional intelligence and religiosity with dark triad personality of corruption prisoner. couns-edu: international journal of counseling and education, 2(4): pp. 185-191. doi: https://doi.org/10.23916/0020170210340 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction corruption affects poor economic, social, poverty, government bureaucracy, politics, democracy, law enforcement, defense of state security and environmental damage (yanti, 2016). not only fabro, grobler & moerdyk (pillay, 2013) but also ogunleye and adebayo (ogunleye & adebayo, 2012) have a common opinion that personality becomes a very important factor in a person perpetrating acts of corruption. furthermore, these researchers on the previous studies have found that the personality traits of people who commit acts of corruption tended to be lack of empathy, self-centeredness, blaming others, doing things for sensation, conformity, gaining instantaneous, reckless, strong need for power, and sociopathic personality by lying and cheating to achieve a goal (pillay, 2013; ogunleye & adebayo, 2012). the personality characteristics of corruption prisoner revealed by experts refer to the terminology by paulhus and williams (2002) i.e. dark triad of personality. dark triad of personality has three subclinical personality characteristics i.e. machiavellianism, subclinical narcissism, and subclinical psychopathy (paulhus & william, 2002). the term of subclinical and clinic (sanecka, 2013) has no difference in qualitative such as behavior type, affection, interpersonal, and cognitive relationships, but has difference in quantitative such as level, intensity or frequency. therefore, dark triad of personality has the same characteristic as clinical personality traits that tend to be manipulative to achieve its goals, deceive others, http://dx.doi.org/10.23916/0020170212040 http://dx.doi.org/10.23916/0020170212040 couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu e. kaumbur, y. wismanto, & h. george relationship between emotional intelligence and religiosity…| 186 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210340 show power, stand out, seek sensations, recklessness, cold emotions and conduct irresponsible behaviors, but differ in intensity, grade or frequency (sanecka, 2013; furnham, richards & paulhus, 2013; jakobwitz & egan, 2006; paulhus & william, 2002; cooke, & michie, 2001). the previous researches have shown the relationship between dark triad of personality and anti-social behavior. zhao, zhang, and xu (2016) describe that people with great dark triad of personality have the belief in excessive fortune that makes them ignore the consequences of their behavior and underestimate the likelihood of a bad consequence of corrupt behavior. furnham, richard, and paulhus (furnham, et al., 2013) also reveal that the dominant dark triad of personality makes people become cruel, and achieve their aims with shortcuts and in any way. therefore, dark triad of personality is essential to be studied because it is one of stimulants for a person to behave anti-social including corruption. some factors that influence dark triad of personality are sex (jonason, li, webster, & schmitt, 2009; ali & premuzic, 2010), mental abilities, emotional intelligence, and mind reading (paulhus & william, 2002; petrides, vernon, schemer, & veselka, 2011; nagler, reiter, furtner, & rauthemann, 2014), religiosity (unterrainer, ruttinger, lewis, anglim, fink, & kapfhammer, 2016; lowicki & zajenkowski, 2015), and environment (miller, dir, gentile, wilson, pryor, & campbell, 2010; paulhus, 2014). of these factors, mental ability factors especially emotional intelligence and religiosity are interesting factors to be studied further in relation with dark triad of personality. the reason is the difference found among the research results. emotional intelligence according to mayer and salovey (1997) is the ability to see accurately, to assess, and to express emotions; the ability to use feelings to facilitate thinking processes; the ability to understand emotions and emotional knowledge; and, the ability to regulate emotions that enhance emotional and intellectual development. vakola, tsaousis, and nikolaou mention that emotional intelligence possess important role in shaping a person’s personality to be good or bad (vakola, tsaousis & nikolaou, 2004). in line with that, brackett, mayer and warner mention that a person who has a low emotional intelligence tends to have deviant behavior and poor social relationships in their daily life (brackett, mayer & warner, 2004). research, conducted by petrides et al., finds it in a different way that emotional intelligence is positively associated with narcissism (petrides et al, 2011). similar findings to petrides et al. are expressed by nagler, reiter, furtner, and rauthmann who discover emotional intelligence to be positively associated with narcissism and psychopathy, the aspects of emotional control and emotional manipulation (nagler, reiter, furtner, & rauthemann, 2014). in addition, davies and stones (2003) reveal that machiavellianism has superior intelligence specialized in understanding people in social situations. another thing that is also associated with emotion-affection is religiosity. religiosity is a short term used to refer to various domains of religious activity, dedication, and belief in religious doctrine (hassan, anam, & rakshanda, 2016). boston & ventis (in neyrinck, lens, kiste, & soenes, 2010) states that religiosity has three aspects: intrinsic orientation, extrinsic orientation, and quest orientation. religiosity is a predictor of mental health and prosocial behavior in adulthood (kendler, liu, mccullough & prescott, 2003). unterrainer et al. find that religiosity is negatively correlated with dark triad of personality (unterrainer et al., 2016). on the other hand, it is found that religiosity has a positive relationship with personality characteristics manifested in everyday behavior. lowicki and zanjenkowski suggest that religiosity with extrinsic orientation is positively correlated with narcissism (lowicki & zajenkowski, 2015). the same is expressed by ismail that greed and avarice appear in religiosity with extrinsic orientation. good religious knowledge, religious beliefs and religious rituals are carried out only to achieve personal goals (ismail, 2012). based on the above explanation, this study aims to determine the relationship of emotional intelligence and religiosity with dark triad of personality in corruption prisoners. research is expected to be useful as a reference in the field of psychology to understand the personality of corruption inmates and can enrich the insights of science, especially in the topic of emotional intelligence, religiosity, and dark triad of personality. in addition, this study may serve as a reference for practitioners in developing programs to control the dark triad of personality of corruption prisoners in relation to emotional intelligence and religiosity. the hypothesis proposed in this study is that there is a relationship between emotional intelligence and religiosity together with the dark triad of personality of corruption prisoners. method couns-edu  the international journal of counseling and education vol.2, no.4, 2017 an initial study in the development of international …….| 187 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 the sample of the study was 62 inmates who violated law no. 20 of 2001 on the eradication of corruption crime that was undergoing criminal at kedungpane semarang prison in 2016/2017. the sample was chosen by using non-probability sampling approach, quota sampling technique. quota count is determined using slovin formula with error limit of 10% (tatang, 2011). the measuring tool used in this study is schutte emotional intelligence scale (seis) (schutte, n.s; malouf, j.m; hall, l.e; haggerty, d.j.; cooper,j.t.; golden,c.j. & dornhem, l., 1998). seis measures emotional intelligence based on four aspects: recognizing emotions, using emotions, understanding emotions, and managing emotions. seis consists of 33 items of statement. the results of the trial scale of the study found 22 valid items (riy ≥ .30) with reliability (rxx) .876. the second measuring tool is the new indices of religious orientation revised (niror) (francis, l.j.; fawcet,b.g.; robbins, m. & stairs, d., 2016). niror is used to measure religiosity based on aspects of intrinsic religiosity orientation, extrinsic religiosity orientation, and guest orientation. niror consists of 27 statement items. the results of the experimental scale test found 19 items (riy ≥ .30) with reliability of .847. to measure dark triad personality, short dark triad is used (jones & paulhus, 2014). sd3 is composed of 27 statement items to measure the dark triad of personality. sd3 is based on three aspects: machiavellianism, narcissism, and psychopathy. the trial scale of the study showed there were 17 valid items (riy ≥ .30) with reliability of .903. results and discussions based on the data that were collected and then analyzed by regression analysis two predictors, it was found that there was a significant relationship between emotional intelligence and religiosity together with dark triad of personality (r12.y=.369, f=4.664, p=.013). the influence of emotional intelligence and religiosity on the dark triad of personality was only 10.7% (adjusted r2 =.107), while 89.3% was influenced by other variables not examined in this research. the results of major hypothesis testing obtained the value of r12.y=.369, f=4.664 with significance .031 (p<.05). the meaning of the analysis results above was that there was a significant relationship between emotional intelligence and religiosity together with dark triad of personality. it was also identified that the value of the coefficient of determination of the major hypothesis test was .107 that explained that the magnitude of the influence of emotional intelligence and religiosity together against the dark triad of personality was 10.7%, while the other 89.3% was influenced by other factors not examined in this study. the other factors are cognitive ability (paulhus, d.l. & william, k.m., 2002), and experience in the environment (miller et al, 2010; paulhus, 2014). the result of additional analysis in the form of bivariate correlation analysis of emotional intelligence variable with dark triad personality was as follows: couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu e. kaumbur, y. wismanto, & h. george relationship between emotional intelligence and religiosity…| 188 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210340 table 1 correlation test results of product moment pearson emotional intelligence and dark triad of personality dark triad of personality machiavellianism narcissism psychopathy emotional intelligence .293* .010 recognizing emotion .307** .008 .295* .010 .142 .1355 using emotion .168 .095 .114 .188 .122 .1735 understanding emotion .219* .043 .009 .473 .125 .1675 managing emotion .083 .261 .212* .049 .031 .4055 **. p < .05 *. p < .01 table 1 shows that there is a positive and significant relationship between emotional intelligence and dark triad of personality (r=.293, p=.010). so, the higher the emotional intelligence, the higher the dark triad of personality, and vice versa. positive and significant correlations occured between aspects of recognizing emotions (r=.307, p=.008) and understanding emotions (r=219, p=.043) with machiavellianism. in addition, there was a positive correlation between recognizing (r=.307, p=.008) and managing emotions with narcissism machiavellianism (r=.212, p=.049). the results of the first additional analysis gained a positive and significant relationship between emotional intelligence and dark triad of personality (r=.293, p=.01). that was, the higher the emotional intelligence the higher the dark triad of personality, and vice versa. the results of correlation analysis of every aspect of emotional intelligence with dark triad of personality dimensions also indicated a positive and significant relationship between the aspect of knowing emotions and understanding emotions with machiavellianism, as well as aspects of recognizing emotions and managing emotions with dimensions of narcissism. the results of this study explained that the higher the ability to recognize emotions and understand emotions, the higher the ability to set the strategies and manipulate to achieve goals (machiavellianism). in addition, the higher the ability to recognize emotions and manage emotions, the higher the feeling to have superiority, worthiness, and boasting (narcissism). some experts and previous studies have explained the cause of a positive relationship between emotional intelligence and dark triad of personality can occur. among others, bar-on and petrides et al. (bar-on, 2006) reveal that people with high emotional intelligence have an accurate self-awareness so that they have self-esteem, self-acceptance, and a high optimistic attitude, which makes people tend to be narcissistic. this is in line with petrides et al (2011) who find that emotional intelligence has a positive correlation with narcissism. people who are anti-social can manage their emotions just to achieve their goals, even though they actually have superficial emotions (mayer & salovey, 1990). furthermore, (davies, m. & stone, t, 2003) find machiavellianism to have superior intelligence in understanding people in social situations. people with machiavellianism manipulate their emotions and flexibly organize behavior, not hastily to achieve their goals (zhao, h; zhang, h & xu, y, 2016); (furnham, a; richards, s.c & paulhus, d.l., 2013). the second supplementary analysis of bivariate correlation analysis between religiosity and dark triad personality was obtained as follows: couns-edu  the international journal of counseling and education vol.2, no.4, 2017 an initial study in the development of international …….| 189 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 table 2 correlation test results of product moment pearson religiosity and dark triad of personality dark triad of personality machiavellianism narcissism psychopathy religiosity intrinsic orientation -145 .131 -.090 .242 -.017 .447 -.226* .039 extrinsic orientation .352** .003 .289* .011 .299** .009 .361** .002 quest orientation .391** .001 .294* .010 .321** .005 .427** .000 **. p < .05 *. p < .01 table 2 explains that there is a negative and significant relationship found only in intrinsic orientation with psychopathy (r=-226, p=0.39). a positive and highly significant relationship was found in extrinsic orientation and quest orientation with dark triad of personality (r=.352, p=.003; r=.391, p=.001). as a result, the higher the extrinsic orientation or quest orientation, the higher the dark triad of personality. the second analysis obtained a negative relationship not significant between the intrinsic orientation with dark triad of personality (r=.145, p=,131). negative and significant relationships only occurred between the intrinsic orientation and the psychopathy (r=.-226, p=.039). that was the more the individual was oriented towards the intrinsic religious, the lower the level of psychopathy would be, and vice versa. it could happen because the intrinsic orientation and the psychopathy had the opposite characteristics. people with an intrinsic orientation are able to commit themselves to their religion, live and align their lives with the teachings of their religion, and place the interests of others as important as personal interests (allport & ross, 1967), while psychopathy has impulsive character, superficial affection, recklessness, and likes to seek sensation (paulhus, d.l. & william, k.m., 2002). in addition, allport explains that intrinsically oriented people possess mature personality traits that are humble, moral, and accountable to god and humankind so that they have an unconditional commitment to their religion and live according to their religious teachings (allport & ross, 1967). the third result achieved a positive and significant relationship between extrinsic orientation with dark triad of personality (r=.352, p=.003). the results of extrinsic orientation correlation test with each aspect of dark triad of personality showed the same result. the results of this study explained the more religious oriented towards the extrinsic, the higher the dark triad of personality would be, and vice versa. the results of this study are in line with ismail (ismail, 2012) in his research on the corruption of the corruptors that the corruptors have a strong belief in his religion, perform his religious rituals, and possess a high religious knowledge, but the religion is run only on the ritual manifestation for formal and motoric aspects. as a result, the resulting action does not match what is believed. corruptors do not feel the consequences or effects of religious teachings that they believe. the picture of the religiosity of the corruptors shows that the corruptors have an extrinsic religious orientation. religion is used only as a ritual and to fulfill personal goals. lowicki and zajenkwiski (2015) also mention people with an external orientation using religion to achieve personal goals, one of which gets high status in its religious community. the same opinion is expressed by allport (in ismail, 2012) that is people with extreme orientation tend to be greedy and avaricious so that religion is used for the benefit of its extensions in its environment. the results of the last analysis found a positive and significant relationship between quest orientation with dark triad of personality (r=.392, p=.001). these results were in line with the results of quest orientation correlation test with each dark triad of personality dimension. this research explained that the couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu e. kaumbur, y. wismanto, & h. george relationship between emotional intelligence and religiosity…| 190 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210340 more the individual had quest religious orientation, the higher the dark triad of personality would be, and vice versa. people’s quest orientation of personality traits are dependent, hesitant, insecure, anxious, open to change, and intuitive (kadelstad, 1995); (ross & francis, 2010). some of these characteristics are also found in the dark triad of personality that is low agreeableness, high openness, anxiety, and "reading" the minds of others in an interaction so as to make anticipatory strategies (paulhus & william, 2002; jones & paulhus, 2009). conclusions based on the results of this study, it could be conveyed the following conclusions: (1) there was a relationship between emotional intelligence and religiosity together with the dark triad of personality in corruption prisoners in kedungpane semarang prison; (2) there was a positive relationship between emotional intelligence and dark triad of personality; (3) there was a negative relationship between intrinsic orientation and narcissism; (4) there was a positive relationship between extrinsic orientation and dark triad of personality; (5) there was a positive relationship between quest orientation with dark triad of personality of prison mistress of kedungpane semarang prison. suggestions can be submitted to two parties. first, the corruption inmates have to self-regulate emotional intelligence that can be used properly and positively. in addition, the inmates should orient their religiosity towards the intrinsic. the intrinsic orientation will form a humble, responsible and moral person. second, the prison institutions can create a coaching program that targets the self-regulation capability of the assisted citizens, so that all mental aspects they have including emotional intelligence and religiosity can be utilized and directed correctly and positively. one of the earliest activities that can be given is training and seminars on self-regulation which then continued training on how to utilize emotional intelligence with positive. in addition, prison authorities can continue to foster spirituality by focusing on helping the religious people to orient their faith towards the intrinsic. the authorities also need to provide anti-corruption education and socialize the types of criminal acts of corruption to the targeted citizens so that they are not re-entrenched in corruption criminal cases and later may share the knowledge to the people around them, when they leave the penitentiary . this study has particular weaknesses in the characteristics of various research subjects. researchers do not limit the subject of research to a particular case of corruption so that it can affect the processes in the research that can ultimately impact on the results of the study. therefore, further researchers can conduct similar research by limiting the specific subject such as choosing a corruption prisoner who is proven to perform an act to gain financial gain or enrich him or the group. references ali, f. & premuzic, c.t. (2010). the dark side of love and life satisfaction : associations with intimate relationship, psychopathy and machiavellism. personality and individual differences, 48, 228-233. allport,g.w & ross,j.n. (1967). personal religious orientation and prejudice. journal of personality and social psychology, 5(4) 432-443. bar-on, r. (2006). the bar-on model of emotional-social intelligence. psichoterma, 1-8. brackett, m.; mayer, j.d & warner, r.m. (2004). emotional intellgence and its relation to everyday behavior. personality and individual differences, 39, 1387-1402. cooke, d.j. & michie, c. (2001). refining the construct of psychopath : toward a hieararchicak model. psychology assessment, 13 (2) 171-188. davies, m. & stone, t. (2003). synthesis : psychological understanding and social skill. in b. &. repacholi, individual differences in theory of mind (pp. 305-353). new york: psychology pess. davies, m. & stones, t. (2003). synthesis : psychological understanding and social skill. in v. repacholli & slaughter, individual differences in theory of mind (pp. 305-353). new york: psychology press. francis,l.j.; fawcet,b.g.; robbins, m. & stairs, d. (2016). the new indices of religius orientation revised (niror) : a study among canadian adolescent attending a baptist youth mission and service event. religion, 7(56) 1-10. furnham, a; richards, s.c & paulhus, d.l. (2013). the dark triad of personaility : a 10 year review. social and personality compass, 7(3) 199-216. hassan, r.; anam,y. & rakshanda, r. (2016). religiosity in relation with psychological distress and mental wellbeing among muslims. international journal of research studies in psychology, 5(2) 65-74. couns-edu  the international journal of counseling and education vol.2, no.4, 2017 an initial study in the development of international …….| 191 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170212040 ismail, r. (2012). keberagamaan koruptor menurut psikologi : tinjauan orientasi keagamaan dan psikografi agama. esensia, 40, 331-339. ismail, r. (2012). keberagamaan koruptor menurut psikologi: tinjauan orientasi keagamaan dan psikografi agama. esensia, 13 (2) 289-304. jakobwitz, s & egan, v . (2006). the dark triad and normal personality traits. personality and individual differencess, 40, 331-339. jonason, p.k; li, n.p.; webster, g.d. & schmitt, d.p. . (2009). the dark triad : facilitating a short-term mating strategy in men. european journal of personality, 23 (1) 5-18. jones,d.n. & paulhus, d.l. (2014). introducing the short dark triad (sd3) : a brief measureof dark personality traits. assessment, 21(1) 28-41. kadelstad, e. (1995). the empirica relationship of the religious orientation to personality (abstract). scandinavian journal of psychology, 36. kendler, k.s.; liu,x.q.; mccullough,m.e. & prescott, c.a. (2003). dimensions of religiousity and their relationship to lifetime psychiatric and substance use disoders. american journal psychiatry, 160, 496503. lowicki, p & zajenkowski, m. (2015). no empathy for people nor god : the relationship between the dark triad, religiosity, an empathy. personality and individual differences, xxx, 1-5. mayer, j.d & salovey, p. (1997). what is emotional intelligence. in p. &. salovey, emotional development and emotional intelligence : implication for educators (pp. 3-31). new york: basic book. miller,j.d; dir, a.; gentile, b.; wilson, l. pryor, l.r. &campbell, w.k. (2010). searching for a vulnerable dark triad : comparing factor 2 psychopathy, vulnerable narcissism, and borderline personality disorder. journal of personality, 78 (9) 1529-1564. nagler, u.k.j; reiter,k.j; furtner, m.j. & rauthemann, j.f. (2014). is there "dark intelligence"? emotional intelligence is used by dark personalities to emotionally manipulate others. personality and individual differences, xxx, 1-6. neyrinck, b.; lens, w.; kiste, m.v. & soenes, b. (2010). updating allport's and batson's framework of religious orientation : a reevaluation from the perspective of self-determination theory and wullff''s social cognitive mode. journal for the scientific study of religion, 49(3) 425-438. ogunleye, a., & adebayo, s. (2012). corruption and development in nigeria : a psychological perspective. global journal of human social science art and humanities. paulhus, d. (2014). toward a taxonomy of dark personality. current direction of psychology sciences, 23(6), 421-426. paulhus, d.l. & william, k.m. (2002). the dark triad of personality : narcissism, machiavelism and psychopathy. journal of research in personality, 556-563. petrides, k.v., vernon, p.a.; schemer, j.a. & veselka, l. (2011). trait emotional intelligence and the dark triad traits of personality. twin reseacrh and human genetics, 14 (1) 35-41. pillay, k. (2013, june 25). the psychology of corruption. retrieved january 11, 2017, from www.corruptionwatch.org.za/the-psychology-of-corruption/. ross,c.fj & francis, l.j. (2010). the relationship of intrinsic, extrinsic and quest religious orientations to jungian psychological type among churchoers in england and wales. mental health, religion and culture, 13 (7) 805-819. sanecka, e. (2013). perceived supervisor's subclinical psychopathy and subordinate's organizational commitment, job satisfaction and satisfaction with exeutive. journal of education cuture and society, 2, 172-192. schutte, n.s; malouf, j.m; hall, l.e; haggerty, d.j.; cooper,j.t.; golden,c.j. & dornhem, l. (1998). development and validation of measure of emotional intellgence. personality and individual differences, 25. 167-177. tatang, a. (2011). populasi dan sampel penelitian. retrieved from www.tatangmanguny.wordpress.com. unterrainer, h. f., ruttinger, j., lewis, a. j., anglim, j., fink., a., & kapfhammer, h. (2016). vulnerable dark triad of personality facets are associated with religious fundamental tendencies (abstract). psychology, 49 (1). unterrainer, h.f; ruttinger, j.; lewis, a.j.; anglim,j.; fink, a. & kapfhammer, h. (2016). vulnerable dark triad of personality facets are associated with religious fundamental tendencies. psychopatoplogy, 49 (1). couns-edu the international journal of counseling and education vol.3, no.1, 2018, pp. 34-40 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180313810 received on 03/15/2017; revised on 03/15/2017; accepted on 05/21/2018; published on: 05/23/2018 34 optimization of achievement motivation to improve long jump performance tjung hauw sin *)1 , budi indra ruslin 2 12 universitas negeri padang * ) corresponding author, e-mail: tjh_sin@yahoo.com abstract this study aims to reveal the achievement motivation of the athlete's long jump ability. this is so motivated by the observations of the athlete's performance is still not under the reality. achievement of an athlete long jump is still lower than the previous year and declines. one reason is the low motivation of athlete achievement. this phenomenon is an attraction for writers to examine related to the optimization of achievement motivation to improve the performance of long jump athletes. this research is the quasi-experiment. sampling is done by purposive random sampling. the sample size was 32 people out of 58 athletes. achievement motivation data got through the use of instruments in the form of a questionnaire. validity analysis is to test used product-moment correlation spss version 20.00 and data analysis with t-test. the results showed that there was a significant difference in ability of long jump athletes with high achievement motivation compared to low achievement motivation. keywords: motivation, long jump, athlete, achievement how to cite: sin, th., ruslin, bi., (2018). optimization of achievement motivation to improve long jump performance. couns-edu: international journal of counseling and education, 3(1): pp. 34-40. doi: https://doi.org/10.23916/0020180313810 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction the long jump is one of the jumping numbers in an athletic branch which of consist the jumping jump, high jump and high pole jump (abbas, 2017; muhajir, 2007b; purba, 2014; septianto, 2015). the goal of the long jump is to jump as far as by moving the whole body from the points certain to another point by running as fast as possible and then refusing, floating through the air and landing. long jump is a form of jumping foot movement upward to bring the weight as long as possible on the air or fly on the air that is done and by doing repulsion on one foot to reach the far distance (syafruddin, 2011). the long jump is an athletic number where the athlete combines speed, power and agility in an effort to land as far as from the point of repulsion (ho & chang, 2013; kamnardsiria et al., 2015; pradon et al., 2014; yadav, 2015). prefix is a start movement in the form of running to get the speed at which time will perform repulsion or leap. the purpose of the prefix is to gradually accelerate to a maximum controlled speed at take-off. the higher the speed outcurve, the more jumping distance that will be achieved (yadav, 2015). the speed obtained from the prefix is called the horizontal velocity, which is very useful to help the force at the time of repulsion upwards. cultivation or support is a rapid movement between running, prefix and hovering. according to muhajir, footstool or foot, repulsion must be strong to achieve high enough leaps without losing speed http://dx.doi.org/10.23916/0020180313810 couns-edu  the international journal of counseling and education vol.3, no.1, 2018 optimization of achievement motivation to improve long jump | 35 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313810 forward (muhajir, 2007a). the aim of repulsion is to create vertical impulses through the athlete's center of gravity while maintaining balance and control (yadav, 2015). placing your legs with your knees bent to do repulsion with straight legs. this process is enhanced by lifting the arms and legs swing (seyfarth, friedrichs, wank, & blickhan, 1999). in addition wakai, distance repulsion is the horizontal distance between the starting line and the rejection board the power of the jumper at the time of hiking (wakai & linthorne, 2005). the distance from the flight is horizontal. the distance of the center jumper moves from the moment of take-off to direct landing. in a squat style, while floating through the air, there are things to be noticed by the athlete. first, the body bounces forward, then the arms straight ahead, and the last two feet meet in front. the purpose at this stage is to resist the body's natural rotation from taking off while maintaining an effective landing position (yadav, 2015). at the time of landing the jumper should be able to cultivate his arm extending far forward by not losing the balance within the body (adisasmita, 1992). on landing, the primary purpose of the jumper is not to fall back on the landing pit (yadav, 2015). the jump is measured from the location where the body contacts the sand closest to the takeoff point. when jumping at a low takeoff angle, the athlete has a high horizontal speed on landing, and therefore, he can land with his feet deep in front of his body without risking falling back after landing (linthorne, guzman, & bridgett, 2005). at this moment, the feeling arises that the body will fall backward. to prevent it, the weight should be carried forward by bending the body, so that the body and knees are almost docked also assisted with a hand forward. based on observations of athletes long jump performance is still not under a reality. achievement of a long jump athlete is still low even tends to decline from year to future years. one cause is a low motivation of athlete achievement. this is an attraction to be studied. the long jump is one sport who aims to jump as far as by moving the whole body from a certain point to another, whose execution begins by running as fast as possible and then refusing, floating through the air and landing. state junior high school 3 batang kapas is one of the official educational institutions that have a role in fostering and developing sports in education from an early age. in the effort of developing and enhancing the ability of the long jump. there are several factors that affect the ability of a long jump. one of the factors to achieve achievement in sports, long jumps to watch out for is the speed, explosive power over the leg muscles, the shape and coordination of motion (yani, 2015). to improve the performance of long jump should also pay attention to the method of exercise used, motivation of athlete achievement. motivation is one of the factors needed by athletes in the training process. motivation comes from the latin word "movere" which means to move (satiadarma, 2000). alderman in satiadarma defines motivation as a tendency to behave selectively to a certain direction that is controlled by certain consequences, and that behavior will persist until the objectives of behavior can be achieved (satiadarma, 2000). meanwhile, according to setyobroto, motivation is the process of actualizing the source of the driving force, and the driving behavior of individuals meet the need to achieve certain goals (setyobroto, 2005). motivation is a fundamental mental skill that must be possessed by the athlete. motivation that must be owned by athlete is achievement motivation. according to komarudin, achievement, motivation is essentially a desire, desire, and willingness, and the impetus to excel is to surpass the achievements that have been achieved on their own or achievements that have been achieved by others (komarudin, 2013). furthermore, explained husdarta, achievement motivation is an impulse that occurs within the individual to always improve a certain quality with the best or more than usual (husdarta, 2011). athletes with achievement motivation will pace with excellence either self-superiority, other's excellence, even to achieve excellence in performing tasks within the process of training and in the process of competition (komarudin, 2013). the phenomenon in the field that the research findings explain that the decrease in achievement motivation one of which is caused by the factor where the athlete lacks the belief in his ability, in other words, low self-efficacy athletes (choirul anam, 2007). anwar's study found that direct evaluation affected increasing athlete's motivation (anwar, 2015). factors that affect the athlete's long jump speed are one of the motivation (yunus, saripin, & agust, 2018). based on the above opinion can be explained that the motivation of achievement is the encouragement that comes from the individual self to achieve the goals that have been determined and couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu sin, th., ruslin, bi optimization of achievement motivation to improve long jump | 36 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313810 always improve certain qualities of the best or more than usual. thus one form of encouragement by individuals in achieving a goal in an activity is called a strong motivation foundation. in addition, motivation is the impetus in a person to try to make changes in behavior better. in the process of motivational exercise is needed by an athlete, the stronger motivation or encouragement that occurs from within the self-will be the greater the likelihood of success in achieving a goal. the impulse coming from outside is usually given by the closest people, such as coach, family, or girlfriend. besides that, encouragement can also come from existing facilities and infrastructure, or it could be a stimulus provided by the trainer such as bonuses if able to reach the target or punishment if not reach the target. based on some theories above can be concluded that achievement motivation is an impulse that exists in the individuals associated with achievement, namely the drive to master, manipulate and regulate the social and physical environment, overcome barriers and maintain high-quality work, an attempt to create an action that is more than the deed done before and outperforms the actions of others. according to mc clelland factors that affect the achievement motivation is to have self-confidence, have responsibilities in situations that can be controlled, choosing goals to achieve goals that challenge maximum effort, there are feelings of anxiety because pressed time, which is faster when compared to individuals who have low achievement motivation, trying to get feedback from the work and never give up (subowo, martiarini, & budi, 2009). in addition, martaniah mentions that achievement motivation consists of aspects such as likes to try to work hard, anticipate against failure, enterprises surpass achievements ever achieved, competence to surpass the achievements of others, perfection in completing tasks, belief in self-own (martaniah & monks, 1982). based on the description above can be concluded that many factors support one's motivation to excel. therefore, as an educator, a coach should understand every background tofor the problem, so when accompanying someone less motivated to perform the trainer can make the treatment and make someone eager to do better. the hope of everyone who in doing an exercise wants to achieve a goal of training and bring results that maximize and satisfy even achieverepeated stem high achievement.repeated stem however, not everyone who can do and achieve results as expected, all of which will depend upon everyone. the results of maximum practice will be realized well if the motivation achievement exists and arises from a person. method this research type is quasi-experiment (campbell & stanley, 2015; cook, 2015; white & sabarwal, 2014) to see the difference of performance of long jump athletes of smp negeri 3 batang kapas between a group with high achievement motivation with a low achievement motivation group. this research was conducted at the sports field of smp negeri 3 batang kapas. population in this study amounted to 58 people, and samples amounted to 32 people taken by purposive sampling technique. to obtain the preliminary data required for this study is to measure the achievement motivation level of with a long jump test in accordance to the standard of all indonesian athletics unity (pasi). further measured the level of achievement motivation athletes with a questionnaire motivation achievers. data analyzed used ttes. results and discussion based on the experimental research design undertaken, there are two sets of data that will be described separately. after obtaining the data of athlete achievement motivation level, then sequencing the motivation score from the highest to the lowest. to determine the high and low category a score for both treatment groups can be done by dividing group members by percentage technique. according miller, the percentage technique in question is to set 27% of the upper bound representing the high score group and 27% of the lower bound to represent the low score group (atmaja & tomoliyus, 2015). subsequently, the sample in each group was obtained from (27% of 58 = 15.66) rounded to 16 people. subject members whose scores are above and below that categories are not within in the sample. overall, the subjects involved as the study sample amounted to 32 people, 16 for for the group with high achievement motivation and 16 for for couns-edu  the international journal of counseling and education vol.3, no.1, 2018 optimization of achievement motivation to improve long jump | 37 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313810 the group with low achievement motivation. the data from the research analyzed as a analysis analysis of normality test lilliefors test and homogeneity test of variance with f of of the level of trust α = 0,05. table 1. long jump performance data no group n high scores lowest score average standard deviation 1 high motivation 32 410 350 387,69 18,63 2 low motivation 32 400 320 361,63 22,94 the result of hypothesis testing showed that the score from the group long jumps ability on high achievement motivation was significantly different from the group on low achievement motivation so that the hypothesis for this research was accepted empirically, based on the average calculation then obtained the average ability of the long jump group on achievement motivation high of 387.69, while the average group on the low achievement motivation of 361.63, so high achievers motivation does give a better influence upon the ability of long jump athletes than low achievement motivation. distribution of performance data long jumps in translate in frequency distribution table below: table 2. distribution of remote jump performance data interval class high motivation p low motivation p (320 335) 0 0.00% 2 12.50% (336 351) 1 6.25% 5 31.25% (352 367) 2 12.50% 3 18.75% (368 383) 3 18.75% 3 18.75% (384 399) 4 25.00% 2 12.50% (400 415) 6 37.50% 1 6.25% total 16 16 frequency distribution of achievement motivation score can also be seen in the diagram below: graph 1. performance diagram long jump as a prerequisite test, the analysis performed a normality test, and homogeneity tests data. normality test to two groups of high jump performance data of the high motivation group with low achievement motivation stated all group data analysis was normal distribution. the homogeneity test of all analytical groups states that all homogeneous analysis groups. hypothesis testing of research using t-test with α = 0.05. the results of hypothesis testing analysis from this study are: 0 1 2 3 4 5 6 7 (320 335) (336 351) (352 367) (368 383) (384 399) (400 415) f re q u e n cy jump interval high low couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu sin, th., ruslin, bi optimization of achievement motivation to improve long jump | 38 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313810 1) there is a significant difference to the performance of the long jump group of high achievement motivation with low achievement motivation. 2) performing long jumps athlete with high achievement motivation will be better than low achievement motivation. achievement motivation is an individual orientation to be able to obtain results as much as possible with the basis to survive and proud to complete tasks that are accounted for him in an activity (clarasasti & jatmika, 2017; rohsantika & handayani, 2011). athletes with low motivation are also caused by anxious psychological condition before and during the game (amir, 2014; kurniawan, 2016; pramudipta, 2017). based on the results of research hutapea found that the motivation of athlete achievement is influenced by the personality possessed by the athlete such as extrovert personality and introvert (hutapea, 2010). achievement motivation is also influenced by self-efficacy and social support for athletes (anggit sih lestari, 2015; choirul anam, 2007). the athlete's achievement motivation becomes an important capital for athletes to encourage maximum performance during the game (pramudipta, 2017; satiadarma, 2000). athletes with high achieving motivation can achieve the goal of the exercise well, able to run every activity provided by the coach, and continue to discipline and spirit in the process of training so that it also gives a positive influence upon the ability of long jump. in contrast, athletes with low achievement motivation tend to show serious attitude in training, no discipline in attendance, and often less careful in running the series of exercises, so that the results achieved are also not optimal. from these findings, it can be argued that achievement motivation is very influential in improving the ability of long jump. the higher the achievement motivation of an athlete the ability to jump away will also be better. in general, motivation consists of motivation from within (intrinsic motivation) and motivation from outside of self (extrinsic motivation). according to gunarsa motivation can be divided on intrinsic motivation and extrinsic motivation (singgih & gunarsa, 1989). intrinsic motivation is an impulse that comes from within a person. this urge is often said to be brought from birth. athletes with intrinsic motivation will follow skills or skill training or follow the game not because of artificial situations (outward encouragement), but because of their inner satisfaction. self-satisfaction is achieved through the achievement of the goal of the training in accordance with expectations. this person is usually diligent, hard-working, organized, serious, passionate, and disciplined in training. while extrinsic motivation, is the impetus that emerged from a person because it is influenced by factors from outside himself. implementation of long jump across the top of several stages. the long jump comprises four phases: prefix, cursory, floating and land. in this study, the researcher will discuss the long jump style of squatting (yadav, 2015). according to ballesteros explains, the squat style long-jump results from a horizontal velocity made during the prefix with vertical power generated from the strength at the foot of repel (ballesteros, 1993). the squat style long jump is one number in the athletic sports whom the participants are performing with the start of a sprint and then jumping with the movement to lift the body from a further point to another. techniques in long jumps are grouped in several stages. conclusions based on the above description of the researcher in this case draw the following conclusions is: a) there is a significant difference in long jump performance with high achievement motivation and low achievement motivation; b) performance of long jump athletes after with high achievement motivation will be better compared with low achievement motivation. from the results of research and conclusion above, the researcher suggested to: a) for coaches, in an effort to improve long jump performance effectively should use effective training; b) in an effort to improve the performance of long jump also need to be considered factors that can affect the results from the exercise itself such as motivation, psychology and support parents; c) for researchers that want to research this problem further, so it can consider various limitations to this study, such as the number of samples, sex of the sample and so forth. the goal is to benefit the findings obtained. acknowledgments couns-edu  the international journal of counseling and education vol.3, no.1, 2018 optimization of achievement motivation to improve long jump | 39 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313810 acknowledge anyone who has helped you with the study, including: researchers who supplied materials, reagents, or computer programs; anyone who helped with the writing or english, or offeredcritical comments about the content, or anyone who provided technical help. state why people have been acknowledged and ask their permission. acknowledge sources of funding, including any grant or reference numbers. please avoid apologize for doing a poor job of presenting the manuscript. in this study, the authors get much help and guidance from various parties. on this occasion, the authors would like to thank all parties, both individuals and related bodies that have provided assistance and guidance in the completion of the thesis. in particular, the authors express their gratitude to: a) dr. yulkifli, m. si, dr. syahrastani, m. kes, aifo, dr. willadi rasyid, m. pd, as a contributor who has provided input, suggestion, motivation, thought contribution and direction, which is very meaningful both in writing and in testing this thesis; b) dr. bafirman, m. kes, aifo as the coordinator of sports education studies program s2 faculty of sport science state university of padang that has provided ease and optimal service so that the authors can follow the lecture well until finally complete this thesis; c) afriyati, s. pd, as the principal of smpn 3 batang kapas that has provided facilities in research activities; d) amir faisal, s. pd and andri syahputra, s.pd as the extracurricular teacher and trainer of extracurricular at smp negeri 3 batang kapas who have participated in the research process. references abbas, i. (2017). hubungan motivasi, kecepatan lari dan panjang tungkai dengan hasil lompat jauh. jurnal sport pedagogy: program pascasarjana unsyiah, 5(1). adisasmita, y. (1992). olahraga pilihan atletik. jakarta: depdikbud. amir, n. (2014). pengembangan alat ukur kecemasan olahraga. jurnal sport pedagogy: program pascasarjana unsyiah, 4(2). anggit sih lestari, a. (2015). hubungan antara dukungan sosial akademik orang tua dengan motivasi berprestasi akademik pada siswa kelas khusus olahraga (kko) di sma n 4 yogyakarta. fakultas ilmu pendidikan. anwar, b. n. (2015). pengaruh evaluasi langsung terhadap peningkatan motivasi atlet pada cabang olahraga gulat di pelatda jawa barat tahun 2014. universitas pendidikan indonesia. atmaja, n. m. k., & tomoliyus, t. (2015). pengaruh metode latihan drill dan waktu reaksi terhadap ketepatan drive dalam permainan tenis meja. jurnal keolahragaan, 3(1), 56-65. ballesteros. (1993). pedoman dasar melatih atletik. jakarta: pasi. campbell, d. t., & stanley, j. c. (2015). experimental and quasi-experimental designs for research: ravenio books. choirul anam, a. (2007). peran dukungan sosial dan self efficacy terhadap motivasi berprestasi pada atlit pencak silat pelajar tingkat sma/k di kota yogyakarta. humanitas: jurnal psikologi indonesia, 4(2). clarasasti, e. i., & jatmika, d. (2017). pengaruh kecemasan berolahraga terhadap motivasi berprestasi atlet bulutangkis remaja di klub j jakarta. humanitas (jurnal psikologi), 1(2), 121-132. cook, t. d. (2015). quasi‐experimental design. wiley encyclopedia of management. ho, h.-m., & chang, h. (2013). an iterative expert system for track and field teaching research in the long jump. international journal of e-education, e-business, e-management and e-learning, 3(3), 187. husdarta. (2011). psikologi olahraga. jawa barat: alfabeta. hutapea, b. (2010). studi komparatif tentang motivasi berprestasi pada atlet kempo propinsi dki jakarta ditinjau dari keribadian. jurnal psikobuana, 1(3), 199-209. kamnardsiria, t., janchaia, w., khuwuthyakorna, p., suwansrikhama, p., klaphajoneb, j., & suriyachanc, p. (2015). knowledge-based system framework for training long jump athletes using action recognition. journal of advances in information technology vol, 6(4). komarudin. (2013). psikologi olahraga latihan mental dalam olahraga kompetitif. jakarta: remaja rosda karya. kurniawan, c. (2016). prestasi olahraga angkat besi ditinjau dari kondisi fisik, motivasi berprestasi, dan kecemasan (studi analisis korelasi di padepokan angkat besi dan angkat berat gajah lampung). universitas sebelas maret. linthorne, n. p., guzman, m. s., & bridgett, l. a. (2005). optimum take-off angle in the long jump. journal of sports sciences, 23(7), 703-712. couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu sin, th., ruslin, bi optimization of achievement motivation to improve long jump | 40 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180313810 martaniah, s. m., & monks, f. (1982). motif sosial remaja jawa dan keturunan cina:: suatu studi perbandingan. [yogyakarta]: universitas gadjah mada. muhajir. (2007a). pendidikan jasmani olahraga dan kesehatan untuk sma kelas x. jakarta: erlangga. muhajir. (2007b). pendidikan jasmani olahraga dan kesehatan untuk sma kelas x. jakarta: erlangga. pradon, d., mazure-bonnefoy, a., rabita, g., hutin, e., zory, r., & slawinski, j. (2014). the biomechanical effect of arm mass on long jump performance: a case study of a paralympic upper limb amputee. prosthetics and orthotics international, 38(3), 248-252. pramudipta, h. (2017). motivasi berprestasi pada atlet tenis lapangan ums. universitas muhammadiyah surakarta. purba, e. p. (2014). upaya meningkatkan hasil belajar lompat jangkit melalui pendekatan bermain pada siswa kelas x-7 sma negeri 1 pematangsiantar tahun ajaran 2013/2014. unimed. rohsantika, n. y., & handayani, a. (2011). persepsi terhadap pemberian insentif dengan motivasi berprestasi pada pemain sepak bola. jurnal proyeksi, 4, 63-70. satiadarma, m. p. (2000). dasar-dasar psikologi olahraga. jakarta: pustaka sinar harapan. septianto, y. (2015). profil kondisi fisik atlet atletik pusat pendidikan dan pelatihan olahraga pelajar (pplp) yogyakarta tahun 2015. fakultas ilmu keolahragaan. setyobroto, s. (2005). psikologi olahraga. jakarta: universitas negeri jakarta. seyfarth, a., friedrichs, a., wank, v., & blickhan, r. (1999). dynamics of the long jump. journal of biomechanics, 32(12), 1259-1267. singgih, d. g., & gunarsa, d. (1989). psikologi olahraga. jakarta: bpk. gunung mulia. subowo, e., martiarini, n., & budi, u. s. (2009). hubungan antara harga diri remaja dengan motivasi berprestasi pada siswa smk yosonegoro magetan. jurnal psikohumanika, 2(2). syafruddin. (2011). dasar-dasar kepelatihan olahraga. padang: fakultas ilmu keolahragaan universitas negeri padang. wakai, m., & linthorne, n. p. (2005). optimum take-off angle in the standing long jump. human movement science, 24(1), 81-96. white, h., & sabarwal, s. (2014). quasi-experimental design and methods. methodological briefs: impact evaluation, 8. yadav, m. (2015). biomechanical analysis of long jump: the hitch kick. international journal of physical education, sports and health, vol 1, 164-166. yani, a. (2015). pengaruh metode latihan sirkuit, metode konvensional dan motivasi berprestasi terhadap kemampuan lompat jauh gaya jongkok. primary, 4(2), 134-142. yunus, d., saripin, s., & agust, k. (2018). hubungan kecepatan lari dengan hasil lompat jauh gaya jongkok siswa kelas iv sdn 009 parit teratak air hitam kecamatan benai. jurnal online mahasiswa (jom) bidang keguruan dan ilmu pendidikan, 4(1), 1-13. couns-edu the international journal of counseling and education vol.4, no.1, 2019, pp. 15-22| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020190419810 received on 18/01/2019; revised on 20/01/2019; accepted on 21/01/2019; published on 17/01/2019 15 just community approach to character education: school change or student change? dina sukma *)1 , azwar ananda 2 , nurhizrah gistituati 3 , daharnis daharnis 4 1234 universitas negeri padang, indonesia *)corresponding author,  e-mail: sukmadina@fip.unp.ac.id abstract this article focuses on the development of a strong democracy intervention, the just community approach. three questions framing the discussion include 1) does just community change student or do those in these program change their school? 2) how does just community change student and their school? 3) how should democracy be 'learned' by students enrolled to the program? the article begins with a brief history of the just community approach, a description of the original developmental model created by lawrence kohlberg, and a research carried out in european and us. just community’s theoretical basis include piaget’s cognitive development theory and durkheim’s view of collective socialization such as how the program is executed and the aim of the program and implementation for education. keywords: just community, character education. how to cite: sukma, d., ananda, a., gistituati, n., & daharnis, d. (2019). just community approach to character education: school change or student change?. couns-edu: the international journal of counseling and education, 4(1), 15-22. doi:http://dx.doi.org/10.23916/0020190419810 this is an open access article distributed under the creative commons 4.0 attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author introduction human beings always form groups or communities and depends on each other, developing attachments. anyone withdrawing from the community often feel alienated, lonely, and face various social problems (nucci, krettenauer, & narváez, 2014) (brown et al., 2019). the community is a collection of individuals who work together to meet the needs of each person. a sense of community is an emotional bond between people which leads to sharing some basics and ensure their needs are met. it is perceived as an individual feeling that it is part of a larger group structure, its community (sarason, 1974) (kowasch & lippe, 2019). just community is a method of character education which focus to community. lawrence kohlberg created this approach because of the dissatisfaction with phenomenal work of "moral discussion". unlike in the earlier work which focus solely on individual moral reasoning, just community emphasizes the culture that affects moral life and discipline takes place in a school. the discipline given in learning institution is based on school culture, referred by john dewey as the "hidden curriculum"(wren, 1999) (kuznetsova, maksimov, narozhnaya, tkachenko, & toiskin, 2019). school cultures include the mindset, attitudes and behaviors of students, teachers, principals and other school personnel formed through interactions which are bound by the various rules, norms, morals, and ethics prevailing within the school. just community stimulate moral development at a higher stage of children. generally, children’s mailto:sukmadina@fip.unp.ac.id;ananda123@fis.unp.ac.id;ng@fip.unp.ac.id;daharnis@konselor.org http://dx.doi.org/10.23916/0020190419810 couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu dina sukma, et al. just community approach to character education: school change or student change?| 16 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419810 and adolescents are more sensitive to moral issues such as security, justice, honesty, tolerance and space for exspressing moral feelings. a brief history of just community approach kohlberg founded the first "school of community" in the spring of 1974 in the town of cambridge us. the school produced the a number of principles as follows; the school to be managed with direct democracy, all major issues to be discussed and decided on weekly community meetings where all members (students and teachers) have a voice; there was to be a number of committees filled by students, teachers and parents. besides, students and teachers were to have the same basic rights, including freedom of expression, respect for others and free from physical or defamatory harm (f c power & higgins, n.d.) (bates, 2019). a research was conducted by john snarey, joseph reimer, and lawrence kohlberg in 1985 in israeli schools against 92 teenagers. the participants were divided into urban poor youth groups and local kibbutz children. for both groups, model of moral education that kohlberg described as kibbutz model (later named just community) were implemented on two aspects: the regular democratic meeting and the influence of “madrich”, the leader of the community. the results showed significant moral development in both groups (snarey, reimer, & kohlberg, 1985) (stichter & saunders, 2019). in 1992, the just community model was piloted by lind and wolfang in german schools. after one year of just community experience, students had the impression that teachers serve them with appreciation, openness and warmth. people were more helpful to each other within the framework of the rules, and students got the opportunity to participate in decision-making. there was also a significant increase in the students' moral reasoning competence(lind & althof, 1992) (aldridge, 2019). what is just community? just community is a method of character education by lawrence kohlberg which combines moral examples and dilemmas. it emphasizes the interaction of peers and adults with a focus on the culture affecting the moral life and discipline in a community. in this model, the facilitator acts as an adult providing the moral example and discussion necessary to develop the child's ethical reasoning as described in figure 1 figure 1. just community in developing just community, kohlberg used david emile durkheim's principles of collective socialization. this refers to cultural transmission where one learns the norms of their society and the notion of what to think, feel and do through instruction and explanation of role models and group assistance. on the basis of moral socialization, character education is a social solidarity within group conformity and mutual support among members. according to durkheim, social norms are the most effective control, not that they are socially imposed from the outside but because they are voluntarily internalized and function as "a living society within the individual"(coser & rosenberg, 1964) (dineen, 2019). durkheim states what applies at the wider community basis to be applied to a more narrow level like classes in school. in relation to moral education, durkheim (nucci et al., 2014)(kurscheid et al., 2018) identifies three elements of morality. first was the spirit of discipline which include commendable and consistent behaviors, respect for social norms and authority, and other disciplinary behaviors. by setting moral example adult moral discussion peers just community model couns-edu  the international journal of counseling and education vol.4, no.1, 2019 just community approach to character education: school change or student change?| 17 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419810 clear rules and consequences, the child feels guided and monitored by the environment. the second, was interest in social groups and the spirit of altruism, stipulating that the unit of moral conduct and moral education is a group or society. morality is a social or interpersonal activity within the unit of group and society. selfish action is not considered a moral act. third, autonomy or self-determination, where society is the highest authority for the children but following the rules of society is a must choice. just community has two main objectives, producing moral development of children and changing the atmosphere of the school into a moral community (c. power, 1988) (farrell, 2019). although the purpose of developing children's moral reasoning is the ultimate goal of the just community model, this objective is achieved by creating a conducive ethical atmosphere as a major target (f c power & higgins, n.d.) (mertasari, yudana, gita, & hapsari, 2019). the use of the model of moral development and student responsibility is driven through organization, practice, and culture of the school itself. the just community consists of five main objectives, creating creativity and adaptation to the rules of all children; stimulating children's moral reasoning abilities; maintaining a balance between reasoning and action; training moral empathy and encourage pro-social commitment; and developing a solid value system based on forbearance and openness (f c power & higgins, n.d.)(kohlberg, kauffman, scharf, & hickey, 1975) (natanasabapathy & maathuis-smith, 2019). good community culture such as relationship with others, norms, democratic and educational opportunities endorse character building of children (dina sukma nurhizrah gistituati,daharnis daharnis 4, 2018). this means just community also support character building of the student. how to run just community program? the just community model develops judgment and decision making through a practice called deliberative democracy. this process aims to achieve practical consensus through an ongoing dialogue in which all parties are encouraged to participate. the approach fosters a sense of responsibility by encouraging students to get acquainted with their group members as well as understanding moral values and through deliberation (f clark power & higgins-d’alessandro, 2008). the just community model is directed not only to promote the moral reasoning of children, but also to encourage all the components of the child to function (narváez & rest, 1995) (simonnet, girard, anquetil, renault, & thomas, 2019). from the outset, the approach is understood as a bridge between consideration and moral action because it examines the real interaction amongst students and teachers at school. just community maintains moral sensitivity by bringing together issues of concern to the attention of teachers and students in their weekly meetings. there are three types of meetings. first, small groups of learners and educators usually with a fifteenth upper limit meet to discuss issues of concern and aspiration such as theft, disruptive behavior, and so on (fielding, 2013) (brown et al., 2019). the involvement of such small groups leads to wiser and more interesting community meetings. it is also essential for the creation of a decent governance structure along with enhancing attachment to the community (wasserman, 1982) (pétré et al., 2019). second, in some cases advisory group consisting of staff members with general counseling are required to meet. in some cases, students are taught peer counseling skills. while the main goal of a small group is to address community issues, the main function of the advisory class is to offer support on personal and academic matters. thirdly, there is usually a meeting consisting of organizing committee, one of the community school research teams, interested staff, and students who accept the issues of small groups. community meetings sometimes only receive views from different groups and make agenda decisions based on what they hear. more important, the reactive and proactive responses to the small group are informed by metalevel thinking which reviews previous community meetings, analyzes the current school functions from a theoretical point of view, suggests new ways to address emerging problems, develops skill staff, and the upcoming and understanding officials who clarify on moral issues. the third description of this meeting is summarized in figure 2. couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu dina sukma, et al. just community approach to character education: school change or student change?| 18 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419810 figure 2. just community program just community brings into a group a hundred students and teachers for an hour or more each day for two weekly meetings for at least one hour of study. most decisions affecting community life and discipline are made democratically in the weekly compulsory community meetings which students and teachers have the same voice. the members meet weekly in the advisory group to prepare for meetings. these programs are implemented with a strong commitment to develop a common moral life characterized by seeking justice and building group solidarity. teachers in the just community program are challenged to demonstrate moral leadership in order to achieve common goals while engaging student. in community meetings, students and teachers determine the rules and norms guiding their common life. students and teachers are expected to help each other meet common expectations. when a violation occurs, a guilty party is brought before the whole community during the meeting. the just community model also encourages the implementation of the agreed-upon goal. the agenda for community meetings should be discussed by small groups on various issues and try to reach consensus by majority and minority proposals brought to the next day's meeting. all these meetings serve as a context for moral discussion and achieve a sense of community solidarity. it helps to create a moral atmosphere through democratic governance practices (i.e, reaching fair decisions, implementing these decisions and, where necessary, changing their decisions democratically). direct participatory democracy serves to protect the rights of students, and limits the power of group solidarity to impose the conceptions proposed. teachers, in regular classroom moral discussions, are facilitators, though in just community schools they are supporters of moral, justice and community content. therefore, teachers serve as moral leaders by supporting their own views within one person, one voice and being involved with "what" the students decide to do as well as "why" they decide to do. what is the aim of the program? barriers encountered in running just community hinder the accomplishment of kohlberg these goals. without attempting to denigrate the just community there are minimal moral purpose to be achieved (oser, althof, & higgins‐ d’alessandro, 2008) (mertasari et al., 2019). these include no y community meetings: the rules are socialized no are the rule eligible? y no are problem solve? y finish weekly routine meeting solving members problem do we need to set a new rule? advisory group meetings couns-edu  the international journal of counseling and education vol.4, no.1, 2019 just community approach to character education: school change or student change?| 19 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419810 stimulating moral development at higher levels; making children and youth take action against more sensitive moral issues such as security, justice, honesty, tolerance, and provide a space to express moral feelings; supports and encourages moral behavior and pro-social; keep the moral atmosphere of the negative behavior; and provide opportunities for children to build knowledge of the ethics of actions, a reflection of the assessment of oneself and others. just community approach encourage the development of citizenship within a school or educational institution (f c power & higgins, n.d.) (yoon & armour, 2017). the citizenship is according to westheimer and kahne (f clark power & higgins-d’alessandro, 2008) which consists of three types aspects, personally responsible, participatory, and oriented to justice. there are four components of the culture of the school (school culture) used to measure the success of the just community program. these include the relationships among students as well as with teachers, school norms, and democratic and educational opportunities (f clark power & higgins-d’alessandro, 2008). 1. relationship between students. an interaction with peers play an important role in the moral development of youth. such a moral conception of justice, reciprocity, and well-being arises from social interaction and conflict of children with others. the main principle is through relationship and interactions with friends, the teen build understanding of morality (piaget 1932/1965 in hauser, cushman, young, kang‐xing jin, & mikhail, 2007) (javidi & sheybani, 2019). 2. relationship between students and the teachers. how teachers behave and act affect how students perceive and respond to them. if they look at teachers and respond positively it would be easier to internalize positive morals to them. the student perceives the rules as something that should be kept is the student award against the teacher. 3. norms of the school. the school has rules and the code of conduct to be followed, such as praying at the start and end activities, respect to the teacher, follow lessons earnestly, polite association between students, keep clean, order, beauty, family, and school security. 4. democratic and educational opportunities. chance democratic means engaging students in the entire process of education, where they act as subjects rather than objects. freedom for the students in question covers the right to work, develop the potential and argue, and the equation of students in education for there not to be a difference in degrees or dignity. figure 3. the aim of just community program just community changes students by modifying their schools as described in figure 3. student involvement in making new rules changes the school culture by forcing principals, teachers, and other staffs to listen to students’ aspirations. just community also change student through democratic program involving them in making new rule through change of community culture. student involvement in making of rules helps them understand the importance of respecting the opinions of others and expressing their own views. this indicates they have absorbed the values of democracy. it also stimulate moral development at a higher stage of childhood. childrens, especially adolescents are more sensitive to moral just community the development of school culture the development of citizenship couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu dina sukma, et al. just community approach to character education: school change or student change?| 20 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419810 issues such as security, justice, honesty, tolerance, and providing space for expressing moral feelings (kowasch & lippe, 2019). implication for education just community stimulate ethical development of children and change the atmosphere of the school into a moral community. although the purpose of developing children's moral reasoning is the ultimate goal of the just community model, this objective is achieved by creating a conducive moral atmosphere as a major goal (f c power & higgins, n.d.) (azorín, 2019). using the model of moral development, student responsibility is driven through the organization, practice, and culture of the school itself. the goal of just community consists of five main objectives are, creating creativity and adaptation to the rules of all children; stimulating moral reasoning abilities; maintain a balance between moral reasoning and action; training moral empathy and encourage pro-social commitment; and developing a solid value system based on tolerance and openness (f c power & higgins, n.d.)(kohlberg et al., 1975) (fua, wekke, sabara, & nurlila, 2018). good community culture such relationship with others, norms, democratic and educational opportunities endorse character building of children (dina sukma nurhizrah gistituati,daharnis daharnis4, 2018). this means just community also support character building of the student. however, approaches based on school culture must be maintained. this is because shapes the character of students focusing solely on them regardless of how the culture encompasses them or their community is difficult. as john dewey says, building students without developing their environment is a futile job or community culture that john dewey calls a "hidden curriculum." nevertheless, there are many obstacles faced in running the just community which kohlberg's followers realized could inhibit the achievement of the goals formulated. the biggest challenge is the low level of school commitment to implement the program. however, the idea of fulfilling student "satisfaction" as part of school democracy are well-functioning educational democracy. just community has given a different color in building the character of students within school (symeou & karagiorgi, 2018). previous research on just community shows there were significant changes in moral development and reasoning of children. nonetheless, the implementation of just community is largely determined by the school's commitment to put it into practice, a difficult challenge to face. the school sometimes antipathy even refuses intervention from outside parties, making the research lose its appeal to other educational researchers. for example, the implementation of representative meetings (or advisory group meetings) if not managed properly lead to conflict which complicate matters. the aversion to something new is one of the obstacles in the application of just community in schools in general (tan, 2019). developing a positive moral culture in schools does not mean the authority possessed by the coach must be abolished. this is a shared responsibility and must involve the entire community to give it a sense of democracy. this means each member of the school community has a responsibility to create a better life with others. for this reason, each individual is able to grow and develop with a sense of togetherness. respect for individuals and a willingness to be actively involved in creating a better order of shared life is a sign that democratic values are appreciated. dialogue and communication means willingness to listen to each other and appreciate diversity, the basic characteristics of a democratic society. conclusions just community stimulate moral development at a higher stage of children. childrens and adolescents more sensitive to moral issues such as security, justice, honesty, tolerance and providing space for expressing moral feelings. but, there are many obstacles faced in running the just community that kohlberg’s followers realize can inhibit achieve the goals that have been planned. the biggest obstacle is the low level of school commitment to implement the program. however, fulfill student “satisfaction” being part of school democracy are well-functioning educational democracy. just community has given a different color in building the character of students in school. couns-edu  the international journal of counseling and education vol.4, no.1, 2019 just community approach to character education: school change or student change?| 21 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419810 references aldridge, d. (2019). reading, engagement and higher education. higher education research and development, 38(1), 38–50. https://doi.org/10.1080/07294360.2018.1534804 azorín, c. (2019). the emergence of professional learning networks in spain. journal of professional capital and community, 4(1), 36–51. https://doi.org/10.1108/jpcc-03-2018-0012 bates, a. (2019). character education and the “priority of recognition.” cambridge journal of education. https://doi.org/10.1080/0305764x.2019.1590529 brown, j., bearman, m., kirby, c., molloy, e., colville, d., & nestel, d. (2019). theory, a lost character? as presented in general practice education research papers. medical education, 53(5), 443–457. https://doi.org/10.1111/medu.13793 coser, l. a., & rosenberg, b. (1964). social theory. new york: the macmillan company. dina sukma nurhizrah gistituati,daharnis daharnis4, a. a. (2018). community culture and character: correlational study of youth offender in child prison. fakultas ilmu pendidikan pp padang. https://doi.org/https://doi.org/10.29210/2018117 dineen, k. (2019). kant, emotion and autism: towards an inclusive approach to character education. ethics and education, 14(1), 1–14. https://doi.org/10.1080/17449642.2018.1505150 farrell, a. (2019). swift beginnings–exploring the effectiveness and transformative character of a summer writing institute for teachers (swift). innovations in education and teaching international, 56(2), 229–238. https://doi.org/10.1080/14703297.2017.1412833 fielding, m. (2013). whole school meetings and the development of radical democratic community. studies in philosophy and education, 32(2), 123–140. fua, j. l., wekke, i. s., sabara, z., & nurlila, r. u. (2018). development of environmental care attitude of students through religion education approach in indonesia. in iop conference series: earth and environmental science (vol. 175). https://doi.org/10.1088/1755-1315/175/1/012229 hauser, m., cushman, f., young, l., kang‐xing jin, r., & mikhail, j. (2007). a dissociation between moral judgments and justifications. mind & language, 22(1), 1–21. javidi, g., & sheybani, e. (2019). k-12 cybersecurity education, research, and outreach. in proceedings frontiers in education conference, fie (vol. 2018–october). https://doi.org/10.1109/fie.2018.8659021 kohlberg, l., kauffman, k., scharf, p., & hickey, j. (1975). the just community approach to corrections: a theory. journal of moral education, 4(3), 243–260. kowasch, m., & lippe, d. f. (2019). moral impasses in sustainability education? empirical results from school geography in austria and germany. environmental education research. https://doi.org/10.1080/13504622.2018.1557112 kurscheid, j., bendrups, d., susilo, j., williams, c., amaral, s., laksono, b., … gray, d. j. (2018). shadow puppets and neglected diseases: evaluating a health promotion performance in rural indonesia. international journal of environmental research and public health, 15(9). https://doi.org/10.3390/ijerph15092050 kuznetsova, o. n., maksimov, v. y., narozhnaya, g. a., tkachenko, a. e., & toiskin, v. s. (2019). approaches to quality of education that conform to the needs of labor market in information society. advances in intelligent systems and computing. https://doi.org/10.1007/978-3-319-90835-9_128 lind, g., & althof, w. (1992). does the just community experience make a difference? measuring and evaluating the effect of the des project. in moral education forum (vol. 17, pp. 19–28). mertasari, n. m. s., yudana, m., gita, n., & hapsari, r. (2019). using the environment as a workshop for vocational education. in journal of physics: conference series (vol. 1165). https://doi.org/10.1088/1742-6596/1165/1/012016 narváez, d., & rest, j. (1995). the four components of acting morally. moral behavior and moral development: an introduction, 385–400. natanasabapathy, p., & maathuis-smith, s. (2019). philosophy of being and becoming: a transformative learning approach using threshold concepts. educational philosophy and theory, 51(4), 369–379. couns-edu  vol.4, no.1, 2019 available online: http://journal.konselor.or.id/index.php/counsedu dina sukma, et al. just community approach to character education: school change or student change?| 22 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190419810 https://doi.org/10.1080/00131857.2018.1464439 nucci, l., krettenauer, t., & narváez, d. (2014). handbook of moral and character education. routledge. oser, f. k., althof, w., & higgins‐d’alessandro, a. (2008). the just community approach to moral education: system change or individual change? journal of moral education, 37(3), 395–415. pétré, b., peignot, a., gagnayre, r., bertin, e., ziegler, o., & guillaume, m. (2019). the educative posture, a cornerstone in the service of therapeutic patient education! . education therapeutique du patient, 11(1). https://doi.org/10.1051/tpe/2018019 power, c. (1988). the just community approach to moral education. journal of moral education, 17(3), 195– 208. power, f. c., & higgins-d’alessandro, a. (2008). the just community approach to moral education and the moral atmosphere of the school. handbook of moral and character education, 230–247. power, f. c., & higgins, a. (n.d.). l. kohlberg,(1989): lawrence kohlberg’s approach to moral education. new york, columbia university press. sarason, s. b. (1974). the psychological sense of community: prospects for a community psychology. jossey-bass. simonnet, d., girard, n., anquetil, e., renault, m., & thomas, s. (2019). evaluation of children cursive handwritten words for e-education. pattern recognition letters, 121, 133–139. https://doi.org/10.1016/j.patrec.2018.07.021 snarey, j. r., reimer, j., & kohlberg, l. (1985). development of social-moral reasoning among kibbutz adolescents: a longitudinal cross-cultural study. developmental psychology, 21(1), 3. stichter, m., & saunders, l. (2019). positive psychology and virtue: values in action. journal of positive psychology, 14(1), 1–5. https://doi.org/10.1080/17439760.2018.1528381 symeou, l., & karagiorgi, y. (2018). culturally aware but not yet ready to teach the “others”: reflections on a roma education teacher training programme. journal for multicultural education, 12(4), 314–329. https://doi.org/10.1108/jme-02-2017-0012 tan, c. (2019). mencius’ extension of moral feelings: implications for cosmopolitan education. ethics and education, 14(1), 70–83. https://doi.org/10.1080/17449642.2018.1538690 wasserman, i. m. (1982). size of place in relation to community attachment and satisfaction with community services. social indicators research, 11(4), 421–436. wren, d. j. (1999). school culture: exploring the hidden curriculum. adolescence, 34(135), 593. yoon, k., & armour, k. m. (2017). mapping physical education teachers’ professional learning and impacts on pupil learning in a community of practice in south korea. physical education and sport pedagogy, 22(4), 427–444. https://doi.org/10.1080/17408989.2016.1268589 couns-edu the international journal of counseling and education vol.5, no.4, 2020, pp. 163-172 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200524740 received on 09/14/2020; revised on 10/14/2020; accepted on 11/27/2020; published on: 12/30/2020 163 the strategies of guidance and counseling teachers to increasing students’ moral awareness in senior high school retno purwasih 1*) , sigit sanyata 1 , heri retnawati 1 1 universitas negeri yogyakarta, indonesia *) corresponding author, e-mail: retnopurwasih1224@gmail.com abstract moral awareness is a condition where the individual understands and comprehends the actions taken, both in the past, present, and future and realizes how the impact of behavior carried out both for oneself, others, and the surrounding. the purpose of this study is to find out how is the strategies of guidance and counseling teacher to increasing the moral awareness of students so far. this research is a qualitative type of phenomenology research. the data were collected through observation and interviews. the participants of the interviews were guidance and counseling teachers who teach in high schools which were chosen randomly. the data which were obtained from interviews were analyzed using the miles & huberman qualitative research model. the results showed the guidance and counseling teachers’ strategies in increasing moral awareness mostly through group guidance, group counseling, individual counseling, and responsive services with lecturing method, discussion, short film, and modeling. keywords: high school students, guidance and counseling teachers, moral awareness, descriptive qualitative. how to cite: purwasih, r. (2020). the strategies of guidance and counseling teachers to increasing students’ moral awareness in senior high school. couns-edu: the international journal of counseling and education, 5(4). 163-172. doi: http://dx.doi.org/10.23916/0020200524740 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction the expanding time and technology has had a tremendous impact on the development of adolescent behavior today. not only in adolescent behavior, according to retnawati, hadi, & nugraha (2016) education also experienced rapid development along with the development of civilization, knowledge, and technology. although in the education process, learning about moral behavior has been applied to adolescents at school and at home, there are still many teenagers who behave immorally. wiid, cant, & niekerk (2013) stated that morality has become the foundation of all individuals’ lives and their consciences and; in a way, morality is in sync with ethics. borade (2012) moral refers to the behavior adopted from the environment and a set of rules that are agreed to be true or false. sonnentag, mcmanus, wadian, & saucier (2018) give examples of behavior that is immoral, for example stealing goods or money, cheating during exams, driving a vehicle while drunk, and so on. immoral behavior that appears in individuals is more or less influenced by moral awareness (wurtmann, 2017). ishak & hussain (2012) mentioned that men and women have different levels of moral awareness and cognitive moral. in addition, sturm (2017) highlighted that the process of decision making for each individual was affected by their own moral variables. according to rest (1986) moral awareness is one component in the cognitive model of ethical decision making processes which include recognizing moral problems, making moral judgments, establishing moral intentions or moral motivation, and engaging in moral behavior. martinez & jaeger (2015) stated that moral awareness becomes a very important thing in making a moral decision. events mailto:retnopurwasih1224@gmail.com http://dx.doi.org/10.23916/0020200524740 couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu purwasih, r., et al. the strategies of guidance and counseling teachers ...| 164 indonesian counselor association (iki) | doi: 10.23916/0020200524740 that occur around us often require consideration in order to bring out the right behavior. with the existence of moral awareness the individual realizes and understands what actions needed to be taken. bertens (2013) mentioned that moral awareness is also called a conscience, which work within oneself that makes humans aware of what is morally good and what is morally bad in their behavior, hence moral awareness determine human’s actions in their life. bertens, bessemans (2011) also said that moral awareness is as equal as conscience, where conscience and truth are not moral beliefs, however, moral awareness and self-criticism in the form of regret, liberation / approval, which refers to the behavior of the individual in the past, at the moment, and a temporary plan. baker (2014) considered moral awareness to be an indispensable ability to take morally right action even when there are influences from groups. wurtmann (2017) informed that any situation or event could be considered in a moral point of view which is also called moral awareness. gils (2014) stated that moral awareness of a person form after the occurrence of moral attention. as a social beings that lives with the large community, it is necessary to have a high moral awareness in order to avoid any morally wrong behavior among society. kohlberg (1981) mentioned that individuals who have a high moral awareness tend to consider any situation within the scope of moral aspects before turning the thoughts into actions that lead to a better behavior or ethically correct. according to ishak & hussain (2012) it is necessary to rise a higher level of moral awareness to the point of post-conventional moral awareness. with a higher level of moral awareness, a well morally right behavior will be created. the phenomenon that often occurs today could be seen by the behavior of students or teenagers who tend to show a low level of moral awareness. many adolescents behave morally impropriate such as stealing, fighting the teachers, committing acts of violence, drinking alcohol, consuming drugs, and others. sukendar, usman, & west java (2019) said that students currently have low level of honesty. according to baker (2014) behavior that appears in adolescents or students is influenced much by their social environment such as the experience from the group they’re hanging out with. the improper behavior was done without considering the impact on themselves, others, or the impact to the environment. this is a challenge for teachers in schools, especially counseling guidance teachers. biocalti, palareti & mameli (2017) stated that counseling services is a form of prevention. therefore, with appropriate guidance and counseling services the students are expected to not behave morally wrong in the first place. one of the way is through inducing moral awareness. the survey was conducted through interviews with several school guidance and counseling teachers regarding the effort to raise moral awareness. the results of the survey showed that the strategies carried out by guidance and counseling teachers is through the lecturing methods in the classroom, teaching empathy, and giving examples of role models, so far. the use of media was adjustable, for example by using video and showing daily life activities. it is also carried out through individual counseling services. biocalti, palareti & mameli (2017) said, the best strategy in counseling guidance services is discussion. guidance and counseling services can not be separated from education, in its implementation the guidance and counseling teacher need to be professional, retnawati, et al (2018) stated that the quality of education is not only determined by the plan and development of education itself but also the quality in implementing it. likewise with the implementation of guidance and counseling services on students to induce the raise of moral awareness. zurqoni, herawati, arlinwibowo, & apino (2018) education has an important role in shaping human resources including the quality of students. moral awareness could be induced through pedagogical or educational support (fedorovna, 2015). according to ishak, & hussain (2012) moral awareness can be increased through learning along with the appropriate approach. schools become the right place to introduce and strengthen moral awareness in students who are in their teenage phase. o'connor & coyne (2017) mentioned that the adolescent stage in school years is a critical growth period with psychosocial challenges and undeniable development. next is o'connor & coyne that stated usually every school has a counselor staff who has various qualifications and provides various services in order to provide counseling to students. biocalti, palareti & mameli (2017) schools could be an ideal setting to limit or deal with youth problem. with the existence of counselor staffs, school becomes a facility to form moral awareness among students or adolescents to not behave morally bad. but then biocalti, palareti, & mameli also stated that so far students or adolescents are often reluctant to meet or seek help from counselors. couns-edu  the international journal of counseling and education vol.5, no.4, 2020 the strategies of guidance and counseling teachers ...| 165 indonesian counselor association (iki) | doi: 10.23916/0020200524740 students have different abilities and different levels of moral awareness. to get the expected results according to objectives, the proper strategy is needed in the process of educating. this research was conducted to find out how the teacher's guidance and counseling strategies in an effort to increase the moral awareness of students to become better behaved human being. method this study is a qualitative with phenomenology type research. the phenomenon that will be revealed is the strategies of guidance and counseling teachers to increase students' moral awareness. the data were collected through interviews and observations. the interviews were carried out with guidance and counseling teachers who taught at the junior high school. the interview of the materials are how the teacher's guidance and counseling strategy has improved the moral awareness of the students, the obstacles they face, and the results they obtained. in addition to interviews, observations related to moral awareness are also conducted by researchers to see firsthand how the current level of moral awareness that the students have. the subject of this study are guidance and counseling teachers who have taught for at least 3 months. these participants were chosen randomly in a number of state high schools in the sleman region which consisted of 15 people. to the guidance and counseling teacher who was a participant, the researcher said that interviews and observations were carried out only for research purposes. all data related to the teacher is coded and kept secretly. the researcher also said that the results of the observation did not affect anything. the data was analyzed quantitatively and qualitatively. the quantitative analysis was done by calculating the percentage of teachers’ performances on guidance services to raise moral awareness. the reason teachers provide guidance and counseling services is to raise students’ moral awareness. the following obstacles, strategies and also the use of observations made by researchers regarding teacher guidance and counseling strategies to increase the moral awareness are carried out with the qualitative research model of miles & huberman. miles and huberman's (1994) model divides qualitative research into several steps, namely data collection, data reduction, data presentation, and drawing conclusions or data verification. based on the steps above, this research was carried out through these following stages: (1) collecting data by recording all phenomena that occur through interviews with guidance and counseling teachers in high schools; (2) reviewing the notes of the interview results by compiling the data that is considered important and not important, this stage is done repeatedly to check the possibility of errors in classifying them; (3) describing the data that has been classified according to the purpose of the study; and (4) make a final analysis in the form of research articles. results and discussions the results of the data analysis were classified into 5 topics. the topics are: (1) the urgency of moral awareness for students; (2) strategies and results in teaching moral awareness to students; (3) changes and applications of services in daily life for students; (4) student responses and ways to measure student understanding; and (5) obstacles and strategies in providing services regarding moral awareness. the results of data analysis for each topic could be seen in these following paragraphs. the urgency of students’ moral awareness moral awareness is generally very important for everyone to have, including high school students. all guidance and counseling teachers say that moral awareness is very important to be owned and taught to students in schools so that students can behave properly in accordance with the existing morals. the details of the interview results are presented in table 1. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu purwasih, r., et al. the strategies of guidance and counseling teachers ...| 166 indonesian counselor association (iki) | doi: 10.23916/0020200524740 table 1. the urgency of students’ moral awareness sub theme relations between sub theme conclusions very important, in order for students to support good character all guidance and counseling teachers agreed that the moral awareness is very important to teach in order to students to behave morally right. the moral awareness is very important to teach in order to students to have morally right behaviour. important, in order to students to support good character the most important, in order to students to behave properly important, in order to students to behave morally right. very important, in order to students to behave morally right. important, in order to students act politely the results in table 1 also show that moral awareness is taught to students to in order to have morally right behavior, to form good character, and to have good manners while behaving and speaking. strategies and outcomes in teaching moral awareness to students guidance and counseling teachers at school provides the material on moral awareness in various ways. almost all of the services available in guidance and counseling could be used to teach moral awareness to students. the guidance and counseling teacher chooses the most effective to use. apart from using various services such as classical services, group guidance, group counseling, individual counseling, and responsive services, teaching moral awareness to students also uses various methods so that students can easily accept and understand them, namely modeling, question and answer, and discussion. the results of using these services and methods are quite effective for students. not all of the students immediately understand and comprehend the material presented because it depends on the ability of each student, but generally the results obtained are quite good. the details of the analysis can be seen in table 2. table 2. strategies used to increase moral awareness and outcomes sub theme relations between sub theme conclusions classical service moral awareness could be given to students by using the existing services in guidance and counseling. moral awareness has been taught in schools with a variety of services and methods, the results are good but depend on the ability of each student. guidance group individual counseling group counseling responsive service lecturing moral awareness in guidance and counseling services is provided by using various methods. discussion question answer modelling short-movie film role models chit chat with students afford good result the results seen with these methods and services are good, but depend on individual abilities. depend on the individual quite good not quite good the results of providing material with services and methods according to the table above are good. but not all of the students get good results. the ability to receive an individual material is different. the level of attention is different, there are students who really pay attention but some other are not interested in paying attention. the services used are adjusted to the students characters. even though guidance and counseling teachers have provided the material through classical services but there are still some students couns-edu  the international journal of counseling and education vol.5, no.4, 2020 the strategies of guidance and counseling teachers ...| 167 indonesian counselor association (iki) | doi: 10.23916/0020200524740 who have improper behavior, those students will be called and given the group guidance services or group counseling about moral awareness hence, it is expected that they will not repeat their morally wrong behaviour. changes and applications in students’ daily life the students after being given the services regarding moral awareness do not immediately change. there are students who are aware of their improper behavior, hence change for the better due to their moral awareness. however, some others do not change. some changes could be seen in ways of speaking. they will be more polite, behave more properly, can control themselves while emotional encounter, students become more respectful and appreciative toward the teacher. some of these changes apply every day but some are not. the results of the data specifications are presented in table 3. table 3. changes and applications in students’ daily life sub theme relations between sub theme conclusions there are changes in behaviour, but not yet consistent. sometimes they behave improperly after the moral awareness materials given, students behave better than before even if the changes do not directly seen. after the moral awareness materials given, students behave better than before, even though not all of the students reflect the services in their daily life. the way of students’ talk and utterance are more polite to the teacher some of the students are able to control their emotion in certain situations the changes can’t be seen directly, for some time there are some who show their changes students behave more polite in front of their teachers and friends. students become more polite with their teachers some students reflect the services in their daily life not all of the students who reflect the services in their daily life. there are students who do not reflect the services in their daily life students reflect the services only when the teacher’s around there are students who do not care about the moral awareness and did not apply it at all the students do not always apply in their daily life in general, giving material about moral awareness through guidance and counseling has succeeded in making a change in student behavior. initial behavior that is not morally appropriate, such as speaking disrespectfully, behaving poorly, etc., becomes more controlled and diminished. although not all students immediately change and apply it in everyday life, the material on moral awareness increases students' knowledge about morals and good behavior. student response when given moral awareness materials the results of data analysis regarding students' responses when the guidance and counseling teacher provided the moral awareness material is presented in table 4. the results showed that not all students responded well when given counseling guidance services regarding moral awareness. the following table showed student responses: couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu purwasih, r., et al. the strategies of guidance and counseling teachers ...| 168 indonesian counselor association (iki) | doi: 10.23916/0020200524740 table 4. student responses when given moral awareness material sub theme relations between sub theme conclusions students are enthusiast following the service most students respond and enthusiastically attend services with the theme of moral awareness, but some are not enthusiastic. not all students respond and have a high enthusiasm in following services regarding moral awareness, it is also seen from the teacher's assessment of guidance and counseling conducted by way of assignments, post-tests, questions, and observations. students listen carefully the students realize the wrongdoing students respond very well some students are not enthusiast some students are avoiding and betitling the teacher gives tasks to students to see the level of student understanding, the teacher evaluates in several ways such as assignments, post-tests, questions, normative and observations. the teacher gives reflective questions toward the students the teacher gives the post-test about the materials toward the students the teacher observes the students in school the teacher do evaluation normatively to students from the table above it can be seen that some students respond enthusiastically in following guidance and counseling services regarding moral awareness, but some are not enthusiastic. this can be caused by the way the guidance and counseling teacher delivers the material. on the other hand students' interest and awareness affect how to respond to the material given. teacher guidance and counseling after providing material on moral awareness usually measures or evaluates students' understanding of the material presented. the way teachers do guidance and counseling also varies, including by giving assignments to students, giving reflection questions to students at that time, giving post-tests, observing behavior while at school, and conducting normative evaluations to students. those steps are done to gain the understanding and level of moral awareness of students and their application in their daily lives at school and outside of the school environment. obstacles and strategies of guidance and counseling teacher in increasing student moral awareness there are many obstacles faced by the teacher of guidance and counseling in their service practice in schools. the biggest obstacle faced is the lack of scheduled class hours at because of the assumption that guidance and counseling is less important to students than other subjects. but the guidance and counseling teacher still has a strategy in providing services to students, including by using class hours that are currently empty or if it is very important to enter the classroom, guidance and counseling teachers ask for other subject hours to provide classical services to students. the data are presented in the following table 5. the absence of scheduled class hours makes teacher guidance and counseling hard to provide classical services to students in the classroom. the principal considers that guidance and counseling is less important to be given the class hours. however, from the results of the interview, the headmaster gave the teacher guidance and counseling to take any hours of class time when it was very necessary to provide classical services to students. in addition, guidance and counseling teachers will use empty class hours to enter the classroom. this kind of obstacles not only make it difficult to provide classical services but will also affect the making of guidance and counseling programs in schools. guidance and counseling teacher does not make these obstacles as an excuse for not providing services to students. there are many other ways to provide services to students regarding moral awareness, such as group guidance, group and individual counseling, and responsive services. that way students still get guidance and counseling services well. there are some guidance and counseling teachers who have their own way of providing services to students, such as by approaching students personally. during the break the guidance and counseling teacher will go around to classes to talk with students and put moral values on students. that way, students will feel closer to the teacher and easier in accepting the material delivered through informal conversations. couns-edu  the international journal of counseling and education vol.5, no.4, 2020 the strategies of guidance and counseling teachers ...| 169 indonesian counselor association (iki) | doi: 10.23916/0020200524740 moral awareness is influenced from several factors, according to reynolds (2006) factors that influence moral awareness are the existence of damage, violation of behavioral norms, utilitarianism, formalism, and the state of danger/loss. damage can foster moral awareness, with the damage the individual realizes that this is not good and harms themselves resulting in their moral awareness. the same thing happens when there is a violation of the norms of behavior, when individuals think that the behavior does not comply with applicable rules, moral awareness arises to direct their behavior toward the existing rules. the next factor is utilitarianism, which is the way of thinking of humans in acting or behaving focused on the goals and based on consideration in order to create a good. utilitarianism makes individuals always lead to good behavior that thinks of benefits for others and the environment. formalism according to bradi's cited in (reynolds, 2006) is as a reference to determine moral behavior based on obligations. in general, formalism emphasizes the importance of patterns and rules of behavior or some formal ethical features that determine the situation or decision. the last factor, a dangerous state or loss, with the existence of a dangerous state or loss of moral awareness of individuals will grow. basically, moral awareness leads to doing good deeds that are beneficial to others and the environment, when there is a danger or a loss that felt as unpleasant thing then the individual will think with awareness of how to avoid these circumstances. table 5. obstacles and strategies of guidance and counseling teacher sub theme relations between sub theme conclusions no schedule for the classrooms almost all of the biggest obstacle faced by guidance and counseling teacher is no scheduled classroom, because it is assumed to be less important. almost all of the biggest obstacle faced by guidance and counseling teacher is no scheduled classroom, so that the service given are only outside of the classroom, however in any emergency situation, guidance and counseling teacher is asking for another subject hours students’ factor who refuse to be given the guidance and counseling guidance and counseling is assumed to be less important by the headmaster and other teachers inadequate guidance and counseling room the headmaster do not aware the roles and functions of guidance and counseling guidance and counseling teachers filling up the empty hours when the scheduled teacher do not attend guidance and counseling teachers use empty hours or another subject’s hours to give classical services in the classroom, and give understanding to the headmaster as expected to let them have scheduled classroom the guidance and counseling teacher are using sports and ict hours calling students directly to guidance and counseling room to be given the guidance and counseling services asking for another subject hours if it is tremendously urgent to be given the classical services personal approach to students to get closer to them walking around in break hours to interact with students in order to know their activity and get closer with them giving understanding to the headmaster about the roles and function of guidance and counseling. it is hoped to give guidance and counseling scheduled classroom couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu purwasih, r., et al. the strategies of guidance and counseling teachers ...| 170 indonesian counselor association (iki) | doi: 10.23916/0020200524740 the many factors that influence moral awareness make the level of moral awareness of each individual different. the results showed that moral awareness is very important to be taught and improved in high school students so that students have good character and showing morally right behaviour. magnis suseno in wahana (2016) explained there are two levels of moral awareness of individuals namely autonomous and heteronomous. judging from the results of the study showed that the level of moral awareness of high school students is at a heteronomous level, meaning that the state of someone doing good or having proper behavior are due to pressure, fear of being punished by the teacher, forced, etc. it is not because of an awareness of the obligations that must be fulfilled. in contrast to the level of heteronomous moral awareness, autonomous morals make individuals behave and act because the awareness comes from within themselves to act according to the existence moral values. students who have high moral awareness will behave properly in accordance with applicable morals. this statement is in supported with the opinion of reynolds & miller (2015) which said that someone with good moral awareness is able to realize that all situations have moral content and can be considered from a morally right point of view. that way, individuals will choose the behavior that will be done by considering the behavior is good or not. in the community and school environment, it is important to behave properly in accordance with applicable morals, but the behavior should be carried out from within the individual himself. moral awareness can be taught through guidance and counseling services in schools. fedorovna (2015) stated that moral awareness of students can be formed through education. the strategies used various methods. the services used can be in the form of classical services, group guidance, group counseling, individual counseling, and responsive services. however, the obstacle is that guidance and counseling do not have scheduled class hours at school so they cannot provide classical services optimally. farozin (2019) mentioned that guidance and counseling services are often considered unimportant in schools and seen as secondary or optional. when guidance and counseling teachers cannot provide material on moral awareness through classical way, it can be done with group guidance services. in order for students to be interested in paying attention to the material presented, guidance and counseling teachers use methods such as using short film, modeling, role models, and others. even so the results of student understanding are not all good. students have their respective perceptions of something. gok, demirtas & arslan (2017) said everyone has a different reaction in a situation in the environment. reynolds, owens & rubenstein (2012) explained that each individual shows differences in giving attention to moral problems in experience and decisions. that way, when the guidance and counseling teacher gives material to students, the students' different responses are enthusiastic or not at all about paying attention to the teacher. this has an impact on the results obtained from students. conclusions efforts to increase moral awareness have been carried out by almost all guidance and counseling teachers in high schools. the goal is that students behave both in school and in the community in accordance with applicable morals. moral awareness makes students able to consider what has been done, is being done, and will be done. the strategy used by the guidance and counseling teacher in increasing students' moral awareness is the existence services in guidance and counseling. these services are classical services, group guidance, group counseling, and individual counseling. the method used in these services also varies such as lectures, discussions, questions and answers, modeling, and screening films or short films. using a variety of methods that can make students easier to accept the material about moral awareness provided. on the other hand, there are obstacles that must be faced by the guidance and counseling teachers in providing services to students. the biggest obstacle is the absence of scheduled class hours at school, making it difficult to provide services classically. facing existing obstacles, guidance and counseling teachers have other strategies to continue providing services to students. among them through group guidance services or group counseling. the implementation was carried out in the guidance and counseling room that was available. for students who still have low awareness which is shown by poorly behavior, guidance and counseling teachers provide special services for them namely individual counseling, so it is more effective to induce moral awareness in these students. however, to achieve better couns-edu  the international journal of counseling and education vol.5, no.4, 2020 the strategies of guidance and counseling teachers ...| 171 indonesian counselor association (iki) | doi: 10.23916/0020200524740 results, guidance and counseling is expected to get a scheduled class hours to provide classical services to students. references baker, d. f. (2014). when moral awareness isn’t enough: teaching our student to recognize social influence. journal of management education,38(4),511-532. doi:10.1177/1052562913504922. bertens, k. (2013). etika. yogyakarta: kanisius. bessemant, c. (2011). moral conflicts and moral awareness. journals cambridge, 86(4), 536-587. doi: 10.1017/s0031819111000362 biolcati, r., palareti, l., mameli, c. (2018). what adolescents seeking help teach us about a schoolbased counseling service. child adolesc soc work journals, 35, 45–56. doi 10.1007/s10560-0170503-7. borade, g. (2012). difference between ethics and morality. retrieved from: http://www.buzzle.com/articles/difference-between-ethics-and-morality.html. farozin, m. (2019). counselor professional identity of counselor profession education. journals cakrawala pendidikan, 38(1). doi: 10.21831/cp.v38i1.22515. ferodovna, k. a. (2015). pedagogical support of formation of moral awareness of students. education and science, 6(125). doi: 10.17853 / 1994-5639-2015-6-143-153.015-2714-1. gils, s, v., quaquebeke, n., van knippenberg, d., van dijke m. & de cremer, d. (2014). ethical leadership and follower organizational deviance: the moderating role of follower moral attentiveness. the leadership quarterly, doi.10.1016/j.leaqua.2014.08.005 gok, k., demirtas, o.,& arslan, a. (2017). the moderating effects of moral awareness and moral attentiveness on the relationship between ethical leadership and workplace deviance. retrieved from https://www.researchgate.net/publication/322012038. ishak, s., & hussain, m. y. (2012). moral awareness among future development agents: an action study. asian journal of business ethics, 2(1), 79–89. doi:10.1007/s13520-012-0018-4. kohlberg, l. (1981). the philosophy of moral development. san francisco: harper & row. martinez, l. f., & jaeger, d. s. 2015. ethical decision making in counterfeit purchase situation: the influence of moral awareness and moral emotions on moral judgement and purchase intentions. journal of consumer marketing, (33)3, 213–223. doi 10.1108/jcm-04-2015-1394. miles, m. b., & huberman, m. a. (1994). qualitative data analysis: an expanded sourcebook (2rd ed). london: sage publication. o’connor. m., & coyne. j (2017). school-based counselling service use: a year in the life of a school counselling department. journal of psychologists and counsellors in schools, 27(2), 251–261. doi 10.1017/jgc.2016.30. rest, j. r. (1986). moral development: advances in research and theory. new york: praeger retnawati, h., hadi, s., & nugraha, a, c. (2016). vocational high school teachers’ difficulties in implementing the assessment in curriculum 2013 in yogyakarta province of indonesia. international journal of instruction, 9(1). e-issn: 1308-1470. retnawati, h., djidu, h., kartianom, apino, e., anazifa, r, d., (2018). teachers’ knowledge about higher-order thinking skills and its learning strategy. problems of education in the 21st century, 76(2), 215. issn 1822-7864 (print) issn 2538-7111 (online). reynolds, s, j. (2006). moral awareness and ethical predispositions: investigating the role of individual differences in the recognition of moral issues. journal of applied psychology, 91(1), 233 243. doi: 10.1037/00219010.91.1.233. reynolds,s. j., owens, b. p., & rubenstein, a. l. (2012). moral stress: considering the nature and effects of managerial moral uncertainty. journal of business ethics, 106, 491–502. reynolds, s. j., & miller, j. a. (2015). the recognition of moral issues: moral awareness, moral sensitivity and moral attentiveness. current opinion in psychology, 6, 114–117. doi:10.1016/j.copsyc.2015.07.007 sonnentag, t. l., mcmanus, j. l., wadian, t. w., & saucier, d. a. (2018). prioritizing morality in the self and consistent moral responses despite encouragement to behave immorally. journal of moral education, 111. doi:10.1080/03057240.2018.1469479. sturm, r, e. (2017). decreasing unethical decisions: the role of morality-based individual differences. journals bussnises ethics, 142: 37-57. doi 10.1007/s10551-015-2787-x. http://www.buzzle.com/articles/difference-between-ethics-and-morality.html https://www.researchgate.net/publication/322012038 couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu purwasih, r., et al. the strategies of guidance and counseling teachers ...| 172 indonesian counselor association (iki) | doi: 10.23916/0020200524740 sukendar, a., usman, h., & jabar, c, s, a. (2019). teaching-loving-caring (asah-asih-asuh) and semi-military education on character education management. journals cakrawala pendidikan,38(2). doi: 10.21831/cp.v38i2.24452. wiid, j, a., cant, m, c,.& niekerk, c, v. (2013). moral behavior and ethical misconduct in nigerian small businesses. international busines & economic research journal, 12(9). retrieved:https://www.clutejournals.com/index.php/iber/article/download/8054/8108. wurtmann, k. (2017). implicit theories and issue characteristics as determinants of moral awareness and intentions. journals bussniss ethics, 142, 93–116. doi:10.1007/s10551. zurqoni, z., retnawati, h., arlinwibowo, j., & apino, e. (2018). stategy an implementation of character education in senior high schools and vocational high schools. journal of social studies education research, 370-379, 9(3). retrieved from https://dergipark.org.tr/en/download/articlefile/661109. https://www.clutejournals.com/index.php/iber/article/download/8054/8108 https://dergipark.org.tr/en/download/article-file/661109 https://dergipark.org.tr/en/download/article-file/661109 couns-edu the international journal of counseling and education vol.4, no.2, 2019, pp. 78-87 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020190421530 78 modifying the implementation of group guidance service for improving the quality of guidance and counseling services to school students neviyarni neviyarni *) universitas negeri padang *)corresponding author, e-mail: neviyarni@konselor.org abstract the aim of this research was to analyze and interprete previews studies on the modification of group guidance service implementation, using a qualitative approach that involves case study’s strategies.the findings showed that the average score results of implementing group guidance with modification has better score than without guidance. the suggestions recommended for developing discipline learning include the adoption of bibliotherapy in enhacing self-concept. meanwhile, other modifications were conducted through role playing to improve self-adaptation, the study of the holy al-qur’an verses for motivation, audio visual media for self concept, assertive training for interpersonal communication, rebt to eliminate fear, modeling to improve self efficacy, and reality counseling was performed to develop self-adaptation. in addition, it is hoped that guidance and counseling teachers/counselors recuperate the quality of service with the implementation of group guidance service through several modifications. keywords: counseling modification, guidance and counseling service, group guidance how to cite: neviyarni n. (2019). modifying the implementation of group guidance service for improving the quality of guidance and counseling services to school students. couns-edu: international journal of counseling and education, 4(2): pp. 78-87. doi: https://doi.org/10.23916/0020190421530 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction there is a need for services that help solve a variety of students' problems in the current era, which is attainable through the modification of guidance and counseling services. this practice is necessary to improve the skills required by the counselor, hence the study is inspired by the desire to reveal several findings that have previously been covered by previews of studies by college students. the results of instrument implementation through observation, interview, teacher’s subject report and class, as well as documentation study, instigate the need for guidance and counseling service, which plays an important role in the development process. this is also related with the function of understanding, placing and delivering, development and problem solving in all aspects, utilizing group guidance. nursihan (2003:31) reported group guidance as a form of service for individual students conducted in a group situation, while prayitno (2012:149) reported on its propensity to lead dynamical groups towards discussions on several benefitial aspects that enhance the progress of members. this implementation is expected to prevent and effectively solve potential problems, emphasising on activation and dynamization, while the role of a group leader is important in controlling activities. in addition, numerous studies have been conducted in post graduate programs in relation with the modifications needed for completing studies on the implementation of group guidance service, guidance and counseling received on 04/07/2019; revised on 05/08/2019; accepted on 05/29/2019; published on: 06/15/2019 http://dx.doi.org/10.23916/0020190421530 couns-edu  the international journal of counseling and education vol.4, no.2, 2019 modifying the implementation of group guidance service for improving the quality ... | 79 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421530 program, educational program, and unp. these further explained the advantages and subjective preference of execution with modification, as against without. group guidance service with modification immerses several techniques, including role playing, bibliography, audio visual, and suggestion. with reference to results on previews studies, the nature of techniques adopted served as a source of variation in effectiveness of modifications towards solving individual problems. group guidance service helps school students to develop a personality, social relation ability, learning activity, job/position and decision making, and also the conduction of a particular activity through dynamical groups. this is practiced where either the service is preferred for school or its implementation is benefitial, on the basis that once service covers several school students. there are sets of materials that needs to be conveyed, hence the need for a modification in the implementation service, which is attainable through the limitation of (1) time from teacher of guidance and counseling/counselor during effective hours, (2) existential of counselor rather than school students (at a ratio of 1 counsellor/teacher of guidance and counseling: 150 students), and (3) the demand developing quality services. furthermore, advancements in each of these areas is necessary for improving the quality of guidance and counseling service, while several considerations and arguments contribute towards supporting the importance of this research. method this research was conducted through a qualitative approach, using case study, and a collection of previous findings obtained from post graduate students. these served as a basis for deep investigation needed to ascertain the several modifications performed, how they occurred and why, nature of the results, degree of effectiveness, and possibilities of futuristic implementation. furthermore, modifications in implementing group guidance service were previously conducted on the data obtained, which was followed by analysis using the following steps that evaluate their results description, through a particular modification, including: (1) common activity, (2) specific activity, (3) concluded events /phenomenon, (4) dynamical group present, and (5) results of the group guidance event. therefore, the opinion on the situation was explained, and the data cited in the form of document reports, with descriptions written in details, concerning attitude/behavior amongst group members. this was initiated with the process that points out the perception of an outcome, as well as an enriched illustration with other related theories, which was followed by the conduction of triangulation with lectures on group guidance subject, and thesis guidance, based on a particular modification. during the activities, the phenomenon from an interlinked group members’ perspective were comprehended and the data were related with the context interpreted, followed by the collection, development, interpretation, classification, grouping, deep analysis, drawing conclusion, and establishing theories, based on the evidences available. results and discussions results the current research discusses nine results of previews studies, which include: misda fitri (2015) used 5 commons steps to conduct a study on group guidance, which include building, changing, activity, conclusion and finishing. furthermore, the average pretest score for the experimental group was 80.4, which increased to 115.5 after the treatment, alongside suggestions. meanwhile, the control group had a value of 80.3, which became 92.2 after the provision of group guidance service without suggestion within a few meeting. despite the shortcomings, the control group was observed to have developed in discipline, which was lesser than the experiment. this practice was, therefore, assumed to confer a better influence on the development of discipline amongst school students. erdawati, (2015) conducted a similar study using 5 common steps, encompassing building, changing, activity, conclusion and finishing. the results showed the development in the aspect of selfconcept amongst those provided with group guidance, using bibliotherapy as a modification, which appreciated from an average pretest score of 86.88 to 163.44. in addition, the control group had a value of 86.11, which further increased to 119.88. based on analysis, the development of personal concepts through the use of bibliotherapy is seen to be relatively better. couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu neviyarni neviyarni modifying the implementation of group guidance service for improving the quality ...| 80 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421530 yogi damai syaputra, (2016) conducted group guidance through role playing modification technique, adopting the 5 related steps. the results revealed an average score of personal adaptation from control group students (pretest) of 86.6, which increased to 116.9 (posttest), while the value obtained for the experiment group was 85.9 and 135.4 for pretest and posttest, respectively. this indicates an elevation in the ability for personal adaptation amongst participating members, where role playing technique lead to strong feelings about the problems faced currently. dyla fajhriani. n, (2016) conducted group guidance using the verse holy qur’an in the five related steps, through the modification of topics discussed, associated with the aim of developing learning motivation. furthermore, group members were provided with the opportunity to explore holy qur’an verses based on related topics, and the results show an average pretest score of 104.38 for the experiment group, while the control was 105.75. conversely, the posttest values were better at 144.25, and 199.13, respectively, with the exhibition of similarities in their progress, although the experimental group was relatively better. this practice was, therefore, concluded to be highly effective in the process of developing learning motivations. fery anggara, (2016) conducted a study on group guidance using the steps of building, changing, activity, conclusion and finishing, with the nature of the leader as the modification parameter. this involved the invitation of 3 figure models (participant modeling), ordered to assist in topic discussions, speak out on what is thought, and also perceived in wider situations and in related conditions. the study by fery anggara runs through a single experiment group, and the result shows an increase in the score of self-efficacy amongst school students at 31.66. meanwhile, the value for posttest on self-efficacy further developed, characterized by an elevation in the level of effectiveness while facing examinations. in addition, the pretest score was 126.00, which increased to 157.66 after the treatment (modeling), indicating a rise in self-efficacy after the reception of group guidance services through modification modelling. hayu stevani, (2016) reported on the performance of group guidance in four steps, which include building, changing, followed by activity, and finishing, which specifically served as the modification. in addition to the topic discussion, 6 sections of its activities related to rebt theory were conducted, encompassing the abcd model (avent, belief, consequence, dispute, effective). the finishing step was characterized by the provision of group members with related homework assignments, where the results showed a decline in the scores for anxiety in the experimental group after guidance treatment alongside rational emotive behavior therapy. this practice was compensatory, with an average value of 136.1, subsequently placed in the middle category, while the posttest value of 111.5 is classified as low, further indicating a reduction in the anxiety to speak in front of a class. siti muyana, (2016) performed a study on group guidance through four steps, including building, changing, activity, and finishing, where the modification parameter of audio visual media was used to enhance the self-concept of school students. furthermore, the group leaders played a video that correlates with the discussed topic in the form of an audio visual representation. the pretest average score of the control group in terms of self-concept was 100.44, which was classified in the less category, encompassing participants that enrolled for treatment through group guidance only. furthermore, the posttest score obtained was 113.56, which was preferred to the previous value, and classified in the middle category. meanwhile, the experiment group was 100.89 (less category), and following the enrollment for treatment with audio visual media modification, the posttest score became 124.78 (good category). the result further showed the existence of differences in self-concepts between enrolled group members with audio visual media and others. kiki mariah, (2016) conducted a study on group guidance through five steps, encompassing building, changing, activity, conclusion, and finishing, and the modification adopted during its implementation was the reality counseling approach. the result showed an improvement in the score for self-adaptation of 28.58, based on the pretest and posttest values of 138.25 and 166.83 (well category), respectively. meanwhile, the score after treatment of self-adaptation was significant, and more effectively enhanced by the school environment, leading to the possible conclusion that practicing group guidance service through counseling reality approach is more effective in the development of self-adaptation. couns-edu  the international journal of counseling and education vol.4, no.2, 2019 modifying the implementation of group guidance service for improving the quality ... | 81 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421530 kristinus sembiring, (2016) studied group guidance with four steps, including building, changing, activity, and finishing, applying the modification tool of assertiveness training technique through role playing. in the control group, the average pretest score was 169.0 (very less category), which increased to 189.3 (less category), while the value from the experiment group was 172.4 (very less category), which increased to 238.8 (high category), known to subsequently improve interpersonal communication ability. this particularly caused an increase in comparison with the control group, indicating the propensity of a greater impact towards the promotion of students’ interpersonal ability. summary of results there are previous presentations on the explanations of the results for each study modification. however, the ease of checking the quality of guidance and counseling services developed through group guidance modifications required the summary presentation of the comparison between pretest and posttest control and experiment group as seen below: table 1. comparison between pretest and posttest with the use of non equivalent control group planning no modification control group experiment group pretest postest pretest postest 1. power in developing learning discipline 80,3 92,2 80,4 115,5 2. bibliotherapy in developing selfconcept 86,11 119,88 86,88 163,44 3. role playing in developing selfadaptation 86,6 116,9 85,9 135,4 4. verse of holy qur’an in developing learning motivation 105,75 119,13 104,38 144,25 5. audio visual media in developing self-concept 100,44 113,56 100,89 124,78 6. assertive training in developing interpersonal communication 169,0 189,3 172,4 238,8 as illustrated in table 1, the development of results from the control and experiment group involved the adoption of group guidance, although the level of significance was revealed through the use of several particular modifications. this is characterized by the higher effectiveness in developing several abilities. table 2. comparison between pretest and posttest with the use of one group pretest-posttest design planning no modification experiment group pretest postest 1 rebt to solve anxiety 136.1 111.5 2 modeling to develop self-efficacy 126.00 157.7 3 counseling reality to enhace self-adaptation 138.25 166.8 table 2 shows information that indicates the effectiveness of group guidance through the use of several specific modifications in developing a variety of abilities, including the elimination of anxiety, without the immersion of control group. discussion group guidance with the use of modification suggestion the study by fitri, (2015) titled “the effectiveness of group guidance service in developing learning discipline for school students with the use of modification suggestion” revealed the comparably greater achievement in learning discipline at the experiment group after an enrollment for the guidance service. this was in line with the findings of fijriani (2012) which conducted a study termed “effectiveness of implementing suggestion in group guidance service to develop self esteem for school couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu neviyarni neviyarni modifying the implementation of group guidance service for improving the quality ...| 82 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421530 students”. the result demonstrated the effectiveness of executing the adoption of suggestion while performing group guidance services through the development of student’s self esteem, and also known as an important research benefit, obtained through the conveyance of words and motivation. furthermore, this practice stimulates other aspects intended for development, especially those in line with discipline. group guidance with the use of modification bibliotherapy numerous studies have shown the capacity for group guidance modified with bibliotherapy to effectively develop student self-concept. erdawati (2015) on the study termed “effectiveness of group guidance service with the use of modification bibliotherapy to develop self-concept”, reported on the improved average posttest score amongst enrolled students over the control group. this was also in line with the study by solikin (2015:154), which affiliates the reading activity of bibliotherapy with student age, inside therapy, and therapy, followed by a discussion related to real problems acquired in the environment. hence, an enhanced effectiveness in the development of self-concept is confirmed. group guidance with the use of role playing the result of a study by syaputra (2016) in the report titled “effectiveness of group guidance service with the use of role playing as a modification technique in the development of self-adaptation amongst school students” showed an enhancement in school students’ ability to adapt in the environment. this was a continual process, characterized by the need for self-adaptation, hence students were invited to address personal interactions and communications, provide opinions and ideas, and also think through the process of role playing. therefore, they were observed to have successfully controlled and managed personal emotions and face frustrations, and also adopt objective and realistic applications, collectively identified as characteristics of positive self-adaptation. this finding is in line with the opinion of syah (2010:193), which demonstrated role playing as an effort to solve problems, especially with regards to social live, including self adaptation on an action. flora (2014:37) reported on the aspect of role playing, which hopefully affiliates students with a case, characterized by the development of thought processes and desires, despite the provision of preferred achievements on an interpersonal level. this was related to the study outcomes demonstrating the contribution of group guidance and the use of role playing technique for eliminating the act of bullying in the academic years 2012/2013. results of the study by fatimah (2015:28) designed a modification that required the use of role playing technique, and the results proved an enhanced effectiveness of self-efficacy. others, including the differences in gains scores scale before and after treatment, indicate the observation of significant development, and after the participants enrollment the treatment category demonstrated better values. meanwhile, counselors possibly used this model as a pathway for services, subsequently assisting the junior high school student to obtain self-efficacy. group guidance with the use of modeling modification a study conducted by anggara (2016) using 1 experiment group showed an increase in student score for self-efficacy, which effectively developed from the pretest value in the aspect of facing examination, especially for those that enrolled to use the modeling modification. a study by astuti (2015) titled “the implementation of group guidance using a modeling technique in the development of autonomous learning for students” showed a positive ability. in summary, the utility of group guidance techniques combined with modeling modification was observed to more effectively ensure an upgrade in self-efficacy and autonomy. group guidance with the use of holy qur’an verses results from the study by fajhriani n, (2016), titled “the effectiveness of group guidance service with the use of verse of holy qur’an to develop learning motivation of school students,” showed the development of learning motivation in both experiment and control group after treatment, which was better expressed in the experimental group. furthermore, this approach was concluded to be effective in the development of learning motivations. this finding is supported by the study of gudnanto, dkk (2013:18), where the model of islamic guidance and counseling used to develop self-concept was designed on the basis of islamic concept in the aspect of al-qur’an and circumcision. gudnanto, dkk (2013:24) argued about the recommendation of religious group guidance model, and its differentiation from others, which is due to the assumption that couns-edu  the international journal of counseling and education vol.4, no.2, 2019 modifying the implementation of group guidance service for improving the quality ... | 83 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421530 al-qur’an is god’s word transferred to prophet muhammad saw and written in papers. this was performed narratively from one person to another over the generations, and also by those that read its verse during worship. furthermore, the existence enables each muslim to reach a perfection of live in the world and eternity, and also serves as a guide during decision making, in order to be distinct from other creatures and obtain the blessings of allah swt. moreover, hadits consists of several words, attitudes, determinations and agreements of the prophet, which has turned into laws in the islamic religion, while stapa, yusuf, and shaharudin (2012:14) argued about the potential for “al-qur’an to provide knowledge, achievement, and development through god’s permission. hence, group guidance using verses of alquran was an effective approach in the development of learning motivation. group guidance with the use of rebt (rational emotive behavior therapy) modification the results of a study from (2016) about “the effectiveness of group guidance service with the use of rational emotive behavior therapy modification approach to solve anxiety of college student” showed a decrease in the anxiety score of the experiment group after receiving the treatment of group guidance service, utilizing the rational emotive behavior therapy approach. moreover, the result of a study by suhendri, dkk, (2012) about “the effectiveness of rational-emotive group counseling to help school students eliminate their anxiety in facing examination” demonstrated the effectiveness of this approach. therefore, the basic concept indicates that humans exist with the potential of either to think rationally and be honest, or irrationally and bad. also, they tend to possess the desire of self-maintenance, alongside thinking, speaking, loving, the creation of interactions with others, growth and personal actualization, corey (2009:238). corey in ellis (2006:463) further concluded that humans speak, evaluate, and force themselves. sugiharto (2005:17) reported on the inspiration of wrong attitude perspective approach by means of irrational thinking during rational emotive counseling. hence, a single person is unable to think sensibly, resulting from the inability to reason clearly about current and future times, as well as reality and imagination. this leads to a dependence on what others think, which is a tendency possessed by parent and the society, subsequently transferred through several media. the aim of counseling, therefore, is to repair the attitude, perception, the thought process, belief and also improve a clients’ irrational and nonlogic views into rational and logical forms, in order to ensure personal enhancement, and improve selfactualization through positive cognitive and affective attitude. moreover, destructive emotional problems are also eliminated, encompassing the sense of anxiety, guilty, sinfulness, worry, hesitance, and anger. this finding is supported by the study of yahya & mustaffa (2012) entitled “the application of rational emotive behaviour therapy in addressing the problems of bulliying at school: a case study. malaysia: fakulti pendidikan, universiti teknologi malaysia” which revealed the effectiveness of implementing rebt towards the elimination of bullying problems in schools. furthermore, a study by alabi dan lami (2015), titled “efficacy of client-centred (cct) and rational emotive behavior therapies (rebt) in reducing bullying behaviour amongst school adolescents in ilorin, nigeria”, proved the applicability of cct and rebt counselling approach. in summary, it is concluded that group guidance through rebt modification is an effective technique in the compensation and provision of solutions to the problem of anxiety amongst school students. group guidance with the use of audio visual media modification a study by muyana, (2016) revealed the existence of differences in self-concept amongst members in each group guidance service, with or without audio visual media. the average pretest score in the control and experiment group were less, and collectively increased, which was better in the experiment group. there are numerous strategies in guidance and counseling that are applicable in helping school students solve personal problems. for example, the use of narcotics is possibly attenuated through an understanding of its dangers, using video media during group guidance, followed by discussion sessions. rahayu (2013:129) selected this technique as a result of the effectiveness in developing a student’s comprehension ability, due to the enhanced ease of understanding. rahayu (2013:134) claimed that utilizing video media enables student’s to appreciate the dangerous of narcotics at grade viii-d of the state of the junior high school 2 ngoro. the study by mudjiono and fadjri (2016:14) demonstrated the positive effect of group guidance using audio visual media, which emphasizes on the important role of interpersonal relations development couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu neviyarni neviyarni modifying the implementation of group guidance service for improving the quality ...| 84 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421530 within the society. this was supported by the study of ni wyn candriasih, dkk, (2013), which ascertained the impact of this technique in the process of enhancing student empathy. hence, group guidance with the use of audio visual modification was identified as an effective means to develop self-concept. group guidance with the use of counseling reality modification according to the study by mariah (2016), entitled “the effectiveness of group guidance service with the use of counseling reality approach in developing self-adaptation of school students in school environment” the average posttest scores of self-adaptation increased from the pretest. this is in line with the study by rusdiantie h, and nursalim m, (2014) entitled "the implementation of group counseling reality in the development of discipline amongst students at viii-f grade in the state of junior high school 1 balongbendo, known to reveal discipline. this was also supported by guridham (in mustaffa and ilias, 2013), which explained the success of a single man in adapting to instances where feelings ought to be managed, characterized by emotional intelligence while establishing interactions with others. furthermore, stress and anxiety are known to be natural indicators that ensue in new places, leading to a personalized experience for each individual, as a single man is better able to cope with the proper management of stress and anxiety. group guidance with the use of assertive training modification kristinus sembiring (2016) in a study, titled “the implementation of assertiveness training through role playing method in group guidance” expressed the effectiveness of developing interpersonal communication ability amongst school students. the results of a research by turina, dkk, (2016), “implementation of assertive training technique in developing self-efficacy on grade vii students of the state of junior high school 29 bandar lampung” proved the capacity for implementing assertive training, which enables trained skill to provide opinions, display confidence during presentations in public places, demonstrate more effective communication skills in social live, good communication, and others. bishop (1999:76) reported on the affiliation of assertiveness with self-efficacy, which is attained alongside the ability to provide pricing, arguments, and respect others. turina dkk, (2016) associated the use of assertive training with some significant findings. for example, the created pathway for teachers of guidance and counseling to develop the personal aspects of students, based on the ability to serve as a personal confidant and the characteristics to foster a social environment. this is supported by the study of thilbault and kelley (in ahmadi, 2007:95), which argued about peoples’ perception on the creation of groups or communities, as well as the act of affiliating being happy participating with the pleasure received, and harm or cost paid. hence, the occurrence of a sense of happiness amongst school students is known to foster the ease of mixing with one another, subsequently providing the opportunity to properly observe and understand each activity properly. hence, it is important to maintain an assertive training atmosphere to enhance the felling of pleasure for all students, in order to ensure the conduction of significant activities. in summary, the application of guidance with the use of assertive training through role playing technique was identified as an effective method for the development of interpersonal communication competence. conducting triangulation between lectures on group guidance subject, and thesis advisor of college students in the implementation of group guidance activities a discussion was conducted with lectures on group guidance subject and thesis advisors in focus group discussion (fgd) during a guidance and counseling program, in relation with the study gains of students intended for this evaluation. the results obtained from participants showed various additions and suggestions as shown below: 1) determine the validity of results by checking the evidences of the studies, including videos, planning the implementation of services, programs, materials/topics, and reports.; 2) identify the common and specific steps used in relation with a modification; 3) implement a specific group guidance service, which is needed to explain special information on modifications at the initial stage. according to the results of the present study, focus group discussion members in the aspect of guidance demonstrated an enhanced effectiveness in the use of a particular technique/strategy for developing the intended characteristic to be performed by guidance and counseling teachers. this includes learning discipline, achievement, self-concept, motivation, self-efficacy, and interpersonal communication, hence it is important to determine the implementation, using a specific method. in addition, the present study analyzed the results obtained by college students and discussed in journals, which is further elaborated in the discussion chapter of this report, to strengthen the research outcome. group guidance modifications suggestion bibliotherap y role playing verse of alqur'an audio visual media assertive training rebt modeling counseling reality couns-edu  the international journal of counseling and education vol.4, no.2, 2019 modifying the implementation of group guidance service for improving the quality ... | 85 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421530 interpreting the data related to its contexts occurred in the implementation group guidance activity with the use of particular modification. based on table 1 and 2 mentioned above, a recapitulation of studies conducted by post graduate students was presented from pretest to posttest, and the differences between control and experiment groups were also considered. in addition, the gains were expressed as the differences between the recorded scores, where the experiment group involved the use of better modifications, technique/strategy and approach. during the implementation activity, group guidance activity with modifications made students more active, and high spirited, further promoting the possession of high self-esteem, through the suggestions of guidance and counseling teachers, known to serve as group leaders. therefore, school students obtained new understanding and demonstrated a better positive self-concept, through the use of bibliotherapy modification, as well as learning motivation with the use of alqur’an verses that affect the heart and mind. these students had better self-adaptation, characterized by high spirit, with the tendency to follow group guidance using audio visual media, following the implementation of reality counseling by the teachers. furthermore, students were observed to be more assertive in establishing communications with others, as those in colleges tend to exhibit greater confidence through role playing in group guidance, as observed in picture 1. picture 1. modifications of group guidance conclusions based on the results and discussion, it is concluded that conducting group guidance was effective for students, using appropriate modification strategy/technique related with the variables to be developed. these modifications involve the adoption of a particular approach, which includes conferring suggestions, bibliotherapy, counseling reality and modeling, the verse of al-qur’an, rebt, role playing, audio visual media, and assertive training. furthermore, the study suggests that teachers of guidance and counseling conduct group guidance through modifications that are related with the goal, in order to enhance effectiveness. also it is recommended that group leaders are more creative in conducting proper guidance activities, using the several modifications available. modifications of group guidance suggestion bibliothera py role playing, verse of holy alqur'an audio visual media, assertive training rebt modeling counseling reality couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu neviyarni neviyarni modifying the implementation of group guidance service for improving the quality ...| 86 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421530 references alabi, y. l. dan lami, m. m. (2015). efficacy of client-centred and rational emotive behavior therapies in reducing bullying behaviour among in school adolescents in ilorin, nigeria. international journal of instruction, (online), vol. 8, no. 1 (http://files.eric.ed.gov/fulltext/ej1085293.pdf, diakses pada tanggal 25 desember 2016). anggara, f. (2016). “efektivitas layanan bimbingan kelompok dengan modeling dalam meningkatkan efikasi diri peserta didik dalam menghadapi ujian”. tesis. bk fip unp corey, g. (2010). teori dan praktek: konseling dan psikoterapi. terjemahan oleh e. koeswara. bandung: rafika aditama. chairani, n. (2015). “potensi bibliotherapy dalam mengurangi kecemasan akibat hospitallisasi pada anak usia sekolah”. jurnal. issn 2338-4700 ellis, albert dan bernard, michael e. (2006). rational emotive behavioral approaches to childhood disorders : theory, practice and research. usa : springer science+business media, inc. erdawati. (2015). “efektivitas layanan bimbingan kelompok dengan menggunakan bibliotherapy untuk meningkatkan konsep diri”. tesis. bk fip unp. fajhriani, d. (2016). “efektivitas layanan bimbingan kelompok dengan menggunakan ayat-ayat alquran untuk meningkatkan motivasi belajar peserta didik di mts. alfurqan padang”. tesis. bk fip unp fatimah, d. (2015). “pengembangan model bimbingan kelompok dengan teknik role playing untuk mengembangkan kepercayaan diri peserta didik”. jurnal. jurnal bimbingan konseling 4 (1). prodi bimbingan dan konseling, program pascasarjana, universitas negeri semarang, indonesia fijriani.(2012). “efektivitas penerapan sugesti pada layanan bimbingan kelompok dalam meningkatkan self esteem peserta didik (studi eksperimen di sekolah menegah atas al-kautsar bandar lampung)”.jurnal. bk fip unp fitri, m. (2015). “efektivitas layanan bimbingan kelompok dalam meningkatkan disiplin belajar peserta didik dengan sugesti”. tesis. bk fip unp. flora, r. (2014). “mengurangi perilaku bullying kelas x-4 melalui pemberian layanan bimbingan kelompok teknik role playing di sma negeri 12 medan tahun ajaran 2012/2013. jurnal. saintech vol. 06 no. 02-juni 2014. issn no. 206-9681 gudnanto. (2013). “model bimbingan dan konseling islami untuk meningkatkan konsep diri peserta didik”. jurnal bimbingan konseling 2 (1) (2013). prodi bimbingan dan konseling, program pascasarjana, universitas negeri semarang, indonesia. mariah, k. (2016). “ efektivitas layanan bimbingan kelompok dengan pendekatan konseling realitas dalam mengembangkan penyesuaian diri peserta didik di lingkungan sekolah pada peserta didik kelas x sman 1 sungai tarab”.tesis. bk fip unp. mustaffa, c.s., dan ilias, m. (2013). relationship between students adjustment factors and cross cultural adjustment: a survey at the northern university of malaysia. journal of intercultural communication studies, (online), vol. xxii, no. 1, 279-300, (diakses 3 mei 2017). muyana, s.(2016). “efektivitas pelaksanaan layanan bimbingan kelompok dengan menggunakan media audio visual untuk meningkatkan konsep diri peserta didik di smk negeri 9 padang”. tesis. bk fip unp. ni wyn candriasih, gd sedanayasa, tjok rai partadjaja. (2013) ”penerapan bimbingan sosial berbantuan media audio visual untuk mengembangkan empati peserta didik kelas viiid3 smp negeri 2 sawan. jurnal. bimbingan konseling, singaraja: universitas pendidikan indonesia. nurihsan, achmad juntika. (2003). dasar-dasar bimbingan dan konseling. bandung: mutiara. prayitno. (2012). seri layanan konseling. padang: fip unp. rusdiantie, h dan nursalim, m. (2014). ”penerapan konseling kelompok realita untuk meningkatkan disiplin peserta didik kelas viii.f smp negeri 1 balongbendo”. jurnal. volume 5 nomor 01 , 1-8. bk fip universitas negeri surabaya. sembiring, k (2016). “penerapan assertiveness training melalui metode bermain peran dalam bimbingan kelompok untuk meningkatkan kemampuan komunikasi interpersonal peserta didik”. tesis. bk fip unp couns-edu  the international journal of counseling and education vol.4, no.2, 2019 modifying the implementation of group guidance service for improving the quality ... | 87 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190421530 solikin, a. (2015). “bibliotherapy sebagai sebuah teknik dalam layanan bimbingan dan konseling”. anterior jurnal, volume 14 nomor 2, juni 2015, hal 154 – 161. program studi bimbingan dan konseling fakultas keguruan dan ilmu pendidikan universitas muhammadiyah palangkaraya. stapa, zakaria, yusuf, norahizah, and shaharudin, amdul fatah. (2012). “education according to alquran and sunnahand its role in strengthening the civilization of ummah”. journal hadhari special edition, 7 – 22. stevani, h. (2016). “efektivitas layanan bimbingan kelompok dengan pendekatan rational emotive behavior therapy untuk mengatasi kecemasan mahasiswa (studi pada mahasiswa iain imam bonjol padang)”. tesis. bk fip unp suhendri, dkk. (2012). “efektivitas konseling kelompok rational-emotif untuk membantu peserta didik mengatasi kecemasan menghadapi ujian”. jurnal. prodi bimbingan konseling, program pascasarjana, universitas negeri semarang, indonesia syah, m. (2010). psikologi pendidikan. bandung: remaja rosdakarya tohirin. (2013). bimbingan dan konseling di sekolah dan madrasah (berbasis integrasi). jakarta: raja grafindo persada. syaputra, y.d. (2016). “efektivitas layanan bimbingan kelompok dengan menggunakan teknik role playing dalam meningktakan penyesuaian diri mahasiswa tahun pertama program studi bimbingan dan konseling di stain batusangkar”. tesis. bk fip unp. turina, dkk. (2016). “penggunaan teknik assertive training dalam meningkatkan rasa percaya diri pada peserta didik kelas vii smp n 29 bandar lampung”. jurnal. yahya, n & mustaffa, m. s. (2012). application of rational emotive behaviour therapy in addressing the problems of bulliying in the school: a case study. malaysia: fakulti pendidikan, universiti teknologi malaysia. journal of educational psychology & counseling, (online) volume 6 (diakses pada tanggal 25 desember 2016). couns-edu the international journal of counseling and education vol.4, no.2, 2019, pp. 45-58 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020190420520 received on 04/03/2018; revised on 05/24/2019; accepted on 05/27/2019; published on: 06/12/2019 45 the relationship between alexithymia and career decision making self-efficacy among tenth and eleventh grade students in muscat governorate mohammad sheikh hammoud 1*) , bakkar s. bakkar 2 , yousef abdulqader abu shendi 3 , yousuf saif al rujaibi 4 123 psychology department , college of education, sultan qaboos university, oman 4 ministry of education, oman * ) corresponding author, e-mail: drhammoud@squ.edu.om abstract the purpose of this study was to examine the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventhgrade students in muscat governorate. alexithymia scale (as), and cdmse short form were administered to a total sample of 556 students of tenth and eleventh grades (n = 278) males and (n = 278) females. findings revealed that the level of alexithymia was less than the mean of items, while the level of cdmse was more than the mean of items, as well as there was no significant correlational relationship between alexithymia and cdmse. the results also revealed that there were significant gender differences in alexithymia, while there were no significant gender differences in cdmse. with regard to gpa, the findings revealed that there were no significant differences in alexithymia, while there were significant differences in cdmse. conclusion: it concludes that although there was no significant correlational relationship between alexithymia and career decision-making self-efficacy, alexithymia negatively affects individuals’ decision -making in their own lives. keywords: alexithymia, career decision -making self-efficacy, tenth and eleventh grades how to cite: hammoud, m. s., bakkar, b. s., shendi, y. a. a., & al rujaibi, y. s. (2019). relationship between alexithymia and career decision-making self-efficacy among tenth and eleventh grade students in muscat governorate. couns-edu: the international journal of counseling and education, 4(2): pp. 45-59. doi: https://doi.org/10.23916/0020190420520 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction alexithymia is one of the psychological concepts that deserves in-depth research; because it reflects the extent to which the individual deals with kinds of feeling in different situations. in general, alexithymia refers to a disruption in both emotional and cognitive processes such that the person has trouble recognizing his or her own emotions and has a reduced emotional and fantasy life so that he or she seems concerned only with details of everyday life without a sense of direction or purpose (matsumoto, 2009, p. 28). alexithymia, a term coined by sifneos (1972) (from the greek: a = lack, lexis = word, thymos = emotion), refers to a specific disturbance in psychic functioning characterized by difficulties in the capacity to verbalize affect and to elaborate fantasies (taylor, 1984, p.81). because psychoanalysts and psychotherapists rely on affects and fantasies to gain access to their patients’ intrapsychic lives, alexithymic individuals are typically poor candidates for insight-oriented psychotherapies. patients with reduced mailto:drhammoud@squ.edu.om http://dx.doi.org/10.23916/0020190420520 couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu hammoud, m. s, et al the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 46 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 emotional expressiveness and a limited fantasizing ability were described by psychotherapists long before the alexithymia concept was introduced and were referred to like people who are not psychologically minded (taylor, 1987). although initially described in the context of psychosomatic illness, alexithymic characteristics may be observed in patients with a wide range of medical and psychiatric disorders (taylor, 1984). the clinical construct of alexithymia defines more precisely the phenomenological characteristics of these difficult patients and has led to several hypotheses and to numerous empirical studies that are beginning to shed light on the nature of their cognitive affective disturbance. sociocultural factors must also be considered when evaluating the alexithymia construct (taylor, 1987). according to taylor (2000), the core features of alexithymia include difficulty identifying feelings and distinguishing them from bodily sensations of emotional arousal, difficulty describing feelings to other people, and an externally oriented cognitive style. alexithymia is a trait characterized by ―(1). difficulty identifying feelings and distinguishing between feelings and bodily sensations of emotional arousal; (2). difficulty describing feelings to other people; (3). constricted imaginal process, as evidenced by a paucity of fantasies; and (4) a stimulus-bound, externally oriented cognitive style‖ (taylor, bagby, & parker, 1997, p. 29). accordingly, the characteristics mentioned above can summarized into five salient features as follows: (i). a reduction or incapacity to experience emotions, (ii). a reduction or incapacity to verbalize emotions; (iii). a reduction or incapacity to fantasize; (iv). an absence of tendencies to think about one’s emotions; and (v). difficulty in identifying emotions (hendryx, haviland and shaw, 1991, taylor, ryan, and bagby, 1985). alexithymia is characterized by an impoverished fantasy life and limited imagination, an impaired capacity for empathy, a propensity for impulsive behavior, a tendency to somatize emotions, and a penchant for offering undifferentiated descriptions of emotional experience (warnes, 1986; taylor, 2000). alexithymic individuals often have constricted imaginations and fantasies, are preoccupied with objects and events in the outside world, and have a limited private, personal internal life. when distressed, these patients are simply aware of not feeling well and usually complain of somatic symptoms, leading to frustrating interactions with their physicians who are unable to find physical causes for the presenting physical complaints. some view alexithymia as a condition in which affect is communicated through somatic language (sadock and sadock, 2000). alexithymia is a risk factor for a variety of psychological problems and disorders such as depression, anxiety, and substance use disorders (honkalampi, kintikka, tanskanen, lehtonen, viinamaki, 2000; taylor et al., 1997; taylor, parker, bagby, & bourke, 1996; zackheim, 2007). additionally, research indicates that alexithymia may develop because of early life traumatic experiences and stress (honkalampi et al., 2004; lumley, neely, & burger, 2007; de vente, kamphuis, & emmelkamp, 2006). the concept of alexithymia evolved from clinical observations that were initially made on patients with classical psychosomatic diseases. for many years, the psychic disturbance in these patients was conceptualized according to freud’s model of neurotic pathology, and professionals in psychosomatic medicine attempted to relieve somatic symptoms by identifying and interpreting unconscious emotional conflicts. however, some of the early leaders in psychosomatic medicine believed that psychosomatic diseases could not be explained by analogy with the neuroses; they reported observations, which suggested that it is a disturbance of emotional expressiveness that predisposes people to psychosomatic illnesses (taylor, 1987). other psychological constructs seem similar to alexithymia and may be confused with it. some constructs represent emotional skills, abilities, or strengths, rather than deficits or limitations. for example, emotion regulation is broader than alexithymia and refers to a wide range of processes, including being aware of emotions, accessing and expressing emotions, and monitoring and controlling emotions (dahl, 2003). emotion regulation is so broad that it is difficult to define, and there are no assessment devices that capture the full range of emotion regulation processes. emotional intelligence also is broader than alexithymia, and the leading theorists propose four characteristics: perceiving emotions in others, using couns-edu  the international journal of counseling and education vol.4, no.2, 2019 the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 47 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 emotions to facilitate thought, understanding emotions, and managing emotions (mayer, salovey, caruso, & sitarenios, 2001). whereas alexithymia refers to basic emotion processes, emotional intelligence refers more to the application or implications of such basic emotional abilities. psychometrically, vorst and bermond (2001) developed the bermond-vorst alexithymia questionnaire (bvaq), which builds on nemiah and sifneos’s original definition, and conceptualizes the construct as having the following five measurable traits: (1) verbalizing emotions (i.e., ability to verbally communicate emotions), (2) identifying emotions (i.e., ability to identify and differentiate between emotions, (3) fantasizing (i.e., ability to fantasize, imagine, or daydream), (4) analyzing emotions (i.e., the tendency or capacity to reflect upon and attempt to explain one’s emotions), and (5) emotionalizing (i.e., ability to experience emotions). self-efficacy is the concept, which was firstly coined by bandura. bandura’s self-efficacy theory is grounded in social cognitive theory (2001). self-efficacy theory provides explicit guidelines on how to develop and enhance human efficacy. according to this theory, people make causal contributions to their own psychosocial functioning through mechanisms of personal agency. among the mechanisms of agency, none is more central or pervasive than people's beliefs of personal efficacy (bandura, 2009). bandura defined self-efficacy as perception and belief in one’s abilities. he ascertained that one’s perception of abilities and human agency shape one’s endeavors to achieve. self-efficacy contains many dimensions and is dependent on the person’s cognitions (bandura, 1982). perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to manage prospective situations. efficacy beliefs influence how people think, feel, motivate themselves, and act. a central question in any theory of cognitive regulation of motivation, affect, and action concerns the issues of causality. efficacy beliefs regulate human functioning through four major processes. they include cognitive, motivational, affective, and selection processes. these different processes usually operate in concert, rather than in isolation, in the ongoing regulation of human functioning (bandura, 2009). self-efficacy is an individual's perceived ability to successfully accomplish established goals. perceived self-efficacy is a belief that a person can organize and execute the actions necessary to produce particular outcomes. efficacy beliefs are instrumental in the activities and situations and the direction of personal development (bandura, 1977). perceived self-efficacy also involves self-appraisal and it involves more than simply knowing what to do. regarding sources of self-efficacy beliefs, four types of influence contribute to individuals’ beliefs about their self-efficacy. they are mastery experiences, vicarious experiences, social persuasion, and physiological emotional states (bandura, 2009). self-efficacy theory posits the causal role of efficacy judgments in the development of vocational interests (bandura, 1986). occupational self-efficacy and interests have consistently been found to be moderately related. theoretically, strong career efficacy beliefs should give rise to enhanced occupational interests (lent, brown, & hackett, 1994). overall, it appears that career self-efficacy is strongly predictive of a wide range of career-related behaviors from early high school through college and beyond (hackett & lent, 1992; lent & hackett, 1987). taylor and betz (1983) developed the career decision making self-efficacy (cdmse) scale to assess perceptions of efficacy with regard to these five dimensions of career decision making. one assumption guiding this research has been that effective career decision making involves not only the development of skills but also confidence in one's decision-making abilities. they hypothesized that weak decision making self-efficacy could impede career exploratory behavior and the development of decision making skills, and thus may be predictive of career indecision and other problems in career decision making. according to taylor and betz (1983), career decision-making self-efficacy is ―an individual’s belief that he or she can engage in activities such as accurate self-appraisal, gathering of relevant occupational information, and selecting appropriate goals‖. as alexithymia is as disruption in both emotional and cognitive processes, and this disruption may result in weak sense or loss of sense of direction or purpose; diminished ability to think or concentrate, or indecisiveness may occur. the ability to make crucial career decisions may be influenced by this disruption. the contention of this logic relationship may be found in cecchetto, korb, ida rumiati, and aiello (2017) who investigated the couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu hammoud, m. s, et al the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 48 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 influence of empathy and alexithymia on behavior and emotional responses while participants performed a moral decision task. results showed that empathy and alexithymia shaped emotional reactions to moral decisions, but did not bias moral choices. these results add new evidence to the field of moral decision showing that empathy and alexithymia modulate emotional reactions to moral decision. consequently, self-efficacy can be strengthened by learning experiences, which include ―personal performance accomplishments, observational learning (or modeling), social encouragement and persuasion, and physiological and affective states and reactions‖ (lent & brown, 2013a & 2013b). literature included studies conducted to assess alexithymia in children and adolescents, but research into alexithymia and adolescence is extremely limited with the vast majority of studies focusing on alexithymia in adults and patients in clinical and psychiatric settings. of the studies that have been conducted, considerable support has been found suggesting that adolescent alexithymia is associated with many of the same mental health concerns as found in the adult literature (easterbrook, 2007). in addition, the literature also included research studies on examining career making decision self-efficacy (cmdse) in diverse categories of people in different developmental stages. more generally, however, relationship between alexithymia and career making decision self-efficacy (cmdse) did not receive any interest among researchers, so there are not studies conducted and well documented in this context. this relatively different interest may be due to that the concept of alexithymia is often studied within the context of psychiatry and mental health, while the career making decision self-efficacy is often studied within the context counseling, specifically career counseling. as alexithymia psychiatric concept, the researchers attempt to study it by investigating its relationship with other psychiatric and psychotherapeutic concepts and variables, and they find difficulty to create a rationale to study this concept with other educational and psychological concepts like problem solving and decision making. consequently, we were very enthusiastic and keen on doing this research to connect psychiatric settings with educational and psychological ones, so this gave the current study great importance and originality to explore the nature of the relationship between alexithymia and cmdse. eastabrook (2007) conducted a study to examine tas20 among 310 clinical adolescents (mean age = 15.3 years) and 705 community-based adolescents (mean age = 16.3 years). confirmatory factor analytic results provided good empirical support for use of the tas20 in older community-based adolescents. results from confirmatory factor analyses indicated that female adolescents tended to have greater difficulty identifying feelings than the males. male adolescents were found to score significantly higher than the females on externally oriented thinking and total tas-a. loas, braun, delhaye, and linkowski, (2017) measured alexithymia in children and adolescents. four groups were examined (80 healthy children, 105 adolescents with various psychiatric disorders, 333 healthy older adolescents and 505 young adults recruited from universities) by administering alexithymia questionnaire for children (aqc) and the latter two the 20-item toronto alexithymia scale (tas-20). findings from this study revealed that alexithymia can be reliably assessed in adolescents using the tas20 or aqc, as well as children or adolescents were able to discriminate alexithymia from depression which means that tas-20 can explore alexithymia in children and adolescents reliably. kaur and kaur (2015) conducted a study to investigate the relationship of social anxiety with alexithymia among adolescents. a total of 210 students (105 males, 105 females) from different school of patiala, punjab were assessed using social anxiety scale for adolescents (sas-a) and rieffe’s children’s alexithymia scale. it was found that social anxiety was positively related to alexithymia and female adolescents were higher in social anxiety as compared to male adolescents. significant gender differences were obtained on only one aspect of alexithymia; that is females were higher than males. gender difference was not significant on other alexithymia dimensions. the relation of alexithymia (cognitive and affective deficit in processing, adjustment and verbalizing emotions) with interpersonal problems was explored in (174) high-school students who completed toronto alexithymia scale (tas-20). alexithymia was positively correlated with interpersonal problems, high alexitymic adolescents had significantly more interpersonal problems than non alexithymic adolescents. (puşcaşua, and usaci, 2016). these findings may go along with those ones revealed by cerutti, valastro, tarantino, valeriani, faedda, spensieri and guidetti (2016) in their research to explore the relationship between alexithymia and psychosomatic disorders denoted by psychopathological symptoms among 212 adolescents and mothers with migraines who completed the toronto alexithymia scale findings revealed that factor analysis has consistently yielded three factors that assess the salient features of the alexithymia construct: difficulty identifying feelings, difficulty describing feelings, and externally-oriented thinking. couns-edu  the international journal of counseling and education vol.4, no.2, 2019 the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 49 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 furthermore, adolescents and mothers experiencing both migraine and alexithymia demonstrated a higher risk of psychopathology. it seems that these findings demonstrated what were indicated in the study of sakkinen, kaltiala-heino, ranta, haataja, & joukamaa (2007) to assess alexithymia in a sample of 12 to 17-year-old adolescents, and found the prevalence of alexithymia in 15.9% in all participants, 14.6% in males and 17.3% in females, but the gender difference was not statistically significant. these findings were consistent with the results of study conducted by honkalampi, tolmunen, hintikka, rissanen, kylma, laukkanen (2009) and attempted to assess alexithymia among a sample of 13 to 18-year-old adolescents at 7.3% with 4.9% in males and 9.4% in females. the findings revealed that prevalence was higher in females in all age groups but no significant gender difference in alexithymia was observed in this study. in regard to career making decision self-efficacy, there were relatively considerable studies in literature. these studied varied in target samples and other variables to which this concept correlates. ziebell (2010) conducted a study to predict the role of person factors, environmental factors, and career maturity in career decision-making self-efficacy in 10th through 12th grade adolescents. findings indicated that students reported greater levels of career decision-making self-efficacy, as well as career decisionmaking self-efficacy and vocational outcome expectations were positively related to career choice goals. no significant gender differences were found in career decision-making self-efficacy. these findings are inconsistent with the findings of study conducted by yat hung (2007) studying career decision-making self-efficacy in 1216 students from 14 secondary schools in hong kong, that is these findings revealed that gender had significant impact on career decision-making self-efficacy scores. this result was proved by wan lai yin (2013) who conducted a study to investigate roles of parental influences, personality and career decision-making self-efficacy in predicting vocational interests and choice goals among hong kong secondary school students. findings from this study revealed that there were significant gender differences in interests, self-efficacy, gender role attitudes, and gender-typicality in aspiration-expectation incongruence. the same results were subsequently maintained by lozano (2015) whose study findings indicated increased positive significant differences in the inner resources, interpersonal strengths, and work habits subscales on the achievement motivation profile and significant gender differences positively increased for females in the planning subscale of the career decision self-efficacy scale. although in a number of researchers have found no significant differences between males and females on measures of career decision-making self-efficacy (bergeron & romano, 1994; bright, 1996; wilson, 2000), gender differences have been found in career decision-making self-efficacy for nontraditional careers. for instance, betz and hackett (1986) found that females report higher efficacy expectations and outcome expectations for traditionally female occupations than for traditionally male occupations. it seems as mentioned above that most studies related to alexithymia were conducted with individuals in medical, psychiatric and clinical settings, but there has been little research conducted on normal populations in schools or other educational settings. these studies attempted to examine gender differences in alexithymia, some of them showed that gender differences exist, but others showed no gender differences. with regard to career making decision self-efficacy, there have been studies conducted on examining cmdse in high school students to show gender differences and its cmdse relationship to other variables. unfortunately, there has not been research conducted to examine the relationship between alexithymia and cmdse. because alexithymic people have externally oriented thinking, it is postulated that their decision-making will be influenced by external factors, and not attributed to internality. problem statement and objective alexithymia is difficulty identifying and describing feeling as well as making thinking externally oriented. these features motivate researchers to explore life dimensions and situations that can be influenced positively or negatively by alexithymia. one of these situations for individual is how to make crucial decisions in different life circumstances. specifically, the authors attempted to examine the relationship of alexithymia and career making decision self -efficacy. it was hypothesized that externally oriented thinking in alexithymic students will negatively affect their career decision making. this study aimed at examining the relationship between alexithymia and cmdse among tenth and eleventh grade students in muscat governorate. couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu hammoud, m. s, et al the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 50 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 problem questions this study attempted to answer the following questions: 1) what is the degree of alexithymia and career decision making self-efficacy (cdmse) among tenth and eleventh grade students? 2) is there a significant correlational relationship between alexithymia and career decision making self-efficacy (cdmse)? 3) are there significant effects in alexithymia due to gender, and gpa? 4) are there significant effects in career decision-making self-efficacy (cdmse) due to gender, and gpa? significance of study the importance of this study emerges from that the relationship between alexithymia and career decision making self-efficacy was not previously studied in the literature; because alexithymia was exclusively investigated in most research studies in psychiatric and medical settings as a psychological problem or disorder. since the subject of alexithymia research studies are classified within the field of psychiatry and psychosomatics; variables whose relationships with alexithymia were studied were psychiatric or psychosomatic ones, such as: depression, migraine, anxiety or substance abuse, but variables related to other life experiences such as academic achievement, or career decision making were not investigated in the context of alexithymia. this study sheds light on examining the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh grade students. this gives it distinction in career counseling in terms of connecting counseling variables with psychological and psychiatric variables. this study is also very important culturally for european and arab populations; because some minorities which live in europe descend from arab and muslim origins on one hand, some european people work in arab gulf states on the other hand, so the europeans need to understand these minorities and deal with them, which means that it is essential for them to perceive and understand the nature of expressing feelings and making decisions in the arab context. method population and sample the population of this study consisted of 15350 sophomore and junior students of four public high schools in muscat directorate of education in sultanate of oman. a random cluster sample of 556 students was selected from the target population with percentage of 3.6%. of the total size of the sample 50% were males (n = 278) and 50% were females (n = 278) representing the tenth grade (n = 281) 51%, and the eleventh grade (n = 275) 49%, their age ranged from 15-17 years old with average of 16.1 years. instrumentation alexithymia scale (as) was developed based on the 20-item toronto alexithymia scale (tas-20) (bagby, parker, & taylor, 1994) to assess the degree to which individual has alexithymia. the sa in its primary version was composed of 35 items which measure three subscales: difficulties identifying feelings and distinguishing them from bodily sensations (dif), 2) difficulties describing feelings (ddf), and 3) externally-oriented thinking (eot). validity face validity was assessed by submitting the scale to a panel of experts whose specialization is counseling or psychological measurement. construct validity was also assessed by conducting exploratory factor analysis on a pilot sample (n=60). factor analysis yielded one factor with 28 items; that is, 7 items were deleted because of low loadings, figure 1. consequently, the final version of the as items included 28 items, which are responded according to a 5-point likert-type scale: (extremely = 5, very = 4, moderately = 3, slightly = 2 and not at all =1). the total score (maximum score) obtained by summing up the scores of all items was 140, the minimum score was 28, and the average score was 84. any score above 84 indicates higher degree of alexithymia and any score at 84 indicates moderate alexithymia, while any score below 84 indicates lower degree of alexithymia. reliability reliability was expressed by cronbach alpha to find internal consistency for all items. the as has demonstrated solid internal consistency (cronbach’s alpha = 0 .91). as shown in table 1. couns-edu  the international journal of counseling and education vol.4, no.2, 2019 the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 51 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 table 1. alexithymia items’ correlations with the total score. correlation item correlation item .570** 15 .458 ** 1 .457** 16 .539 ** 2 .394** 17 .576 ** 3 .484** 18 .591 ** 4 .483** 19 .623 ** 5 .544** 20 .667 ** 6 .613** 21 .616 ** 7 .622** 22 .498 ** 8 .455** 23 .639 ** 9 .606** 24 .573 ** 10 .523** 25 .590 ** 11 .415** 26 .597 ** 12 .573** 27 .610 ** 13 .245** 28 .629 ** 14 ** p < 0.01 table 1. illustrates of items’ correlations with the total score. the maximum correlation was 0.67, while the minimum correlation was 0.25. these correlations were significant at p < 0.01. the career decision self-efficacy short form. career decision-making self-efficacy was measured by the 25-item career decision-making self -efficacy scale—short form (cdse-sf: betz, klein, & taylor, 1996). the cdse-sf is a 25-item short form of the original career decision self-efficacy scale. the cdse-sf assesses five domains including self-efficacy to accomplish accurate self-appraisals, selfefficacy to select specific goals, self-efficacy to formulate plans for the future, self-efficacy to gather occupational information, and self-efficacy to engage in effective problem solving. validity face validity was assessed by submitting the scale to a panel of experts whose specialization is counseling or psychological measurement. construct validity was also assessed by conducting exploratory factor analysis on a pilot sample (n=60). factor analysis yielded one factor with 21 items; that is, 4 items were deleted because of low loadings, figure 2. consequently, the final version of the as items included 21 items, which are responded according to a 5-point likert-type scale: (complete confidence = 5, much confidence = 4, moderate confidence = 3, very little confidence= 2 and no confidence at all =1). the total score (maximum score) obtained by summing up the scores of all items was 105, the minimum score was 21, and the average score was 63. any score above 63 indicates higher degree of career decision-making self-efficacy and any score at 63 indicates moderate career decision-making self-efficacy, while any score below 63 indicates lower degree of career decision-making self-efficacy. reliability reliability was expressed by cronbach alpha to find internal consistency for all items. the as has demonstrated solid internal consistency (cronbach’s alpha = 0 .80) as shown in table 2. table 2 illustrates items’ correlations with the total score. the maximum correlation was 0.54, while the minimum correlation was 0.32. these correlations were significant at p < 0.01. couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu hammoud, m. s, et al the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 52 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 table 2. the cdse-sf items’ correlations with the total score. correlation item correlation item .428** 12 .365** 1 .317** 13 .457** 2 .373** 14 .538** 3 .379** 15 .446** 4 .369** 16 .386** 5 .470** 17 .524** 6 .397** 18 .382** 7 .469** 19 .524** 8 .527** 20 .488** 9 .394** 21 .423** 10 .448** 11 ** p < 0.01 statistical tests means, standard deviations, t-test, univariate analysis and scheffe’s test were utilized to answer the study questions; that is data collected from the sample was analyzed by these test using spss. results and discussion data collected from both groups was analyzed by spss. to answer question 1: what is the degree of alexithymia and career decision making self-efficacy (cdmse) among tenth and eleventh grade students? t –test for one-sample was used to find the significance of the difference from the mean of items (m=3). table 3 illustrates findings of t-test of onesample. table 3. findings of t-test of onesample. table 3 shows that the degree of alexithymia was below the mean (m=3); that is, its mean was 2.89. the difference between alexithymia’s mean and (m=3) was significant, t (1,555) = -3.530, (p > 0.001). the findings in table 3 also shows that the degree of cdmse was above the mean (m=3); that is, its mean was 3.87. the difference between cdmse’s mean and (m=3) was significant, t (1,555) = 40.592, (p > 0.001). the findings of that alexithymia is less common in the school students mean that alexithymia is classified as a psychiatric disorder with psychosomatic symptoms not as a normal problem; namely, it is more common in psychiatric or psychotherapeutic populations. students who have or develop depressive symptoms are more liable to manifest or demonstrate alexithymic symptoms. this finding is not consistent with the results of previous studies that showed that alexithymia is common in children and adolescents (sakkinen, kaltiala-heino, ranta, haataja, & joukamaa, 2007); (cerutti, valastro, tarantino, valeriani, faedda, spensieri and guidetti, 2016), (loas, braun, delhaye, and linkowski, 2017) & (puşcaşua, and usaci, 2016). mean std. deviation test value = 3 t df sig. (2-tailed) mean difference 95% confidence interval of the difference lower upper alexithymia 2.8864 .75913 -3.530555 .000 -.11364-.1769-.0504 cdmse 3.8659 .50298 40.592 555 .000 .86587 .8240 .9078 couns-edu  the international journal of counseling and education vol.4, no.2, 2019 the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 53 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 in addition, the findings also indicated that students in the tenth and eleventh grades had high degree of career decision-making self-efficacy; which means that students in this developmental stage are strongly interested in planning for their career future, so they strive to develop cognitive abilities to reach their career goals and aspirations. in this crucial stage, the students attempted to improve self-exploration and career planning, so it is reasonable for the high school students to have higher career decision-making self-efficacy. this finding is in line with the results of (ziebell,2010) study which indicated that students had greater levels of career decision making self-efficacy, and study results of (yat hung ,2007) which indicated that the high school students had higher expectations on career self-efficacy. to answer question 2: is there a significant correlational relationship between alexithymia and career decision making self-efficacy (cdmse)? correlation coefficient was calculated and it was found to be (r =0.049, p= 0.252). this correlation was not significant, which means that there was no significant correlational relationship between alexithymia and career decision making self-efficacy (cdmse). it seems logical that this relationship does not exist, because when individuals have higher scores in a variable, and at the same time have lower scores in other one, it is true to say that the relationship between them is weak or does not exist. although there were no previous studies in this context unfortunately, this gives the current study power and originality. with respect to question 3: are there significant effects in alexithymia due to gender, and gpa? means and standard deviations were calculated and univariate analysis was conducted. means and standard deviations are illustrated in table 4, and findings of univariate analysis are illustrated in table 5. table 4. means and standard deviations of alexithymia scores gender gpa mean std. deviation n male accepted 81.44 19.183 52 good 78.14 19.740 105 v good 77.03 18.258 87 excellent 72.32 21.777 34 total 77.70 19.505 278 female accepted 85.54 23.774 28 good 82.92 19.769 48 v good 84.09 22.603 120 excellent 83.73 23.710 82 total 83.93 22.489 278 total accepted 82.87 20.847 80 good 79.64 19.809 153 v good 81.13 21.130 207 excellent 80.39 23.648 116 total 80.81 21.260 556 table 5 shows that there was no significant effect of gpa on alexithymia, f (3, 555) =0.930, (p = 0.426, effect size =0.005), while there was significant effect of gender on alexithymia, f (1, 555) =11.473, (p = 0.001, effect size =0.021), which means that there were significant gender differences in favor of females whose mean was 83.93 compared to males whose mean was 77.70 as shown in table.4. the findings also showed that there was no significant effect of the interaction of gpa * gender on alexithymia, f (3, 555) =0.587, (p = 0.624, effect size =0.003). couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu hammoud, m. s, et al the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 54 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 table 5. univariate analysis of the effect of gender, grade and gpa on alexithymia. source ss df ms f p effect size corrected model 9.310a 7 1.330 2.347 .023 .029 intercept 3618.931 1 3618.931 6386.565 .000 .921 gpa 1.581 3 .527 .930 .426 .005 gender 6.501 1 6.501 11.473 .001 .021 gpa * gender .998 3 .333 .587 .624 .003 error 310.523 548 .567 total 4951.910 556 corrected total 319.833 555 these findings mean that because of the self-fulfilled prophecy related to parenting styles, girls in childhood even in adolescence are not given opportunity or freedom to express their ideas and feelings, which refers that they are often repressed or punished if they express freely. this finding about ascertaining gender differences in alexithymia is consistent with the research results of (eastabrook, 2007), (kaur and kaur ,2015) (sakkinen, kaltiala-heino, ranta, haataja, & joukamaa ,2007) & (honkalampi, tolmunen, hintikka, rissanen, kylma, laukkanen ,2009). in regard to question 4: are there significant effects in career decision-making self-efficacy (cdmse) due to gender, and gpa? means and standard deviations were calculated and univariate analysis was conducted. means and standard deviations are illustrated in table 6, and findings of univariate analysis are illustrated in table 7. table 6. means and standard deviations of cdmse scores gender gpa mean std. deviation n male accepted 77.6346 10.59417 52 good 81.8000 10.13600 105 v good 82.4483 9.91447 87 excellent 80.2647 10.99396 34 total 81.0360 10.35605 278 female accepted 75.0000 12.58159 28 good 77.3830 10.47887 47 v good 82.4286 9.53101 119 excellent 84.1205 10.76965 83 total 81.3285 10.80108 277 total accepted 76.7125 11.32064 80 good 80.4342 10.41183 152 v good 82.4369 9.67085 206 excellent 83.0000 10.93003 117 total 81.1820 10.57197 555 couns-edu  the international journal of counseling and education vol.4, no.2, 2019 the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 55 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 table 7. univariate analysis of the effect of gender, grade and gpa on cdmse. source ss df ms f p effect size corrected model 3512.583a 7 501.798 4.700 .000 .057 intercept 2793845.141 1 2793845.141 26165.673 .000 .980 gpa 2378.541 3 792.847 7.425 .000 .039 gender 70.290 1 70.290 .658 .418 .001 gpa * gender 1039.440 3 346.480 3.245 .022 .017 error 58406.037 547 106.775 total 3719654.000 555 corrected total 61918.620 554 table 7 shows that there was no significant effect of gender on cdmse, f (1, 555) =0.658, (p = 0.418, effect size =0.001), as well as there was no significant effect of the interaction of gpa * gender on cdmse, f (3, 555) =3.245, (p = 0.418, effect size =0.001), while there was significant effect of gpa on cdmse, f (3, 555) =7.425, (p < 0.001, effect size =0.039), which means that there were significant differences in cdmse due to gpa. to find the direction of significant differences in gpa levels, scheffe’s test was used as illustrated in table 8. table 8. scheffe’s test table 8 shows that there were significant differences between accepted level and both very good, and excellent in favor of very good and excellent. these findings mean that males and females in high schools receive the same career counseling services and resources, as well as they have the same developmental characteristics because of minor age differences. these services often focus on developing and improving self-awareness, self-exploration and self-planning in students. this implies that providing career counseling programs for students in high schools help them to make career choice, which results in developing their abilities to plan their career future in the long run. this finding is consistent with the research results of (betz and hackett ,1986), (wan lai yin ,2013), & (yat hung ,2007) which showed significant gender differences in career decision making self-efficacy, but this finding didn’t go along with the research results of (lozano,2015). (bergeron & romano, 1994; bright, 1996; wilson, 2000), (ziebell, 2010). couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu hammoud, m. s, et al the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 56 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 conclusion the study concludes that although there was no significant correlational relationship between alexithymia and career decision-making self-efficacy, alexithymia negatively affects individual’s decisions in life. because alexithymic individual has externally –oriented thinking, it is reasonable to imply that he/she will make decision based on external factors, such as people ideas and conceptions. family, school and community are more influential on the decisions of individual with alexithymia. alexithymia has received a great deal of interest by the researchers in many european states. they conducted different research study on diverse categories of children and adolescents. from our viewpoint, alexithymia is strongly related to cultural factors, namely, there are cultural differences in expressing and understanding feelings between arab populations and european ones that is the latter are more open to feelings compared to arab people who have suppression in feeling expression. in addition, career decision -making self-efficacy has also received a great deal of interest in european studies, that is the problems of career decision making paid the researchers’ attention to seek for the best counseling solutions by using the most effective strategies to improve career decision making in students of secondary schools (gymnasiums). this study included some implications related to counseling specifically career counseling. other implications may be viable to psychology, psychiatry and psychosomatics. references bagby, r. m., parker, j. d. a., & taylor, g. j. (1994). the twenty-item toronto alexithymia scale-1. item selection and cross-validation of the factor structure. journal of psychosomatic research, 38, 23-32. bandura, a. (1977) self-efficacy: toward a unifying theory of behavioral change. psychological review, 84, 191-215. bandura, a. (1982). self-efficacy mechanism in human agency. american psychologist, 37(2), 122-147. bandura, a. (1986). social foundations of thought and action: a social cognitive theory. englewood cliffs, nj: prentice hall. bandura, a. (2001). social cognitive theory: an agentic perspective. annual review psychology, 52, 1-26 bandura, a. (2009). exercise of personal and collective efficacy in changing societies. in albert bandura (ed.). self-efficacy in changing societies. cambridge: cambridge university press, pp.1-45. bergeron, l. m., & romano, j. l. (1994). the relationships among career decision-making self-efficacy, educational indecision, vocational indecision, and gender. journal of college student development, 35, 19-24. betz, n. e., & hackett, g. (1986). applications of self-efficacy to understanding career choice behavior. journal of social and clinical psychology, 4, 279-289. betz, n. e., klein, k., & taylor, k. m. (1996). evaluation of a short form of the career decision-making self-efficacy scale. journal of career assessment, 4, 47-57. bright, j. l. (1996). gender and role salience in the prediction of undergraduates’ career decision-making self-efficacy. (doctoral dissertation). retrieved from proquest dissertations and theses. (umi 9705679). cecchetto, c., korb, s. ida rumiati, r. and aiello, m. (2017). emotional reactions in moral decisionmaking are influenced by empathy and alexithymia. social neuroscience, doi: 10.1080/17470919.2017.1288656. cerutti, r. valastro, c. tarantino, s. valeriani, m. faedda, n. spensieri, v. and guidetti, v. (2016). alexithymia and psychopathological symptoms in adolescent outpatients and mothers suffering from migraines: a case control study. the journal of headache and pain, 17(39), doi 10.1186/s10194-0160640-y. dahl, r.e. (2003). the development of affect regulation: bringing together basic and clinical perspectives. annals of the new york academy of sciences, 1008, 183–188. [pubmed: 14998884]. de vente, w., kamphuis, j., & emmelkamp, p. (2006). alexithymia, risk factor or consequence of workrelated stress? psychotherapy and psychosomatics, 75(5), 304-311. eastabrook, j.m. (2007). assessment of adolescent alexithymia: examining the ability of the tas -20 to measure alexithymia in samples of community and clinical adolescents. (thesis). retrieved from proquest dissertations, theseslibrary, and archives canada. couns-edu  the international journal of counseling and education vol.4, no.2, 2019 the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 57 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 honkalampi, k., hintikka, j., tanskanen, a., lehtonen, j., & viinamäki, h. (2000). depression is strongly associated with alexithymia in the general population. journal of psychosomatic research, 48(1), 99-104. hackett, g., & lent, r. w. (1992). theoretical advances and current inquiry in career psychology. in s. d. brown & r. w. lent (eds.), handbook of counseling psychology (2nd ed., pp. 419-452). new york: wiley. hendryx, m.s, haviland m.g, and shaw, d.g. (1991). dimensions of alexithymia and their relationship to anxiety and depression. journal of personality assessment, 6,227-237. honkalampi, k., tolmunen, t., hintikka, j., rissanen, m.l., kylma, j., and laukkanen, e. (2009). the prevalence of alexithymia and its relationship with youth self-report problem scales among finnish adolescents. comprehensive psychiatry, 50, 263-268. kaur, h. and kaur, s. (2015). social anxiety in relation to alexithymia among adolescents. journal of psychosocial research, 10(2), 421-429. lent, r. w., & hackett, g. (1987). career self-efficacy: empirical status and future directions [monograph]. journal of vocational behavior, 30,347-382. lent, r.w., brown, s.d., & hackett, g. (1994). toward a unifying social cognitive theory of career and academic interest, choice, and performance. journal of vocational behavior, 45, 79-122. lent, r.w. & brown, s.d. (2013a). understanding and facilitating career development in the 21st century. in r.w. lent & s.d. brown (eds.), career development in counseling: putting theory and research to work (pp. 1-26). hoboken, nj: wiley. lent, r.w. & brown, s.d. (2013b). social cognitive model of career self-management: toward a unifying view of adaptive career behavior across the life, span. journal of counseling psychology, 60. 557-568. doi: 10.1037/a0033446. ioana, a., & puşcaşu, d. u. (2015). the impact of alexithymia on interpersonal relationships in adolescence. romanian journal of romanian applied psychology, 7(1), 321-325. loas, g.a., braun, s. delhaye, m. and linkowski, p. (2017). the measurement of alexithymia in children and adolescents: psychometric properties of the alexithymia questionnaire for children and the twenty-item toronto alexithymia scale in different non-clinical and clinical samples of children and adolescents. plos one 12(5): e0177982.https:// doi.org/10.1371/journal.pone.0177982. lozano, m.m. (2015). the effects of the connect to success academy on high school student’s achievement motivation. (doctoral dissertation). retrieved from proquest dissertations and theses. (umi 3712631). lumley, m. a., neely, l. c., & burger, a. j. (2007). the assessment of alexithymia in medical settings: implications for understanding and treating health problems. journal of personality assessment, 89(3), 230-246. matsumoto, d. (2009). the cambridge dictionary of psychology. cambridge: cambridge university press. mayer, j.d, salovey, p., caruso, d.r, and sitarenios g. (2001). emotional intelligence as a standard intelligence. emotion, 1,232–242. [pubmed: 12934682]. puşcaşua, a.i. and usaci, p.d. (2016). the impact of alexithymia on interpersonal relationships in adolescence. romanian journal of experimental applied psychology, 7(1), 321-325. sadock, b.j. and sadock, v.a. (2000). kaplan & sadock's comprehensive textbook of psychiatry. new york: lippincott williams & wilkins publishers. sakkinen, p., kaltiala-heino, r., ranta, k., haataja, r., and joukamaa, m. (2007). psychometric properties of the 20item toronto alexithymia scale and prevalence of alexithymia in a finnish adolescent population. journal of psychosomatic research, 48, 154-161. taylor, g.j., (1984). alexithymia: concept, measurement, and implications for treatment. american journal of psychiatry 141, 725–732. taylor, g.j., (1987). alexithymia: culture and class relationships: a symposium. transcultural psychiatric research review, 4, 85-95. taylor, g.j., (2000). recent developments in alexithymia theory and research. canadian journal of psychiatry 45, 134–142. taylor, g. j., bagby, r., & parker, j. (1997). disorders of affect regulation: alexithymia in medical and psychiatric illness. new york, ny us: cambridge university press. taylor, g.j, ryan, d., and bagby, r, m. (1985). toward the development of a new self-report alexithymia scale. psychotherapy and psychosomatics, 44, 191– 199. couns-edu  vol.4, no.2, 2019 available online: http://journal.konselor.or.id/index.php/counsedu hammoud, m. s, et al the relationship between alexithymia and career decision -making self-efficacy among tenth and eleventh ...| 58 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190420520 taylor, k. m, & betz, n. e. (1983). applications of self-efficacy theory to the understanding and treatment of career indecision. journal of vocational behavior, 22, 63-81. taylor, g. j., parker, j. a., bagby, r., & bourke, m. p. (1996). relationships between alexithymia and psychological characteristics associated with eating disorders. journal of psychosomatic research, 41(6), 561-568. vorst, h. c. m., & bermond, b. (2001). validity and reliability of the bermond-vorst alexithymia questionnaire. personality and individual differences, 30, 413–434. wan lai yin, w. (2013). roles of parental influences, personality and career decision-making self-efficacy in predicting vocational interests and choice goals among hong kong secondary school students. (doctoral dissertation). retrieved from proquest dissertations and theses. (umi 3578888). warnes, h., (1986). alexithymia, clinical and therapeutic aspects. psychotherapy and psychosomatics 46, 96–104. wilson, l. m. (2000). the relationship between parental attachment, career decision-making self-efficacy, gender, race and career indecision. (doctoral dissertation). retrieved from proquest dissertations and theses. (umi 9973260). yat hung, c. (2007). career decision-making self-efficacy and outcome expectations in secondary student school-towork transition. (doctoral dissertation). retrieved from proquest dissertations and theses. (umi 3302426). zackheim, l. (2007). alexithymia: the expanding realm of research. journal of psychosomatic research, 63(4), 345-347. ziebell, j.l. (2010). promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of social cognitive career theory. (doctoral dissertation). retrieved from proquest dissertations and theses. (umi 3422537). couns-edu the international journal of counseling and education vol.4, no.3, 2019, pp. 121-128 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020190424230 received on 05/11/2019; revised on 06/15/2019; accepted on 08/12/2019; published on: 09/30/2019 121 the pilot study of smart-resilience a psycho-educational program kadek suranata *) universitas pendidikan ganesha, indonesia * ) corresponding author, e-mail: kadek.suranata@undiksha.ac.id abstract they propose this pilot study is investigating the feasibility of the smart-resilience program for secondary school students. the one group pretest and posttest experiment design conducted by involved 45 of second grades students of secondary school in province of bali, indonesia as a participant. in each area of the urban, suburban, and rural schools comprise 15 students. the indonesian version of a student’s well-being scale used to collect the data for pretest and posttest assessment. general linear model of repeated measure anova conducted on the analysis of the data through the jasp program. the results show; (1) smart-resilience programs are effective to improve student well-being in overall school areas, (2) there are differences in the effectiveness for students in urban, suburb and rural school areas, (3) the programs achieve a high acceptance and accessibility by students and the school counselor. keywords: counseling, resilience training, cbt, well being how to cite: suranata, k. (2019). the pilot study of smart-resilience a psycho-educational program. couns-edu: the international journal of counseling and education, 4(3), 121-128. doi: https://doi.org/10.23916/0020190424230 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction in the industrial’s era of revolution 4.0, every nation in the world requires developing the quality of its education, because the quality of education is one standard of prosperity in improving human capabilities in a country. in the last decade, it has charged that education is not just a matter of establishing knowledge oriented to cognitive aspects, but character is also very important. the cognitive aspects require students to gain new knowledge, while factors contribute to the process of students’ success in their academics and lives (durlak, weissberg, dymnicki, taylor, & schellinger, 2011). predicted in about 20% of young people in the world, including students and colleges, experienced clinical depression and increased about ten times more than their 50s in the past (lewinsohn, hops, roberts, seeley, & andrews, 1993). in indonesia, we can observe the symptoms of students’ destructive behavior from the rise of news coverage in the media, electronic, and also through social media about teenagers, and students. this phenomenon is paradoxical because the current environment predicting be further established and advanced, sufficient food is available, better transportation, more suitable school facilities, technology, entertainment, more trendy or attractive clothes are usable (mongrain & anselmomatthews, 2012). stress and depression are among the highest risks that threaten failure in realizing student academic success (dray et al., 2011; martínez-martí & ruch, 2017; schulz et al., 2014). however, these conditions did not run parallel with achieving subjective well being and happiness in youths (sagone & caroli, 2013; http://dx.doi.org/10.23916/0020190424230 couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 the pilot study of smart-resilience a psycho-educational program| 122 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190424230 sagone & elvira de caroli, 2014). students often face various difficulties, psychological constraints, and stress in carrying out their academic tasks and tasks in their development. students who cannot overcome such problems are students who cannot actualize their resilience (cutuli, desjardins, et al., 2013). the school counseling system at school is proposing to support students to develop the potential needed to produce optimal development. one aspect of the prosperous school counseling program is the support student to be wellbeing. to find that, they need to develop some non-cognitive abilities that cover all aspects of psycho-emotional that can save and show positive responses in handle of many conditions, both disappointment, hopelessness, stress, unfairness, and other conditions which threaten both at school and outside school (suranata, atmoko, hidayah, rangka, & ifdil, 2017). resilience programs are one of the forms of interventions to promote the psychological wellbeing of students. this program intervention has been formed in many countries in the world integrated into school education (leppin et al., 2014; waters, 2011). resilience training programs in schools are an effective way to support the students to improve their skills required to avoid stress or depression. this program has also been used in overcoming problems with tobacco, alcohol, and narcotics addiction among students (rebecca kate hodder et al., 2017). empirical results of research on resilience programs such as those summarized in a meta-analysis study show that resilience programs gain acceptability as part of the curriculum in schools to establish psychological resilience and wellbeing (vichealth, 2015). meanwhile, in indonesia intervention programs for resilience in school have not been examined. some resilience programs implementing in the schools were rising of large effectiveness from the view of later research results (cutuli, gillham, et al., 2013; rebecca kate hodder et al., 2014). these models commonly are the focus on the cognitive-behavioral procedure. in comparison with that, the smart-resilience program test in this study was integrates cbt with the paradigm strength-based counseling approach. the smart-resilience is a psycho-educational program to improve the student potential to deal with obstacles so they can express psychological wellbeing. this program is designed for all students in schools. the program combines procedures and approaches in behavioral cognitive and strengths-based counseling. cognitive-behavioral counseling (cbt) is the approach that focuses on mind experiences that affirm perception and resolve negative thoughts and maladaptive views that were original started by beck (suranata, atmoko, & hidayah, 2017). while the strengths-based is a counseling paradigm that emerges from a positive psychology perspective oriented to the awareness of the sources of strength in students to overcome their obstacles (bannink, 2014; shoshani & steinmetz, 2014). this pilot study proposes to test the effectiveness and feasibility of the smart-resilience program for secondary school students. methods experimental design we performed this pilot study by an experimental with the one group pretest-posttest design. we selected 45 students from secondary school students in the province of bali as research samples determined by cluster random sampling. in each rural, suburb and urban school area it represents 15 students. this study also involved three school counselors to facilitate of carry out the program. each group of respondents, rural, urban and suburban groups facilitating by one school counselor. figure 1 shows the flow chart about the recruitment and retention subject also procedure of the experimental of this study. instrumentation the 39 items of the indonesian student subjective wellbeing scale collected the research data. kurniastuti & azwar (2016) report that the quality of this scale has good validation for each item and reliability. through paper and pencil based, students report their wellbeing conditions through each scale item. students choose one of five alternative answers for each item, from which is not agreed (score 1) to great agree with (5). under the experimental procedure used in this study, students of study participants took wellbeing measurements twice, before and after attending a counseling program as a treatment. they had got an explanation that the results have no impact on test their achievements in school. so they need not hesitate to answer according to their real condition. couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu kadek suranata the pilot study of smart-resilience a psycho-educational program | 123 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190424230 figure 1.the recruitments and retention subject study smart-resilience procedure the smart-resilience is a psycho-educational program carried out by linked the cognitive-behavioral and strengths-based counseling model. the strategy includes five stages, i.e. (1) source your strengths, students coaching to establish and recover sources (internal and external that appear in themselves and in their surrounding); (2) manage yourself, which is a step to establish, regulate the sources owned, which includes perceiving management, self-management, time management, money management and so on; (3) actuating your potential, is a step to implement the resources owned to deliver psychological well-being; (4) remember the god, is a step to train students to improve their spiritual side, affirming to their religion and beliefs; and (5) take your dream, is the final step to develop confidence, hope, and encouragement to reach its objectives and ideals. there are several procedures applied in this model which comprise: (1) drawing and story, students draw themselves by pointing out their strengths both from within themselves and the assets gained from environmental support, along with the self-portrait, students also narrate the power resources it knows; (2) cognitive restructuring and positive affirmation, students manage beliefs and emotions, through recognizing and identifying sets of negative expectations and affections that occur within them, holding negative thoughts and feels, and changing with more adaptive forms of thought and feels; (3) selfmanagement, students manage themselves as an entity, from chance, resources had, covering economic. self-management carries out by recording his activities, handling of chance, infrastructure, and finance in a logbook. we decide the logbook every week, facilitated by the school counselor; (4) problem-solving training, a technique intended to train students to decide based on the best solutions they have; (5) social skills training, which is a technique to recover the quality of problem-solving related to social conflicts. we implement this technique using the psychodrama method; (6) miracle question, is a procedure take from the solution-focused brief therapy model (dameron, 2016; kim & franklin, 2009); and (7) we integrate mindfulness technique on cognitive behavioral tradition (cherkin et al., 2016). data analysis the research hypothesis was tested through glm rm-anova. the analysis in this study involved 3 sample groups based on the school area (urban, suburban, and rural areas) and two-time observations couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 the pilot study of smart-resilience a psycho-educational program| 124 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190424230 (pretest and posttest). analysis of research data was carried out using the jasp v. 0.10 statistic analysis program (goss-sampson, 2019). the main effect smart-resilience is described from the resilience comparison at each observation time. the main effects on group differences and interaction effects between time and group were tested for the effect size on partial eta square (ƞ2partial) that describes the proportion of total variables caused by the factors tested (field, 2009). the level of significance used in this study was 0.05 (hair, black, babin, & anderson, 2010). the data of respondents’ perceptions on the feasibility of the program, including the obstacles experienced during the program were also narrated and discussed. results and discussion the effect of smart-resilience on students resilience the results of the rm anova report show an expansion in the average resilience from the baseline to the posttest in each group that shown in table 1. table 1. mean and standard deviation on baseline and post-test in overall group rm factor 1 group* mean sd baseline 1 97.5 2.35 2 99,75 4.82 3 98.35 3.67 post-test 1 163.8 2.75 2 178.23 2.45 3 111.10 2.85 *group 1 urban, 2 suburbs, 3 rural table 2 showed that the main effects of time (pretest, posttest) for resilience were significant (f [1, 42) = 2667.63, p < 0.05, with effect sizes on ƞ2partial = 0.89). meanwhile, the interaction effect between x time groups was significant (f [2, 42) = 35.08, p < 0.001, with the effect sizes on 2partial = 0.75). results of rm anova in table 2 and table 3 confirm the hypothesis tested in this study, that the smart-resilience program is effective for students in the urban, suburb, and rural school areas. effect size ƞ2partial = 0.99, which means is high of effect sized (field, 2009). the results also prove that there are differences in the effect of this program for students in urban, suburban, again on rural areas at ƞ2partial = 0.75, which measures it is high. table 2. within subjects effect sum of squares df mean square f p η² p time 23158.84 1 2318.84 2667.63 < 0.05 0.89 time vs group 433.09 2 244.04 35.08 < 0.05 0.75 residual 367.09 42 10.05 note. type iii sum of squares. we can determine the comparison of effect among the three groups in the post-hoc of bonferroni analysis in table 3. couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu kadek suranata the pilot study of smart-resilience a psycho-educational program | 125 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190424230 table 3. post hoc comparisons groups mean difference se t p bonf. 1 2 -0.98 0.52 -1.66 < .05 1 3 4.35 0.52 6.67 < .05 2 3 4.65 0.52 8.94 < .05 *group 1 urban, 2 suburbs, 3 rural these results show that the program is more effective for students in suburb areas than in urban areas, but in students in rural areas, it is lower than in urban areas. this means that students in suburban groups get the highest effectiveness. the students and school counselor perception on feasibilities of smart-resilience the student groups in urban areas have completed the program in 3 months, for students in the suburbs for 2.4 months, and all students in rural areas complete the program longer than 3 months (3.9 months). all the student participants and school counselors involved to attend the program agreed that’s the smartresilience program had well acceptability and feasibility. this supported the results of statistic results shown that’s the program was effective. they could attend their roles in the program. they agreed about the smart-resilience procedure can do. about 90% of students in urban areas say they are able by implement the procedure and techniques after they end the program. there was 85% of students are in urban suburbs, and only 65% of students in rural areas say they can do the procedure well without the counselor’s advice. about 95% of students in rural areas say that they only repeat several sections of the procedure of whole the program. discussion the smart-resilience program is a recent model in school counseling intervention, which improved by changing the strength-based cognitive behavioral counseling models. before being carried out in a further population, its efficacy and suitability must investigate, so we know it whether this method applies. according to the objectives of this research, we confirm the results that are the smart-resilience program were meet as an effective and feasibilities program. that’s finding from statistic analysis occurs and the feasibilities perception from the participant. this result of research in line with several past researches that have confirmed the effectiveness of the cognitive-behavioral model as interventions applied to enhance resilience among students or adolescents can meet in the results. study of the penn resiliency program or prp in overall society (challen, machin, & gillham, 2014; cutuli, gillham, et al., 2013; gillham et al., 2012; rebecca k hodder et al., 2012), which produces the effectiveness and feasibility of school-based resilience interventions through developing mental status and avoidance of emotional or behavioral troubles. study of the effect of the penn resilience program conducted in early adolescents in india has found successful in developing children’s attribution of life events (sankaranarayanan & cycil, 2014). other resilience program models that investigate and have known effectiveness such as ready (burton, pakenham, & brown, 2010). this model differs from penn resiliency, ready model orientation on developing psychosocial aspects than therapy of emotional or behavioral disorders, but yet on the cognitive behavioral approach (burton et al., 2010). in addition, the friends program also showed effectiveness in handling the students’ fears, anxieties and upsets through develop emotional resilience and self-esteem (matsumoto & shimizu, 2016; pereira, marques, russo, barros, & barrett, 2014; ruttledge et al., 2016). the friends program focus on symptoms or behaviors that reflect the psychological problems, such as depression, frustration, drug addiction, and the eating disorder. the smart-resilience program focus on measured on develop of the positive attributes of students’ psychological conditions. therefore the findings of this study can a support to establish the counseling or therapy model in cognitive-behavior psychology. it can benefit, not only to manage the couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 the pilot study of smart-resilience a psycho-educational program| 126 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190424230 psychological problems or distress but also to develop the positive aspects of students, for instance, resilience, happiness and psychological well being (bannink, 2014; padesky & mooney, 2012). the smart-resilience model provides answers to questions that arise from the results of previous studies about the comparison of the effectiveness of cognitive behavioral counseling and strengths based counseling by suranata, et al. (suranata, atmoko, & hidayah, 2017). although both models are effective, the study recommends integration between the two models as an eclectic model. based on the recommendations of the research results, to complete each of the limitations of both, both models need to complement. we can see this from the good acceptance of this smart-resilience model from the taking part students and also the school counselor who facilitates the students to implement the program. the results also found that the smart-resilience model is effective in students in urban schools, urban queues and out of town. the results of the highest increase in resilience scores occurred in the group of participant students who were in the suburb school area. the results showed that students at rural areas could not implemented all the procedure of the program by independently after eight of 45 minutes session. future studies need to investigate more deftly about factor areas for the smart-resilience program. this study is a pilot study, which has several research limitations that must be considered when interpreting the results. the pilot study, which aims to examine the feasibility of a program in a school environment in the province of bali, indonesia, involves only three schools recruited for this study. the participants of this study is limited, involved 15 students in each school. in addition, this study also did not involve groups of control students. future studies need to involve comparative participant groups to see student development that is not involved in smart-resilience interventions or is involved with other comparable intervention programs. to ensure that the findings of this study can be generalized, it is important to evaluate the program in a wider range of students and schools. such studies will also benefit more if the model evaluation of each procedure is carried out separately evaluating each technique and module rather than just the whole of the program. conclusion the results showed that (1) the smart-resilience program is effective for students in urban, suburb, and rural secondary school areas, (2) there are differences in the effectiveness for students in urban, suburb and rural school areas. we got the highest effectiveness in the student groups in the suburbs, (3) the program achieved high acceptance and feasibility from the school counselors and the students. acknowledgments this research was supported by the ministry of research, technology, and higher education research (kemenristek-dikti) of the republic of indonesia in the drpm grant of years 2019. references bannink, f. (2014). are you ready for positive cognitive behavioral therapy? kiperonline academic, 1(2), 65–73. retrieved from http://journalofhappiness.net/article/are-you-ready-for-positive-cognitivebehavioral-therapy bannink, f. p. (2014). positive cbt: from reducing distress to building success. journal of contemporary psychotherapy, 44(1), 1–8. https://doi.org/10.1007/s10879-013-9239-7 burton, n. w., pakenham, k. i., & brown, w. j. (2010). feasibility and effectiveness of psychosocial resilience training: a pilot study of the ready program. psychology, health & medicine, 15(3), 266–277. https://doi.org/10.1080/13548501003758710 challen, a. r., machin, s. j., & gillham, j. e. (2014). the uk resilience programme: a school-based universal nonrandomized pragmatic controlled trial. journal of consulting and clinical psychology, 82(1), 75–89. https://doi.org/10.1037/a0034854 cherkin, d. c., sherman, k. j., balderson, b. h., cook, a. j., anderson, m. l., hawkes, r. j., … turner, j. a. (2016). effect of mindfulness-based stress reduction vs cognitive behavioral therapy or usual care on back pain and functional limitations in adults with chronic low back pain a randomized clinical trial. original investigation, 315(12), 1240–1249. https://doi.org/10.1001/jama.2016.2323 cutuli, j. j., desjardins, c. d., herbers, j. e., long, j. d., heistad, d., chan, c.-k., … masten, a. s. couns-edu  vol.4, no.3, 2019 available online: http://journal.konselor.or.id/index.php/counsedu kadek suranata the pilot study of smart-resilience a psycho-educational program | 127 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190424230 (2013). academic achievement trajectories of homeless and highly mobile students: resilience in the context of chronic and acute risk. child development, 84(3), 841–857. https://doi.org/10.1111/cdev.12013 cutuli, j. j., gillham, j. e., chaplin, t. m., reivich, k. j., seligman, m. e. p., gallop, r. j., … freres, d. r. (2013). preventing adolescents’ externalizing and internalizing symptoms: effects of the penn resiliency program. the international journal of emotional education, 5(2), 67–79. retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/pmc3952879/%5cnhttp://0search.proquest.com.pugwash.lib.warwick.ac.uk/docview/1520888657?accountid=14888%5cnhttp ://pugwash.lib.warwick.ac.uk:4550/resserv?genre=article&issn=20737629&title=the+international+journal dameron, m. l. (2016). person-centered counseling and solution-focused brief therapy: an integrative model for school counselors. journal of school counseling, 14(10). dray, j., bowman, j., freund, m., campbell, e., wolfenden, l., hodder, r. k., & wiggers, j. (2011). improving adolescent mental health and resilience through a resilience-based intervention in schools: study protocol for a randomised controlled trial. https://doi.org/10.1186/1745-6215-15289 durlak, j. a., weissberg, r. p., dymnicki, a. b., taylor, r. d., & schellinger, k. b. (2011). the impact of enhacing students’ social and emotional learning: a meta-analysis of school-based universal interventions. child development, 82(1), 405–432. https://doi.org/10.1111/j.14678624.2010.01564.x field, a. (2009). discovering statistics using spss. sage publications. gillham, j. e., reivich, k. j., brunwasser, s. m., freres, d. r., chajon, n. d., kash-macdonald, v. m., … seligman, m. e. p. (2012). evaluation of a group cognitive-behavioral depression prevention program for young adolescents: a randomized effectiveness trial. journal of clinical child & adolescent psychology, 41(5), 621–639. https://doi.org/10.1080/15374416.2012.706517 goss-sampson, m. a. (2019). statistical analysis in jasp: a guide for students. hair, j. f., black, w. c., babin, b. j., & anderson, r. e. (2010). multivariate data analysis. vectors. https://doi.org/10.1016/j.ijpharm.2011.02.019 hodder, rebecca k, freund, m., bowman, j., wolfenden, l., campbell, e., wye, p., … wiggers, j. (2012). a cluster randomised trial of a school-based resilience intervention to decrease tobacco, alcohol and illicit drug use in secondary school students: study protocol. bmc public health. https://doi.org/10.1186/1471-2458-12-1009 hodder, rebecca kate, freund, m., wolfenden, l., bowman, j., gillham, k., dray, j., & wiggers, j. (2014). systematic review of universal school-based resilience interventions targeting adolescent tobacco, alcohol or illicit drug use: review protocol. bmj open, 4(5). https://doi.org/10.1136/bmjopen-2013-004718 hodder, rebecca kate, freund, m., wolfenden, l., bowman, j., nepal, s., dray, j., … wiggers, j. (2017). systematic review of universal school-based ‘resilience’ interventions targeting adolescent tobacco, alcohol or illicit substance use: a meta-analysis. preventive medicine. https://doi.org/10.1016/j.ypmed.2017.04.003 kim, j. s., & franklin, c. (2009). solution-focused brief therapy in schools: a review of the outcome literature. children and youth services review, 31(4), 464–470. https://doi.org/10.1016/j.childyouth.2008.10.002 kurniastuti, i., & azwar, s. (2016). constructtion of student well-being scale for 4-6th graders. jurnal psikologi, 41(1), 1. https://doi.org/10.22146/jpsi.6954 leppin, a. l., bora, p. r., tilburt, j. c., gionfriddo, m. r., zeballos-palacios, c., dulohery, m. m., … montori, v. m. (2014). the efficacy of resiliency training programs: a systematic review and metaanalysis of randomized trials. plos one, 9(10). https://doi.org/10.1371/journal.pone.0111420 lewinsohn, p. m., hops, h., roberts, r. e., seeley, j. r., & andrews, j. a. (1993). adolescent psychopathology: i. prevalence and incidence of depression and other dsm-iii—r disorders in high school students. journal of abnormal psychology, 102(1), 133. martínez-martí, m. l., & ruch, w. (2017). character strengths predict resilience over and above positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction. journal of positive psychology, 12(2). https://doi.org/10.1080/17439760.2016.1163403 matsumoto, y., & shimizu, e. (2016). the friends cognitive behavioral program in japanese schools: an examination of the treatment effects. school psychology international, 37(4), 397–409. https://doi.org/10.1177/0143034316649639 couns-edu  the international journal of counseling and education vol.4, no. 3, 2019 the pilot study of smart-resilience a psycho-educational program| 128 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020190424230 mongrain, m., & anselmo-matthews, t. (2012). do positive psychology exercises work? a replication of seligman et al. journal of clinical psychology, 68(4), 382–389. https://doi.org/10.1002/jclp.21839 padesky, c. a., & mooney, k. a. (2012). strengths-based cognitive-behavioural therapy: a four-step model to build resilience. clinical psychology and psychotherapy, 19(4), 283–290. https://doi.org/10.1002/cpp.1795 pereira, a. i., marques, t., russo, v., barros, l., & barrett, p. (2014). effectiveness of the friends for life program in portuguese schools: study with a sample of highly anxious children. psychology in the schools. https://doi.org/10.1002/pits.21767 ruttledge, r., devitt, e., greene, g., mullany, m., charles, e., frehill, j., & moriarty, m. (2016). a randomised controlled trial of the friends for life emotional resilience programme delivered by teachers in irish primary schools. educational and child psychology, 33(2), 69–89. sagone, e., & caroli, m. e. de. (2013). relationships between resilience, self-efficacy, and thinking styles in italian middle adolescents. procedia social and behavioral sciences, 92(lumen), 838– 845. https://doi.org/10.1016/j.sbspro.2013.08.763 sagone, e., & elvira de caroli, m. (2014). a correlational study on dispositional resilience, psychological well-being, and coping strategies in university students. american journal of educational research, 2(7), 463–471. https://doi.org/10.12691/education-2-7-5 sankaranarayanan, a., & cycil, c. (2014). resiliency training in indian children: a pilot investigation of the penn resiliency program. international journal of environmental research and public health, 11(4), 4125–4139. https://doi.org/10.3390/ijerph110404125 schulz, a., becker, m., van der auwera, s., barnow, s., appel, k., mahler, j., … grabe, h. j. (2014). the impact of childhood trauma on depression: does resilience matter? population-based results from the study of health in pomerania. journal of psychosomatic research. https://doi.org/10.1016/j.jpsychores.2014.06.008 shoshani, a., & steinmetz, s. (2014). positive psychology at school: a school-based intervention to promote adolescents’ mental health and well-being. journal of happiness studies, 15(6), 1289– 1311. https://doi.org/10.1007/s10902-013-9476-1 suranata, k., atmoko, a., & hidayah, n. (2017). validation of psychological resilience scale and implication for guidance and counseling practice. in 2nd icet theme:―improving the quality of education and training through strengthening networking (vol. 1, p. 467). suranata, k., atmoko, a., & hidayah, n. (2017). enhancing students’ resilience: comparing the effect of cognitive-behavior and strengths-based counseling. in proceedings of the 2nd international conference on innovative research across disciplines (icirad 2017) (vol. 134, pp. 102–108). paris, france: atlantis press. https://doi.org/10.2991/icirad-17.2017.20 suranata, k., atmoko, a., hidayah, n., rangka, i. b., & ifdil (2017). risks and resilience of students with hearing impairment in an inclusive school at bengkala, bali, indonesia. specialusis ugdymas, 2(37), 165–214. https://doi.org/10.21277/se.v2i37.328 vichealth. (2015). interventions to build resilience among young people a literature review. vichealth. melbourne: victorian health promotion foundation. https://doi.org/10.1.1.45.1447 waters, l. (2011). a review of school-based positive psychology interventions. the australian educational and developmental psychologist, 28(02), 75–90. https://doi.org/10.1375/aedp.28.2.75 couns-edu the international journal of counseling and education vol.5, no.1, 2020, pp. 39-45 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi : https://doi.org/10.23916/0020200526720 received on 12/21/2019; revised on 01/31/2020; accepted on 02/29/2020; published on 03/30/2020 39 analysis of learning anxiety among senior high school students taty taty 1*) 1universitas pgri palembang, indonesia *)corresponding author, e-mail: tattyfauzi62@gmail.com abstract learning is the primary task of every student. however, there are many factors responsible for the success or failure such as anxiety, which is the unpleasant feeling of worry, concern, and fear. therefore this study aims to measure students' anxiety levels in learning and determine efforts to overcome this condition. this is a quantitative descriptive study, with data collected from 192 students using anxiety instruments. the results showed that most students' anxiety levels were in the normal category; this is because the majority chooses to confide in their close friends. keywords: learning anxiety, counseling, student. how to cite: taty, t. (2020). analysis of learning anxiety condition among senior high school student. couns-edu: the international journal of counseling and education, 5(1), 39-45. doi:10.23916/0020200526720 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction adolescence is a period of transition from childhood to early adulthood (copeland et al., 2013). it comprises of various types of biological, cognitive, social, and emotional changes(friedman et al., 2016; network, 2005). in addition, subjects become more complex and specific as children transition into adolescence in senior high schools, compared to kindergarten, elementary, and junior schools (efrila, 2020). at this stage, unresolved problems and pressures experienced by students cause anxiety (khasanah, 2019). according to cranney, leman, fergus, & rowatt (2018), anxiety is not pathological because it can be a source of strong motivation (corey, 2015). low anxiety is a positive effect on student learning performance and tends to increase learning motivation (howard, 2020; yang & quadir, 2018). in principle, anxiety is essential as it increases motivation and helps students achieve their set goals. yanti, erlamsyah, zikra, & ardi (2013), stated that low-level academic anxiety tends to arouse students’ enthusiasm to study. however, when anxiety is high, it leads to various physical and psychological disturbances. anxiety is a manifestation of mixed emotional processes, which occurs when students experience feelings of stress, frustration, and inner conflict(palitz & kendall, 2020). it is also an unpleasant condition that includes fear, tension, worry, and confusion. ifdil et al. (2019) stated that anxiety is one's feelings of fear or tension in dealing with learning problems. anxious students think of learning as something that is not fun. according to petrowski, buehrer, niedling, & schmalbach (2020)the symptoms of anxiety are reviewed through three, namely psychological components, such as nervousness, tension, insecurity, fear, and shock; physiological such as palpitations and cold sweat on the palms(meriyati, shaulita, & turnip, 2018); and social, which is associated with environmental factors in the form of behavior (attitude) and disturbance, and seclusion(chardon, janicke, carmody, & dumont-driscoll, 2016). many factors trigger the emergence of anxiety in students; these include: 1) high learning achievement outlined by the curriculum; 2) non-conducive learning climate; 3) assigning a lot of tasks; and mailto:tattyfauzi62@gmail.com http://dx.doi.org/10.23916/0020200526720 couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu taty, t analysis of learning anxiety among senior high school students| 40 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526720 4) a strict and unfair assessment system (megawanti, 2015). according to kusmaryono & ulia (2020), anxiety is also due to the unfriendly, fierce, rude, and less competent teachers' attitude towards students. the application of strict school discipline that prioritizes punishment, poor climate condition, and limited learning facilities and infrastructures, also trigger anxiety in students (lestari, latief, & widiastuti, 2013). estonanto & dio (2019) stated that parents' expectation of children's abilitiesis also a contributing factor (orji & oko, 2018; stoet, bailey, moore, & geary, 2016). the high intensity of learning anxiety creates various adverse effects on physical and psychological health. it also tends to affect their academics, thereby leading to low motivation, poor learning strategies, low self-esteem, negative self-evaluation, difficulty concentrating, and poor health perceptions (mukhlis, triaristina, wahyudi, kameliwati, & putri, 2020; ramos et al., 2002). the high level of student anxiety has a negative impact on learning (chanda & guha, 2018; cooper & brownell, 2020; downing, cooper, cala, gin, & brownell, 2020), academic competition, self-confidence, self-acceptance, and self-concept (anderson, 1999; shabrina & rachmawati, 2019). when students experience problems, their psychology tends to respond in accordance with the brain. these thoughts influences decisions and how to tackle problems(idris & idris, 2019). therefore, during such situations, efforts such as coping anxiety tend to have a positive influence on the individual and improve their ability to solve problems, regulate emotions, think more positively and accept oneself (mukminina & abidin, 2020; simpson, lincoln, & ohannessian, 2020). aysan, thompson, & hamarat (2001), and kumaraswamy (2013), stated that anxiety is strengthened until it is resolved. therefore, this study aims to measure and analyze students' anxiety levels in learning and the efforts made to overcome this condition.also, the efforts made by students, school personnel, and parents also play a role in directing their anxiety to be positive. similarly, school counselors can make various preventive and curative efforts through various services to prevent or overcome anxiety in students. method this is a quantitative descriptive study, with data collected from 192 students by measuring their anxiety aspects and efforts to overcome this condition. the aspects of anxiety measured are the frequency of participation, unpleasant communication experiences, self-avoidance, self-control, and self-expression. a total of 75 instrument items were appropriate to use because they were tested valid and reliable. in addition, the percentage formula was used for data analysis. results and discussions figure 1 shows the learning anxiety of high school students in seberang ulu 2018/2019 academic year. the highest is in the normal category at 53.13% and with a frequency of 102 students. this is followed by a moderate category of 46.88% with a frequency of 90 students, and there isnone in the weight category. according to figure 1, most high school students’ learning anxiety in seberang ulu is in the normal category. this is in accordance with their frequency of participation, unpleasant communication experiences, self-avoidance, self-control, and self-statements are presented in table 1. couns-edu  the international journal of counseling and education vol.5, no.1, 2020 analysis of learning anxiety among senior high school students| 41 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526720 figure 1: student learning anxiety level table 1 shows that the highest anxiety frequency is in the normal category, with 110 students at 57.29%. the unpleasant communication aspect is in the medium category, with a frequency of 113 at 58.85%. regarding self-avoidance, it is in the normal category, with a frequency of 116 students at 60.42%. the highest aspect of student self-control anxiety is the normal category with a 98 at 51.04% frequency. in accordance with self-statement, students' anxiety was highest in the normal category, with a frequency of 116 at 60.42%. when viewed from the weight category, the aspect of self-statement has the highest frequency of 7, while the unpleasant communication experience aspect is 5. the self-control aspect is 3 at a frequency of 2 students, and self-avoidance aspect of one. table 1: aspects of frequency of student anxiety participation aspects category frequency percentage participation frequency high 2 80 110 1.04 41.67 57.29 medium normal unpleasant communication experience high 5 113 74 2.60 58.85 38.54 medium normal self-avoidance high 1 75 116 0.52 39.06 60.42 medium normal self-control high 3 91 98 1.56 47.40 51.04 medium normal self-statement high 7 69 116 3.65 35.94 60.42 medium normal 0 46,88% 53,13% student anxiety condition high medium normal couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu taty, t analysis of learning anxiety among senior high school students| 42 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526720 figure 2: conditions of student learning anxiety based on anxiety aspects figure 2 showed that from the five aspects, four had the highest anxiety and in the normal category. furthermore, the frequency of participation, self-avoidance, self-control, and self-expression are also in the normal category. the aspect with the highest anxiety of 113 students is unpleasant communication experience. when viewed from the category of severe anxiety, self-statements, and unpleasant communication experiences, a high frequency of 7 and 5 students experience severe anxiety in these aspects. based on the efforts made in overcoming learning anxiety, it is found that the highest choice is choosing to confide in close friends, as shown in table 2. table 2: efforts made by students in overcoming learning anxiety efforts made by students frequency percentage confide in with close friends 22 11,45 % ask a lot 20 10,41% listen to songs 19 9,89% confide with parents 18 9,37% repeat the subject matter 17 8,85% prayer 17 8,85% make a study plan 17 8,85% confide with a boyfriend 13 6,77% join group study 12 6,25% watching tv 12 6,25% come to school counselor 10 5,20% set playtime 8 4,16% confide in brother 7 3,64% play at the mall 7 3,64% exercise 7 3,64% play station 6 3,25% confide in the homeroom teacher 4 2,08% smoke 4 2,08% pour it out by writing 3 1,56% playing the guitar 3 1,56% staying up late 2 1,04% total 192 100% 2 5 1 3 7 80 113 75 91 69 110 74 116 98 116 0 20 40 60 80 100 120 140 berat sedang normal frequency of participation. unpleasant communication experience self avoidance self control self statment high medium normal couns-edu  the international journal of counseling and education vol.5, no.1, 2020 analysis of learning anxiety among senior high school students| 43 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526720 table 2 shows that the efforts made in overcoming their anxiety based on the 5 highest frequencies are as follows: 22 (11.45%) chose to confide in their close friends, 20 (10.41%) chose to ask questions, 19 (9.89%) listened to songs, 18 (9.37%) confided in parents, 17 (8.85%) repeated the subject, while 10 (5.20%) met the school counselor. the result showed that student anxiety in learning is in the normal category at 53.13%, with a frequency of 102. it is also in the moderate category of 46.88%, with a frequency of 90 students, with none in the weight category. this shows that the level of anxiety is still in the reasonable category and tends to motivate them to learn. normal and moderate anxiety levels encourage learning, while high anxiety levels interfere with it (daharnis et al., 2019). elliott stated that low-level anxiety has a positive effect on student learning performance, while at a high level, it disrupts and worsens their behavior (elliot & mcgregor, 1999). under normal or moderate conditions, anxiety is not pathological, because it can be a powerful motivational force. yanti et al. (2013) stated that anxiety results from an awareness of responsibility. student’s learning anxiety determines their motivation in school (alizamar et al., 2019; corey, 2015). in principle, anxiety is important and tends to increase students' motivation in achieving their set goals. according to behavioral theory, when students are unable to control anxiety through rational ways, the ego relies on unrealistic ways(cohen & kaplan, 2020). however, when they are able to overcome the symptoms, these feelings become a source of motivation, and the tense experienced is an incentive to carry out an activity. most student anxiety is in the normal and moderate category where the four aspects with the highest conditions are aspects of self-avoidance, self-control aspects, and self-expression. one aspect of the highest student anxiety is in the medium category, with a frequency of 113 students on unpleasant communication experience. however, 18 students experienced anxiety in the heavy category on the aspect of self-statement with the highest frequency with 7 students. unpleasant communication self-control, frequency of participation, and self-avoidance were experienced by 5, 2, 3, and1 person. anxiety is a person's feelings in the form of fear or tension in dealing with learning (ifdil et al., 2019; simpson et al., 2020). students with anxiety analyze learning as a boring activity. this feeling arises because of several factors derived from personal experiences related to the teacher or taunts of friends. this leads to a negative influence on students and decreases their academic achievement (cohen & kaplan, 2020; elliot & mcgregor, 1999). anxiety is a useful stimulus used to solve problems (yanti et al., 2013). the frequency of students that decided to reduce their anxiety by choosing to vent with close friends is 22 students at a percentage of 11.45%. when students experience problems, psychology responds accordingly and influences the way they think and make decisions. furthermore, students feel anxiety, when given workload that exceeds their capability (o’rourke, halpern, & vaysman, 2020). however, assuming they can control this anxiety condition, it strengthens and helps to resolve problems (mukminina & abidin, 2020). however, cases of severe anxiety need to acquire handlers from experts such as school counselors. therefore, preventive efforts are needed for school counselors to optimize guidance and counseling services (hutagaol, 2020). some of these efforts include counseling and extra-curricular activities (ifdil, hariko, bariyyah, zola, & amalianita, 2020; wijaya, 2020). this means the availability of professional counselors in schools is absolutely needed. conclusion based on the study, it can be concluded that the anxiety of senior high school students in seberang ulu palembang is in the normal category. in addition, the frequency of participation, self-avoidance, selfcontrol, and self-expression are normal. however, one aspect of the medium category is an unpleasant communication experience. students tend to confide in close friends to overcome anxiety, and this has the highest frequency. in conclusion, parents and school counselors play a role in directing student anxiety to be positive with curative efforts to prevent and overcome this condition and enable development. couns-edu  vol.5, no.1, 2020 available online: http://journal.konselor.or.id/index.php/counsedu taty, t analysis of learning anxiety among senior high school students| 44 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526720 references alizamar, a., afdal, a., ifdil, i., ardi, z., ilyas, a., zikra, z., et al. (2019). are there statistical anxiety differences between male and female students? paper presented at the journal of physics: conference series. anderson, d. (1999). coping with test anxiety. florida: gulf coast university. aysan, f., thompson, d., & hamarat, e. (2001). test anxiety, coping strategies, and perceived health in a group of high school students: a turkish sample. the journal of genetic psychology, 162(4), 402-411. chanda, t., & guha, a. (2018). effect of learning anxiety on ability in learning of higher secondary students. research journal of social sciences, 9(8). chardon, m. l., janicke, d. m., carmody, j. k., & dumont-driscoll, m. c. (2016). youth internalizing symptoms, sleep-related problems, and disordered eating attitudes and behaviors: a moderated mediation analysis. eating behaviors, 21, 99-103. cohen, j. n., & kaplan, s. c. (2020). understanding and treating anxiety disorders: a psychodynamic approach clinical handbook of anxiety disorders (pp. 315-332): springer. cooper, k. m., & brownell, s. e. (2020). student anxiety and fear of negative evaluation in active learning science classrooms active learning in college science (pp. 909-925): springer. copeland, w. e., adair, c. e., smetanin, p., stiff, d., briante, c., colman, i., et al. (2013). diagnostic transitions from childhood to adolescence to early adulthood. journal of child psychology and psychiatry, 54(7), 791-799. corey, g. (2015). theory and practice of counseling and psychotherapy: nelson education. cranney, s., leman, j., fergus, t. a., & rowatt, w. c. (2018). hell anxiety as non-pathological fear. mental health, religion & culture, 21(9-10), 867-883. daharnis, d., nirwana, h., ifdil, i., afdal, a., ardi, z., taufik, t., et al. (2019). mathematics anxiety among prospective elementary school teachers and their treatment. paper presented at the journal of physics: conference series. downing, v. r., cooper, k. m., cala, j. m., gin, l. e., & brownell, s. e. (2020). fear of negative evaluation and student anxiety in community college active-learning science courses. cbe— life sciences education, 19(2), ar20. efrila, m. (2020). pelaksanaan layanan konseling kelompok dengan pendekatan behavioral untuk mengatasi kecemasan siswa di sekolah madrasah tsanawiyah darel hikmah pekanbaru. universitas islam negeri sultan syarif kasim riau. elliot, a. j., & mcgregor, h. a. (1999). test anxiety and the hierarchical model of approach and avoidance achievement motivation. journal of personality and social psychology, 76(4), 628. estonanto, a. j. j., & dio, r. v. (2019). factors causing mathematics anxiety of senior high school students in calculus. asian journal of education and e-learning (issn: 2321–2454), 7(01). friedman, n. p., miyake, a., altamirano, l. j., corley, r. p., young, s. e., rhea, s. a., et al. (2016). stability and change in executive function abilities from late adolescence to early adulthood: a longitudinal twin study. developmental psychology, 52(2), 326. howard, e. (2020). a review of the literature concerning anxiety for educational assessments. hutagaol, t. (2020). penanganan kasus kecemasan sosial siswa dalam layanan bimbingan dan konseling (studi kasus di sekolah menengah kejuruan muhammadiyah 3 terpadu pekanbaru). universitas islam negeri sultan syarif kasim riau. idris, i., & idris, i. (2019). emotional freedom technique dalam mengatasi kecemasan siswa menghadapi ujian. tadbir: jurnal manajemen pendidikan islam, 7(2), 106-115. ifdil, i., fadli, r. p., zola, n., erwinda, l., sari, a., churnia, e., et al. (2019). chromotherapy: an alternative treatment for mathematics anxiety among elementary school students. paper presented at the journal of physics: conference series. ifdil, i., hariko, r., bariyyah, k., zola, n., & amalianita, b. (2020). evaluation of the understanding of school counselors on individual counseling process in indonesia. khasanah, w. n. (2019). hubungan antara efikasi diri dan partisipasi siswa mengikuti konseling kelompok dengan kecemasan ujian akhir di sman sokaraja. universitas negeri semarang. couns-edu  the international journal of counseling and education vol.5, no.1, 2020 analysis of learning anxiety among senior high school students| 45 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526720 kumaraswamy, n. (2013). academic stress, anxiety and depression among college students: a brief review. international review of social sciences and humanities, 5(1), 135-143. kusmaryono, i., & ulia, n. (2020). interaksi gaya mengajar dan konten matematika sebagai faktor penentu kecemasan matematika. mosharafa: jurnal pendidikan matematika, 9(1), 143-154. lestari, y., latief, s., & widiastuti, r. (2013). mengurangi kecemasan siswa di sekolah dengan menggunakan teknik desensitisasi sistematis. alibkin (jurnal bimbingan konseling), 2(3). megawanti, p. (2015). meretas permasalahan pendidikan di indonesia. formatif: jurnal ilmiah pendidikan mipa, 2(3). meriyati, m., shaulita, r., & turnip, l. n. (2018). problem based learning strategy: the impact on mathematical learning outcomes viewed from anxiety levels. al-jabar: jurnal pendidikan matematika, 9(2), 199-208. mukhlis, h., triaristina, a., wahyudi, d. a., kameliwati, f., & putri, r. h. (2020). anxiety confronts practice exam reviewed from optimism, emotional intelligence, and social support on student of stikes. journal of talent development and excellence, 12(2s), 830-842. mukminina, m., & abidin, z. (2020). coping kecemasan siswa sma dalam menghadapi ujian tulis berbasis komputer (utbk) tahun 2019. jurnal al-azhar indonesia seri humaniora, 5(3), 110-116. network, n. e. c. c. r. (2005). child care and child development: results from the nichd study of early child care and youth development: guilford press. o’rourke, e. j., halpern, l. f., & vaysman, r. (2020). examining the relations among emerging adult coping, executive function, and anxiety. emerging adulthood, 8(3), 209-225. orji, e. u., & oko, f. o. c. (2018). predictive relationships of parenting style and role of students selfefficacy on examination anxiety among o'level students in afikpo north lga. the melting pot, 4(1). palitz, s. a., & kendall, p. c. (2020). anxiety disorders in children clinical handbook of anxiety disorders (pp. 141-156): springer. petrowski, k., buehrer, s., niedling, m., & schmalbach, b. (2020). the effects of light exposure on the cortisol stress response in human males. stress, 1-7. ramos, a., kangerski, a. l., basso, p. f., santos, j. e. d. s., assreuy, j., vendruscolo, l. f., et al. (2002). evaluation of lewis and shr rat strains as a genetic model for the study of anxiety and pain. behavioural brain research, 129(1-2), 113-123. shabrina, n. b. u., & rachmawati, m. a. (2019). husnudzan and anxiety in students dealing with national examination. simpson, e. g., lincoln, c. r., & ohannessian, c. m. (2020). does adolescent anxiety moderate the relationship between adolescent–parent communication and adolescent coping? journal of child and family studies, 29(1), 237-249. stoet, g., bailey, d. h., moore, a. m., & geary, d. c. (2016). countries with higher levels of gender equality show larger national sex differences in mathematics anxiety and relatively lower parental mathematics valuation for girls. plos one, 11(4). wijaya, f. (2020). bimbingan konsling islamiperspektif bibliotheraphy dalam mengatasi gangguan kecemasan siswa di ma nw apitaik. at-tadbir: jurnal manajemen pendidikan islam, 4(1), 32-47. yang, j. c., & quadir, b. (2018). effects of prior knowledge on learning performance and anxiety in an english learning online role-playing game. journal of educational technology & society, 21(3), 174185. yanti, s., erlamsyah, e., zikra, z., & ardi, z. (2013). hubungan antara kecemasan dalam belajar dengan motivasi belajar siswa. konselor, 2(1). couns-edu the international journal of counseling and education vol.3, no.1, 2018, pp. 14-21 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180312210 received on 09/20/2017; revised on 09/23/2017; accepted on 12/30/2017; published on: 05/23/2018 14 are high school students motivated to attend counseling ? rezki hariko *) universitas negeri padang * ) corresponding author, e-mail: hariko@konselor.org abstract counseling is the core of the implementation of guidance and counseling services at the school as a whole. the success of counseling is a guarantee for the success of different types of guidance and counseling services. unfortunately, not many students who voluntarily went to a counselor for help through the implementation of counseling. this research aims to describe the motivation of students to attend counseling. the research used survey method with 316 students of high school students. the results show that most students have not been motivated to follow counseling. based on these findings, further research is needed on the factors that influence student motivation, as well as the efforts should be done by counselors and other stakeholders to increase students' motivation to attend counseling. keywords: school, student, adolescent,motivation, counseling. how to cite: hariko, r. (2018). are high school student motivated to attend counseling?. couns-edu: international journal of counseling and education, 3(1): pp. 14-21. doi: https://doi.org/10.23916/0020180312210 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction the need for guidance and counseling in schools is increasing from time to time(hariko & ifdil, 2017).counselors as implementers of services are authorized to provide guidance and counseling services in educational and non-educational institutions(andriani, taufik, & hariko, 2017).some examples of guidance and counseling services that school counselors can do include student inventory services, information, individual counseling, placement, follow-up and evaluation, group counseling and group guidance, consultation, advocacy, mediation and orientation(corey, 2015; gibson & mitchell, 2003; gladding, 2012; prayitno, 2017; prayitno & amti, 2004).implementation of guidance and counseling services in schools includes a steady integration of the goals, functions, and principles of guidance and counseling, service areas, service types, support activities and service formats, and is implemented in various service formats: individual, group, classical, and collaborative(prayitno, 2004, 2017; prayitno & amti, 2004). one type of guidance and counseling services and implemented in an individual format is individual counseling (kamaluddin, 2011; prayitno, 2017; prayitno & amti, 2004). in many references, and also in this article, the term individual counseling is commonly referred to as counseling. counseling is defined as a counselor relation to a client focused on personal growth and adjustment and the fulfillment of the need for problem solving, decision making and behavioral change (gibson & mitchell, 2003; hansen, stevic, & warner, 1982; hariko, 2017; lesmana, 2008; prayitno, 2017). counseling is a type of counselor and client-specific relationship that can be in the form of face-to-face relationships, by phone, by letter, or with the help of electronic devices, and has a specific purpose (alleman, 2002; geldard & geldard, 2005; ifdil, 2013; sudrajat, 2008). more specific counseling is also defined as the application of the principles of mental health, psychology or human development through cognitive, affective, behavioral or systemic couns-edu  the international journal of counseling and education vol.3, no.1, 2018 are high school student motivated to attend counseling? | 15 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312210 intervention,strategies that pay attention to wellness, personal growth, career, personal development and pathology, implemented to people who are still functioning normally,theory-based and takes place in a structured sequence, a container for clients to learn and development processes as well as interventions(corey, 2015; cottone, 1992; gladding, 2012; hariko, 2016; lesmana, 2008). counseling has, since the early days of the movement into both school and non-school setting, been identified as the heart of any program of guidance and counseling services (gibson & mitchell, 2003). counseling is the core activity of the overall guidance and counseling services in order to provide understanding and completion of student problems. if the counseling of individuals able to give good results, then the implementation of guidance and counseling services as a whole will go well(gibson & mitchell, 2003).through counseling, students and counselors conduct interaction and communication processes to solve student problems(luddin, 2010; shanty & christiana, 2013). implementation of effective counseling is expected to create students who are independent, successful and able to carry out their daily activities effectively(prayitno & amti, 2004). counseling focuses its efforts on solving individual problems characterized by the formation of independence on the individual (gibson & mitchell, 2003; gladding, 2012; prayitno, 2017; prayitno & amti, 2004). individual independence is characterized by the presence of several indicators, namely: understanding and acceptance of self and the environment in a positive, dynamic, and objective, able to take decisions appropriately, able to direct themselves according to the decisions that have been taken, and able to actualize themselves optimally (prayitno & amti, 2004). estuary of the counseling process is expected to give birth to individuals who have constructive personality and able to formulate new ways to behave, feel and think(lesmana, 2008; truax & carkhuff, 2007). considering the magnitude of potential benefits of counseling, this service should be utilized by all students in the school.the implementation of guidance and counseling in schools is guided by educational objectives taking into account individual specifications at each school level (gibson & mitchell, 2003; gladding, 2012; lesmana, 2008; prayitno, 2017; prayitno & amti, 2004). each student based on the type of problem, age and level of education served with careful attention to the specificity and needs. counselors working inhigh schools, implementing counseling and guidance services to a number of clients who are in the period of adolescence(gladding, 2012; lesmana, 2008; prayitno, 2004). based on age ranges, high school students are at the age of 16-20 years which is equivalent to the period of adolescent age (fudyartanta, 2011; lesmana, 2008; santrock, 2014; sarwono, 2012).this period is often referred to as a turbulent and rebellious period(lesmana, 2008). in adolescence, individuals experience changes as a result of a significant and simultaneous transition of physical, personality, cognitive, mental and social development, from the period of the child to an adult period, impacting major changes on the emotional aspect(lesmana, 2008; santrock, 2014; sarwono, 2012). counseling services at high school are expected to contribute positively to adolescents in responding to various changes appropriately. the success of counseling in schools needs to get support from all sides, especially from students. active participation of students to utilize counseling services provides a number of important benefits for students, both in terms of problem solving and self-development. unfortunately, students at some schools have no encouragementand are not interested in participating in the implementation of counseling services.in addition, student expectations are not too high on the outcomes that can be obtained from counseling. related to this, the motivation of students to voluntarily attend counseling is very important in the effort to create a more productive daily living. method this research used survey method. the research population is high school students in padang, indonesia. the number of respondents is 316 students, obtained by simple random sampling technique with 95% accuracy value.the data were collected using students motivation to counseling scale (smocs).data analysis using descriptive statistical techniques and then categorized proportionally into five interval classes(iskandar, 2009; sudjana, 2002). couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu hariko, r are high school student motivated to attend counseling?| 16 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312210 results and discussions student motivation to attend counseling as measured in this research includes: (1) desire to attend counseling, (2) encouragement to attend counseling, and (3) expectations of counseling. the description of students' motivation to attend counseling based on research data can be seen in the following table. tabel 1. description of student motivation to attend counseling (n = 316) aspect category very low low medium high very high f % f % f % f % f % desire to attend counseling 51 16.1 52 16.5 125 39.6 76 24.1 12 3.8 encouragement to attend counseling 65 20.6 77 24.4 110 34.8 55 17.4 9 2.8 expectations of counseling 11 3.5 42 13.3 140 44.3 93 29.4 30 9.5 total 29 9.2 63 19.9 152 48.1 70 22.2 3 0.9 referring to table 1. it can be presented about the description of the student's motivation to attend counseling on the aspects reviewed. in the aspect of students' desire to attend counseling, 228 respondents (72.2%) have medium until very low motivation, and 88 respondents (27.8%) had high and very high motivation. in the aspect of encouragement to attend counseling, 252 respondents (79.9%) had medium until very low motivation, and 64 respondents (20.3%) had high and very high motivation. in the aspect of expectation of counseling, 193 respondents (61.1%) had medium until very low motivation, and 123 respondents (38.9%) had high and very high motivation. then, overall 244 respondents (77.2%) had medium until very low motivation, and 73 respondents (23.1%) had a high to very high motivation. the results of the data analysis show that the overall percentage of student motivation to attend counseling is mostly in the medium, low and very low category. likewise, if observed further on each aspect under research. from these findings it can be interpreted that students are not very motivated to utilize counseling services. this data is of course a matter of great concern for the existence of counseling and guidance services in schools in the effort of self-development and solving student problems. motivation is one of the internal conditions that each individual possesses, influences the direction of behavioral choice and becomes the power supplier to act in a directional way(ahmadi, 1991; huitt, 2001; sardiman, 2008; syah, 2003; uno, 2007). the individual's need for something can generate his motivation to perform an activity. individual motivation can be known from its behavior, for example from what it says and what it does (ahmadi, 1991; walgito, 2010). motivation is an impulse in a person that is indicated by the desire and interest, encouragement and need, and hope (uno, 2007). motivation begins with a change of energy within the individual characterized by the emergence of feelings of pleasure and interest in something (sardiman, 2008; sujanto, 2004). thus, the motivation of the individual is an important internal component of the individual that can be observed from the description of his desire and encouragement to perform certain actions and expectations of the action. the needs of the individual will generate his motivation to perform a certain action. students' need for counseling will have an effect on the desire and encouragement to follow their counseling and expectations on counseling. student motivation to attend counseling can be viewed from desire, interest and encouragement to attend counseling and expectation of counseling. the low motivation of students to attend counseling can be caused by various factors, both from students, counselors, and overall counseling. gladding(2012)argues that the counseling process is influenced by several factors, namely: the type of problem, the structure of counseling, initiative, the quality of the client and the quality of the counselor. essentially everyone needs counseling services. individuals whose lives are satisfactory and affluent even will experience emotional disturbance at certain times and need help (geldard & geldard, 2005). couns-edu  the international journal of counseling and education vol.3, no.1, 2018 are high school student motivated to attend counseling? | 17 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312210 likewise with students in high school. various conditions that always faced by students related to aspect of personal aspects, social, education, career, religious understanding, preparation of family, and others, often cause various problems. students deal with not only the various targets of learning outcomes, but also the various potential problems that will arise as a consequence of interaction with the social environment. as individuals who are in the period of adolescence, students are particularly vulnerable to various problems. some research data reveal a number of problems faced by students, that is, related to adjustment to the environment, physical and psychological changes (murdani, 2017; rahmah, ilyas, & nurfahanah, 2016; suryani, 2013), negative emotions and low emotional intelligence (fefriawati, 2010; yuliani, 2013), premarital sex behavior, heavy-risk sexual behavior, and pornography (hanifah, 2013; hariyani, mudjiran, & syukur, 2012; nursal, 2008), aggressive behavior (fefriawati, 2010; hidayat, yusri, & ilyas, 2013; restu, 2013), career planning, learning readiness and learning achievement (mulyani, 2013; permadi, 2016), smoking and drug use(rahayu & pratiwi, 2013), addicted to internet and games(jannah, mudjiran, & nirwana, 2015; kusumawati, aviani, & molina, 2017; lilimiwirdi & nelfira, 2016). based on the findings of this study, it is illustrative of a small portion of the complexity of the problems faced by students. the description of the research findings that have been put forward signals the need for immediate settlement efforts, especially by the counselor as the guidance and counseling service at the school. school counselors should be able to play their roles in implementing counseling services and other types of services, to all students at school (ahmadi, 1991; gibson & mitchell, 2003; gladding, 2012; gysbers, 2001; prayitno, 2017; prayitno & amti, 2004; schmidt, 2003). students need to be intensively involved in counseling, not only for the solve of personal and group issues, but also for student self-development purposes. guidance and counseling in schools should receive more attention from all parties, so that it is socialized and implemented well.unfortunately, various misconceptions about counseling are still common, especially with regard to definitions, objectives, functions and processes of implementation. the term counseling that is used with too broad and clutter, resulted in a blurring of understanding about the real meaning (palmer, 2000). for example, counseling is often equated with ordinary conversation in everyday life or counseling is considered a mere process of advice(geldard & geldard, 2005; palmer, 2000). even most people who are not familiar with the counseling process come to the counselor with the thought that they will be immediately advised and told what exactly they will do (geldard & geldard, 2005). when in fact advice is only one of the special techniques proposed by one of the counseling theories used in the counseling process with certain preconditions and contains some weaknesses when used improperly. counseling is not just about giving advice, it is very different from ordinary conversation in everyday life and through a series of systematic processes. the effectiveness of counseling can be obtained when the client realizes that he / she is in trouble, need the help of others to solve the problem, and try to find the party who can provide assistance that is counselor (gladding, 2012; prayitno, 2017). the view that seeking outside help to overcome the problem is one indication of one's weaknesses, can decrease the individual's interest in utilizing counseling services (geldard & geldard, 2005). counseling is often only the last choice of most individuals, because they do not know what they will gain from the process (gladding, 2012). related to this, the research results of vogel, wade, & hackler (2007) found that perceptions about the stigma of others about counseling contribute to the stigma of self and affect attitudes to seek help. students who have negative experiences with counseling are unlikely to be motivated to attend counseling, although in principle have a number of problems that need help to solve them. negative experiences can be gained from individual self-counseling experience in the past, or the result of conclusions about other people's negative experiences about counseling. various internal factors of students should be of concern in relation to the low motivation of students to attend counseling. one of these factors is related to students' self-disclosure. student self disclosure to express problems is needed in counseling processes (gladding, 2012; prayitno, 2017; prayitno & amti, 2004). the results of research conducted by nirwana (2013) revealed that high school students' self-disclosure rates are low, especially in attitude, financial, personality, and physical aspects. various factors can be a factor of low self-disclosure of students, one of which is the cultural factor. couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu hariko, r are high school student motivated to attend counseling?| 18 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312210 according to gainau (2009) self-disclosure is strongly influenced by culture, which includes values, rules, perspective, and attitudes towards the environment. low student self-disclosure is related to collective culture, where in the culture since childhood the child has been educated not to be open to others, educated not to tell others something that will embarrass themselves, family, and society (nirwana, 2013). things as mentioned will certainly be an inhibiting factor for students in deciding to seek help through counseling services, even though they are in desperate need of help. students 'concern about the application of confidentiality by counselors in the counseling process is also one of the factors that might influence the students' motivation to attend counseling. in principle, as a professional activity, the counselor in carrying out his professional activities is required to always apply the principle of confidentiality (geldard & geldard, 2005; gibson & mitchell, 2003; gladding, 2012; glosoff & pate jr, 2002; prayitno, 2017). students who doubt the application of confidentiality by counselors will most likely decide not to attend counseling. how not, most of the topics that will be discussed by students in counseling are the things that are really kept secret from anyone. related to this, the research findings of purwanti, firman, & sano (2013) revealed that there is a significant relationship between students' perceptions of the implementation of the principle of confidentiality by the counselor with the interest of students following counseling. consistency of counselor in applying of confidentiality principle will trigger the emergence of student interest to attend in counseling service. the counseling process involves interpersonal relationships between two parties, where the personality of the counselor is a very important thing to achieve counseling goals (brammer & shostrom, 1982; geldard & geldard, 2005; gladding, 2012; gunarsa, 2001; hariko, 2017; lesmana, 2008; rogers, 1971). personal factors of counselor, client's view of counselor, and counselor-client relationship are crucial to the process and outcomes of the counseling(zulfikar, hariko, muwakhidah, & aritonang, 2017).factors that come from the counselor into the main consideration of students in deciding whether or not to use counseling services. the personality of the counselor in the interaction in everyday life and in the counseling process, becomes the focus of student consideration. students who have negative perceptions about the personality of the counselor tend to try to minimize the interaction and communication with counselor, both in daily activities and in the utilization of counseling services. counselors who have a good personality tend to be the students' choice in the implementation of counseling. the empathy, friendliness and modest attitude shown by the counselor can be an early antidote to the complexity of student perceived problems. students' expectations of the acquisition of insights, knowledge and mastery of life skills will be gained more easily in an atmosphere of friendly, understanding and non-threatening interaction. this is also confirmed by griffith & frieden (2000) that new insights can be gained as counselors and clients collaborate in a non-threatening atmosphere. in addition to the aspect of personality, professional counselors must also have to master the theory and skills of counseling and skilled in practicing those skills. in the counseling process, theory is something that is absolute, because counseling is a special way to help others that involve certain skills for specific purposes by utilizing certain skills based on validated approaches and theories (burks & stefflre, 1979; corey, 2015; cottone, 1992; geldard & geldard, 2005; gibson & mitchell, 2003). these approaches and theories are formulated by the counselor dynamically in accordance with the needs and types of student problems. each counselor must develop a personal theory of counseling (hansen et al., 1982). skilled counselors with broad insights and knowledge will increase the desire and encouragement of students to attend counseling. unfortunately, the use of theory in counseling practice is often ignored by some counselors. some experienced counselors are cynical about the theory and question the value of the theory (burks & stefflre, 1979). this can be one of the triggers of students' disinterest in utilizing counseling services. effective counseling implementation utilizes a number of appropriate skills with needs specifications and student problems (hariko, 2017). the use of counseling skills by counselors aims to give the client a feeling of being understood and affirmed, managing problem situations, managing problems, changing the bad skills of the problem-creating students, and bringing about changes in the philosophy of life (nelson-jones, 2013). mastery of counseling theories and skills by counselors will encourage students to benefit counseling services for self-development and solving problems. various other factors sourced from clients and counselors as well as the overall process will affect students' motivation to attend counseling. motivation is an important aspect that students must have, to couns-edu  the international journal of counseling and education vol.3, no.1, 2018 are high school student motivated to attend counseling? | 19 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312210 stimulate voluntarily to attend counseling for self-development and / or problem-solving. students need to voluntarily refer themselves to counselors. thus, the goals of counseling as mentioned can be achieved more easily. some aspects that can cause or inhibit the emergence of student motivation to follow counseling, need further research by the parties associated with the profession of counseling. thus, students are expected to be more motivated to utilize counseling services to achieve effective daily living. conclusion counseling is the core of the implementation of guidance and counseling services at the school as a whole. if students intensively attend counseling, then they have a greater chance of being free from the complexity of the problems they face and helping students in self-development efforts. unfortunately, not many students are interested in utilizing counseling services. research data reveal that most students are not yet motivated to attend counseling. this condition can be caused by a number of factors that come from students and counselors or the overall counseling process. some aspects that may be factors of incurring and / or inhibiting the emergence of student motivation to attend counseling, for example, views about the importance of seeking help from counselors to solve problems, the understanding about counseling, the level and condition of self-disclosure, belief and doubts about the application of the principle of confidentiality by counselors, perceptions about the personality of the counselor, mastery of theory by counselors, and proficiency of counselor in applying counseling skills.however, counselors and all stakeholders should take systematic and sustainable steps, so that students' motivation to attend counseling is increasing. acknowledgments acknowledgmentsto the lecturers of guidance and counseling, universitas negeri padang, for support to the author in preparing the initial framework of this article. the authors are also grateful to the team of couns-edu: international journal of counseling and education, which provides an opportunity for the publication of this article. references ahmadi, a. (1991). bimbingan dan konseling di sekolah. jakarta: pt. rineka cipta. alleman, j. r. (2002). online counseling: the internet and mental health treatment. psychotherapy: theory, research, practice, training, 39(2), 199. andriani, o., taufik, t., & hariko, r. (2017). gambaran permasalahan pasangan muda di kabupaten kerinci. jki (jurnal konseling indonesia), 3(1), 1–8. brammer, l. m., & shostrom, e. l. (1982). therapeutic psychology: fundamentals of counseling and psychoterapy. new jersey: prentice-hall. burks, h. m., & stefflre, b. (1979). theories of counseling. mcgraw-hill companies. corey, g. (2015). theory and practice of counseling and psychotherapy. canada: nelson education. cottone, r. r. (1992). theories and paradigms of counseling and psychotherapy. massachusetts: allyn & bacoon, inc. fefriawati, r. (2010). hubungan antara kecerdasan emosional dengan perilaku agresif remaja di smkn 5 padang tahun 2010. jurnal universitas andalas padang. fudyartanta, k. (2011). psikologi perkembangan. yogyakarta: pustaka pelajar. gainau, m. b. (2009). keterbukaan diri (self disclosure) siswa dalam perspektif budaya dan implikasinya bagi konseling. jurnal ilmiah widya warta, 33(1), 95–112. geldard, k., & geldard, d. (2005). practical counselling skills: an integrative approach. palgrave macmillan. gibson, r. l., & mitchell, m. h. (2003). introduction to counseling and guidance. new york: pearson education, inc. gladding, s. t. (2012). counseling: a comprehensive profession. new york: pearson higher ed. glosoff, h. l., & pate jr, r. h. (2002). privacy and confidentiality in school counseling–special issue: legal and ethical issues in school counseling. american school counselor association. griffith, b. a., & frieden, g. (2000). facilitating reflective thinking in counselor education. counselor education and supervision, 40(2), 82–93. gunarsa, s. d. (2001). konseling dan psikoterapi. jakarta: pt. bpk gunung mulia. jakarta: pt. bpk gunung couns-edu  vol.3, no.1, 2018 available online: http://journal.konselor.or.id/index.php/counsedu hariko, r are high school student motivated to attend counseling?| 20 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312210 mulia. gysbers, n. c. (2001). school guidance and counseling in the 21st century: remember the past into the future. professional school counseling, 5(2), 96–106. hanifah, f. (2013). hubungan kontrol sosial orang tua dengan perilaku seks pranikah remaja kelurahan batang arau kecamatan padang selatan. spektrum pls, 1(2). hansen, j. c., stevic, r. r., & warner, r. w. (1982). counseling: theory and process (vol. 23). allyn & bacon. hariko, r. (2016). ilmu bimbingan dan konseling, nilai dan kesejahteraan individu: studi literatur. jurnal konseling dan pendidikan, 4(2), 118–123. hariko, r. (2017). landasan filosofis keterampilan komunikasi konseling. jurnal kajian bimbingan dan konseling, 2(1). https://doi.org/10.17977/um001v2i22017p041 hariko, r., & ifdil, i. (2017). analisis kritik terhadap model kipas; konseling intensif progresif adaptif struktur. jurnal konseling dan pendidikan, 5(2), 109–117. hariyani, m., mudjiran, m., & syukur, y. (2012). dampak pornografi terhadap perilaku siswa dan upaya guru pembimbing untuk mengatasinya. konselor, 1(2). hidayat, h., yusri, y., & ilyas, a. (2013). profil siswa agresif dan peranan guru bk. konselor, 2(2). huitt, w. (2001). motivation to learn: an overview. educational psychology interactive, 12. ifdil, i. (2013). konseling online sebagai salah satu bentuk pelayanan e-konseling. jurnal konseling dan pendidikan, 1(1), 15–22. iskandar. (2009). metodologi penelitian pendidikan dan sosial. jakarta: gaung persada press. jannah, n., mudjiran, m., & nirwana, h. (2015). hubungan kecanduan game dengan motivasi belajar siswa dan implikasinya terhadap bimbingan dan konseling. konselor, 4(4), 200–207. kamaluddin, h. (2011). bimbingan dan konseling sekolah. jurnal pendidikan dan kebudayaan, 17(4), 447– 454. kusumawati, r., aviani, y. i., & molina, y. (2017). perbedaan tingkat kecanduan (adiksi) games online pada remaja ditinjau dari gaya pengasuhan. jurnal rap, 8(1). lesmana, j. m. (2008). dasar-dasar konseling. jakarta: ui-press. lilimiwirdi, l., & nelfira, n. (2016). pengaruh internet dalam pengembangan bahasa dan budaya di kalangan remaja kota padang. arbitrer, 3(2), 44–66. luddin, a. b. m. (2010). dasar-dasar konseling. perdana publishing. mulyani, d. (2013). hubungan kesiapan belajar siswa dengan prestasi belajar. konselor, 2(1). murdani, s. (2017). hubungan keterlibatan ayah dalam pengasuhan (father involvement) dengan penyesuaian diri remaja. jurnal student psikologi universitas negeri padang, 2015(1). nelson-jones, r. (2013). introduction to counselling skills: text and activities (4th ed.). london: sage publications ltd. nirwana, h. (2013). pengungkapan diri siswa sekolah menengah dan implikasinya bagi konseling. jurnal ilmu pendidikan, 18(1). nursal, d. g. a. (2008). faktor-faktor yang berhubungan dengan perilaku seksual murid smu negeri di kota padang tahun 2007. jurnal kesehatan masyarakat andalas, 2(2), 175–180. palmer, s. (2000). introduction to counselling and psychotherapy: the essential guide. (s. palmer, ed.). london: sage publications. permadi, n. e. (2016). masalah-masalah yang dihadapi peserta didik dalam perencanaan karir dan implikasinya terhadap pelayanan bimbingan karir. jurnal penelitian bimbingan dan konseling, 1(2). prayitno. (2004). seri layanan bimbingan dan konseling: layanan l1-l9. padang: bk fip-unp. prayitno. (2017). konseling profesional yang berhasil. jakarta: pt. rajagrafindo persada. prayitno, & amti, e. (2004). dasar-dasar bimbingan konseling. jakarta: pt. rineka cipta. purwanti, w., firman, f., & sano, a. (2013). hubungan persepsi siswa terhadap pelaksanaan asas kerahasiaan oleh guru bk dengan minat siswa untuk mengikuti konseling perorangan. konselor, 2(1). rahayu, y. p., & pratiwi, t. i. (2013). penerapan bimbingan kelompok dengan media video untuk meningkatkan pemahaman siswa tentang bahaya narkoba pada siswa kelas viii-d smp negeri 2ngoro. jurnal bk unesa, 4(1), 127–134. rahmah, s., ilyas, a., & nurfahanah, n. (2016). masalah-masalah yang dialami anak panti asuhan dalam penyesuaian diri dengan lingkungan. konselor, 3(3), 107–112. restu, y. (2013). studi tentang perilaku agresif siswa di sekolah. konselor, 2(1). couns-edu  the international journal of counseling and education vol.3, no.1, 2018 are high school student motivated to attend counseling? | 21 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180312210 rogers, c. r. (1971). on becoming a person: a therapist’s views of psychotherapy. london: constable & company ltd. santrock, j. w. (2014). adolescence (15th ed.). new york: mcgraw-hill education. sardiman, a. m. (2008). interaksi dan motivasi belajar mengajar. jakarta: pt. rajagrafindo persada. sarwono, s. w. (2012). psikologi remaja. jakarta: pt. rajagrafindo persada. schmidt, j. j. (2003). counseling in schools: essential services and comprehensive programs. allyn & bacon. shanty, r. m. n., & christiana, e. (2013). pelaksanaan layanan konseling individual smpn sekecamatan bangsal mojokerto. jurnal bk unesa, 3(1), 388–393. sudjana. (2002). metoda statistika. edisi ke 6. bandung: pt. tarsito. sudrajat, a. (2008). bimbingan dan konseling di sekolah. tersedia di: http://akhmadsudrajat. wordpress. com/2008/02/10/bk-dan-mpmbs/.(16 januari 2009). sujanto, a. (2004). psikologi umum. jakarta: bumi aksara. suryani, l. s. l. (2013). penyesuaian diri pada masa pubertas. konselor, 2(1). syah, m. (2003). psikologi belajar. jakarta: pt. rajagrafindo persada. truax, c. b., & carkhuff, r. (2007). toward effective counseling and psychotherapy: training and practice. transaction publishers. uno, h. b. (2007). teori motivasi & pengukurannya. jakarta: bumi aksara. walgito, b. (2010). pengantar psikologi umum. yogyakarta: cv. andi offset. yuliani, r. (2013). emosi negatif siswa kelas xi sman 1 sungai limau. jurnal ilmiah konseling, 2(1), 151–155. zulfikar, z., hariko, r., muwakhidah, m., & aritonang, n. (2017). konseling humanistik: sebuah tinjauan filosofi. jurnal konseling gusjigang, 3(1), 146–151. couns-edu the international journal of counseling and education vol.3, no.4, 2018, pp. 121-125| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020180316830 received on 04/14/2018; revised on 06/15/2018/; accepted on 05/21/2018; published on: 12/31/2018 121 the relationship between emotional intelligence, self efficacy and prosocial behaviour on interpersonal conflict management marieta gaol *) universitas negeri yogyakarta *)corresponding author, e-mail: marietaefrianti1991@gmail.com abstract this study aimed to determine influence of emotional intelligence, self efficacy and prosocial behaviour on interpersonal conflic management of guidance and counseling student at university of yogyakarta. this research method is quantitative with an ex-post facto type which takes a sample by using proportional random sampling technique. the sample consisted of 40 students of universitas negeri yogyakarta, 126 students of ahmad dahlan university, 38 students of sanata dharma university, 66 students of pgri university yogyakarta, 21 students of yogyakarta university of technology, 5 students of mercu buana university yogyakarta and 39 students of ikip pgri wates who were all students of guidance and counseling semester iv. data of emotional intelligence, self efficacy, prosocial behaviour and interpesonal conflic management is taken by using scale. reliability test used technique of cronbach's alpha, obtained p=0.929 for emotional intelligence variable, p=0.917 for self efficacy variable, p=0.915 for prosocial behaviour variable, and p=0.849 for variable of interpersonal conflic management.there was a positive and significant correlation between emotional intelligence, self efficacy and prosocial behaviour and interpersonal conflic management, with correlation cooficient 0.559, obtained p=0.000 and effective contribution equal to 31.3%. keywords: emotional intelligence, self efficacy, prosocial behavior, interpersonal conflic management, guidance and counseling student how to cite: gaol, m. (2018). the relationship between emotional intelligence, self efficacy and prosocial behaviour on interpersonal conflict management. couns-edu: international journal of counseling and education, 3(4): pp. 121-125. doi: https://doi.org/10.23916/0020180316830 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2018 by author. introduction the students in late adolescence will progress towards early adult development. adolescent development is a cyclical process in human life a benchmark of individual happiness and success (santrock,2003:26). students who are able to prepare themselves in late adolescence will determine the individual's readiness towardearly adult development. papalia, et al (2009 : 115210) states thatyoung adults range from 18-21 years. students will choose majors of interest from a wide range of majors that colleges offer. student activity in college is following lectures and self-development activities .encounter students with the people around him as well as facing a variety of new characteristics. difficulty in accepting points of view and behavior patterns causes students to experience obstacles and blamethe people around them. barriers often arise they want to interactdirectly for example by meeting and face to face , or indirectly for example through social media. interpersonal conflict happens to be oneof the couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu marieta gaol the relationship between emotional intelligence, self efficacy and prosocial behaviour …| 122 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316830 problems that can hinder student relation. one of the solutions is having interpersonal conflict management. interpersonal conflict management is needed to assist students in determining the rightattitude in the face of interpersonal conflict. good conflict management skills will be a positive value for students will grow and be accepted intheir environment. conversely, poor student conflict management brings increasingly difficult situations and obstacles to its development. according to thomas and kilmann (1976:8) in interpersonal conflict management individuals have cooperative capabilities shown in aspect sofaccommodatio, compromise, and collaboration. researchers limitthe three aspects of interpersonal conflict management to students. good conflict management is a way to escape from the conflict. according to goleman (martin , 2007:30) that the management ofinterpersonal conflict is one of the social skills in the individual that isinfluenced by the awareness within the individual one of them related toemotional awareness , has self-management related to individual selfconfidence one of them is the belief to achieve success or achievement ,and has an initiative in providing services to people around them throughprosocial behavior. according to goleman (2009:59) individuals who have emotional intelligence able to be able to recognize emotions them selves, manage emotions, motivate your self , recognize theemotions of others , and foster relationships with others . students areexpected to learn to apply all dimensions of emotional intelligence so that they are ready to take decisions in the face of conflict situations. students ' efforts to become individuals who have positive interpersonal conflicts require self-regulation to be ready for future situations. one of them is through self efficacy, have the endurance andability to achieve the goals or achievements desired .proosialbehavioris an individual action to provide assistance to others without receiving rewards. according to stenberg and mussen (dayaksini and hudaniah, 2002:87) one's efforts to prosocial behavior include sharing , cooping, helping , donating and honesty . interviews with 7 students 4 experienced low self efficacy , among them refusing to attend classes various reasons to avoid questionsand group tasks. students give the assumption that if the task by friends of the group . the task that should be one of responsibility, becomes a burden for the group. this method illustrates that the individual has not had self efficacy to plan him selfinsolving the problems encountered. furthermore, the students do not experience obstacles in running the lecture. students have the ability to manage emotions when there is a force to do group work. by giving assertiveness to be done together, and give confidence in friends to tryto do the tasks with the potential they have . positive dynamics areexpected to occur interpersonal interaction on university guidance and counseling students in yogyakarta. according to winkel (2006:184-186) the personality qualities that a counselor must possess are:(1) knowing himself, (2) understanding others and (3) having good communication skills with others. if the counselor is ready to deal with situations of conflict that occur from within himself then he was ready to deal with situations of conflict that arise from the environment. based on the fact that guidance and counseling students have problems related to emotional intelligence,self efficacy, prosocial behavior and interpersonal conflict management, so that the counselor candidate is expected to have good personality quality and have the ability to assist the counselee optimally. this evidence is shown based on interviews conducted by researchers. in this research we want to know the relationship of emotional intelligence, self efficacy and prosocial behavior with interpersonal conflict management of university guidance and counseling students in yogyakarta method this research method is quantitative research using ex-post facto type. the study population is all students of guidance and counseling semester 4 at university in yogyakarta which amounted to 670 students. from the amount of research, the sample is taken as much as 50% by using proportional random sampling technique considering the number of students guidance and counseling at each university is different so that the total sample used in this study is 335 students. the instrument of data collection using the scale of emotional intelligence with α 0.929 item reliability, self efficacy scale with α 0.917, prosocial behaviour scale with α 0.915 and conflic interpersonal management scale with α 0.849. the data obtained were analyzed using descriptive data analysis technique and partial regression test. couns-edu  the international journal of counseling and education vol.3, no.4, 2018 the relationship between emotional intelligence, self efficacy and prosocial behaviour …| 123 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316830 results and discussions the results of the data collection of the four variables are presented as shown below: table 1. classification of student emotional intelligence scores score range category total (student) percentage (%) 131156 very high 13 4 110 – 130 high 117 35 88 – 109 medium 149 44 67 – 87 low 52 16 39–66 very low 4 1 total 335 100 table 1 shows the variation in the level of emotional intelligence held by students of guidance and counseling at the university of yogyakarta in the academic year 2016/2017. based on the data in the table it can be seen that there are 4 students or 1% who have emotional intelligence in very low category, 52 students or 16% categorized low, 149 students or 44% moderate category, 117 students or 35% categorized high and 13 students or 4% categorize very high. the tendency of aspects of students' emotional intelligence guidance and counseling at university in yogyakarta in 2017/2018 academic year can be observed through five aspects: 1) the aspect of recognizing self-emotions 2) aspects of managing emotions 3) self-motivating aspects 4) the aspect of recognizing the emotions of others and 5) aspects of fostering relationships. the aspect of recognizing self-emotion is the ability to recognize the emergence of one's own emotions. the aspect of managing emotions is the ability to manage your feelings. table 2. classification of student self-efficacy scores score range category total (student) percentage (%) 125 148 very high 37 11 103 – 124 high 172 51 81 – 102 medium 116 35 59 – 80 low 9 3 34 58 very low 1 0 total 335 100 table 2 shows the variation in the level of self-concept held by students majoring in guidance and counseling at universities throughout yogyakarta in 2017/2018 academic year. based on the data in the table it can be seen that there are 1 students or 0% who have self-efficacy in the very low category, 9 students or 3% categorized low, 126 students or 35% moderate category, 172 students or 51% categorized high and 37 students or 11% categorize very high. the tendency of self efficacy aspect of the student of guidance and counseling at university in yogyakarta year 2017/2018 can be observed through three aspects: 1)challenging task orientation 2)facing challenges and 3) persistence reach the goal 4) confidence to achieve success 5)strategy to face challenges 6) improve the performance. table 3. classification of student behaviour prosocial scores score range category total (student) percentage (%) 125 – 148 very high 45 13 103 – 124 high 158 47 81 – 102 medium 119 36 59 – 80 low 12 4 37 58 very low 1 0 total 335 100 table 3 shows the variation in the level of prosocial behaviour held by the students of guidance and counseling at the university of yogyakarta in the academic year 2017/2018. based on the data in the table it can be seen that there are students 1 or 0% who have prosocial behaviour in the very low category, 12 students or 4% categorized low, 119 students or 30% categorized medium, 158 students or 47% couns-edu  vol.3, no.4, 2018 available online: http://journal.konselor.or.id/index.php/counsedu marieta gaol the relationship between emotional intelligence, self efficacy and prosocial behaviour …| 124 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316830 categorized high and 45 students or 13 % categorized very high. the tendency of interpersonal communication aspect of the students of guidance and counseling at the university in yogyakarta for the academic year 2016/2017 can be observed through five aspects: 1) sharing 2) cooperative 3) donating 4) helping 5) honesty. table 4. classification of student interpersonal conflic management scores score range category total (student) percentage (%) 74 – 88 very high 31 9 61 – 73 high 107 32 48 – 60 medium 161 48 35 – 47 low 35 10 22–34 very low 0 0 total 335 100 table 4 shows the tendency of interpersonal conflic management that students have in counseling guidance at university in yogyakarta academic year 2017/2018. based on the table, it is known that there are 0 students with very low interpersonal conflic management tendency, 35 low categorized students, 161 middle-class students, 107high categorized students and 31 students are in a very high category. furthermore, the percentage of the data can be seen in figure 5 page 119. based on the data in the table and the picture can be seen that there are 0 students or 0% who have social adjustment ability in very low category, 35 students or 10% categorized low, 161 students or 48% moderate category, 107 students or 32% categorized high and 31 students or 9% are categorized as very high. the tendency of interpersonal conflic management aspect of student guidance and counseling at university in yogyakarta year 2017/2018 can be observed through 3 aspects, namely: 1) collaboration and 2) compromise 3) accomodation. based on the data obtained then can be done the analysis of the influence of emotional intelligence, self-efficacy and prosocial behaviour to the interpersonal conflic managementof students guidance and counseling. the calculation results can be seen in the following table: table 5. model summary partial regression test of emotional intelligence, self efficacy and prosocial behaviour to student interpersonal conflic management. model summaryb variabel r r square f p significant level emotional intelligence, self-efficacy, prosocial behaviour 0,559 0,313 50,273 0,000 very significant a. predictors: (constant), emotional intelligence, self-efficacy, prosocial behaviour conclusions in terms of age and stages of student development, guidance and counseling students at the university of yogyakarta in the academic year 2017/2018, in this case, is a student of the 4 semester, belonging to the final teenage group. the time span of the transitional period from adolescence to adulthood is so short that students in this period have special characteristics that differ from the period before and after. the development of late teens that briefly affects the ability to make interpersonal conflic management in the environment where they are. moreover, yogyakarta is a student city, where students come from all over indonesia which of course requires good social adjustment ability. good social adjustment skills will help students to merge with others who have different tribes, residence, and language brought from home. couns-edu  the international journal of counseling and education vol.3, no.4, 2018 the relationship between emotional intelligence, self efficacy and prosocial behaviour …| 125 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020180316830 together variables of emotional intelligence, self efficacy and prosocial behaviour give a significant contribution to the interpersonal conflic management ability of students. the higher the emotional intelligence, the more positive self efficacy and the higher the prosocial behaviour, the higher the students' interpersonal conflic management ability. this is caused by the aspects that support the improvement of interpersonal conflic management ability of students supported positively from the variable of emotional intelligence, self efficacy, and prosocial behaviour. based on the results of the discussion can be concluded that emotional intelligence, self efficacy, and prosocial behaviour together affect the interpersonal conflic management of students guidance and counseling at the university of yogyakarta in the academic year 2017/2018. references albert bandura. (1994). self efficacy: toward unifying theory. goleman, d.,.(1995).emotional intelligence:why it can matter more than iq.usa:bantam books kilmann, r. h., & thomas, k. w. (1975). interpersonal conflict-handling behavior as reflections of jungian personality dimensions. psychological reports. 37: 971–980. papalia, d. e., old s, s. w., & feldman, r. d. (2009). human development perkembanganmanusia. jakarta: salembahumanika. santrock, j. w. (2003). adolesence: perkembanganremaja. jakarta:erlangga. winkel, w. s., &hastuti, s. (2006). bimbingan dan konseling di institusipendidikan (edisirevisi, cetakankelima).yogyakarta :universitas couns-edu the international journal of counseling and education vol.6, no.2, month 2021, pp. 44-54 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210635020 received on 07/14/2021; revised on 08/16/2021; accepted on 08/25/2021; published on: 11/14/2021 44 the construction of a quick tpack evaluation tool and comparison of an integrative and transformational model ratnawati susanto *)1 1 pendidikan guru sekolah dasar, fakultas keguruan dan dan ilmu pendidikan, universitas esa unggul, jakarta, indonesia *) corresponding author, e-mail: ratnawati@esaunggul.ac.id abstract it is well recognized that the model of technological pedagogical content knowledge (tpack) is one of the most prominent frameworks for describing teachers' skills to successfully educate students via the use of technology. self-report questionnaires are often used in tpack assessment, limiting the measures' validity, reliability, and practical application. the tpack framework's underlying structure also causes confusion among participants. an integrated or transformational picture of how the tpack knowledge domains interact was determined by the framework's inherent linkages. methods and findings one hundred and seventeen pre-service elementary school teachers were issued a 42-item pilot questionnaire. reliability analysis and confirmatory factor analysis were used to reduce the number of items on each subscale and to ensure that the model was wellfitting. structural equation modeling was used to analyze the internal connections that existed between the components. in conclusion, the 28-item final tpac questionnaire is a feasible and reliable tool for assessing pre-service teachers' knowledge, skills, and attitudes toward learning (tpack). the intrinsic links between knowledge components in the tpack paradigm also allow for a transformational interpretation to be applied. keywords: tpack, pre-service teachers, educational technology. how to cite: susanto, r. (2021). the construction of a quick tpack evaluation tool and comparison of an integrative and transformational model. couns-edu: the international journal of counseling and education, 6(2). doi:http://dx.doi.org/10.23916/0020210635020 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction pedagogical content knowledge, shulman (1986, 1987) claims, has dominated the discussion for the last three decades, and it's a combination of both pedagogical and content knowledge that makes a good teacher. despite the fact that mishra and koehler (2006) expanded this approach in recent years to add technological competence as a third crucial component of successful teaching in the digital world, this is not the first time this has been expressed. pck (pedagogical content knowledge), ck (content knowledge), and tk are the three fundamental components of tpack, which also includes four hybrid components formed at their intersections: pck (pedagogical content knowledge), tck (technology content knowledge) and tck (technology pedagogical knowledge) (tpck). even though numerous adaptations (lee & tsai, 2010) and extensions have been proposed (porras-hernández & salinas-amescua, 2013), the original framework is still the consistent core for representing teacher knowledge today. tpack has inspired a tremendous amount of research. many of the many components of knowledge are not clearly linked or how they may be quantified, which has sparked debate and worry in recent years. each of these themes will be explored in further depth in the next chapters. mailto:ratnawati@esaunggul.ac.id http://dx.doi.org/10.23916/0020210635020 couns-edu  the international journal of counseling and education vol.6, no.2, month 2021 the construction of a quick tpack evaluation tool ... | 45 indonesian counselor association (iki) | doi: 10.23916/0020210635020 contrasting integrative and transformative views on tpack it has been said that the tpack framework is one of the most widely used concepts in educational technology research (e.g., angeli & valanides, 2009; brantley-dias & ertmer, 2013) and that it has "fuzzy boundaries," despite the fact that it has been widely used in educational technology research even though the tpack framework has been widely used, it has been criticized for containing information that is "fuzzy" (graham, 2011; kimmons, 2015). a wide range of tpack definitions and interpretations have emerged as a result of these considerations (e.g., voogt, fisser, pareja roblin, tondeur, & van braak, 2013; petko, 2020). tpack components have been linked in a variety of ways, resulting in two opposing viewpoints. particularly (e.g., angeli & valanides, 2009; graham, 2011). when it comes to the first perspective, referred to as an integrative view, the main component, tpck, emerges as a result of the integration and relationship of all the other components of teacher knowledge and is thus tied to each domain. as a result of high levels of tk, pk, pck, ck, and ckk, tpck is likely to be present, as are tpk, tck, pck, tk, pk, and pc. the transformational approach, on the other hand, explains how knowledge components interact to produce unique bodies of knowledge that are greater than the sum of their individual parts. to put it another way, the transformational approach maintains that the tpck components cannot simply be combined to describe tpck as a distinct kind of knowledge; rather, it transcends the components that provide its basis. according to this view, tk, pk, and ck have no direct effect on tpck, but that tpk, tck, and pck do. in spite of the fact that mishra and koehler (2006) theoretically proposed the concept of tpack using the transformative perspective, only a few researchers have attempted to empirically test their assumptions up to this point. this question has been examined in a small number of studies using structural equation modeling, but the results have been inconclusive when it comes to finding an answer. rather than establishing the fundamental tpack model, the ambiguities have led to multiple extensions to the original model, further confusing the fundamental difficulties. tpack stands (barbar, & abourjeili, 2012). there is a need for empirical data to reconcile tpack and the paradigm proposed by mishra and koehler (2006). as a researcher in the field of tpack, it is imperative that assessment methodologies are both credible and easy to administer. for example, tpack can be evaluated across many settings and in conjunction with other critical factors, which could result in significant advantages (e.g., beliefs, selfefficacy). developing valid, reliable, and economical tpack measures when thinking about the integration of technology into educational institutions, it is critical to establish a theoretical framework that can be traced back to and make sense of the real world (frigg & hartmann, 2018; grnfeldt winther, 2015). technology integration into the classroom necessitates the development of a theoretical framework. an important part of tpack research is determining the validity and reliability of the instruments used in the study of theory and practice (koehler, shin, & mishra, 2012; niess, 2012). there are numerous theoretical perspectives available on tpack, and empirical evidence from tpack data is critical for developing consensus and bridging the gaps between them (fisser, voogt, van braak, & tondeur, 2015). self-reporting and performance-based instruments are the two main categories of instruments that have been used so far in this study to evaluate the tpack of students (fisser et al., 2015). first, we can distinguish between self-report surveys and interviews (which may or may not include open-ended or closed-ended questions). lesson preparation, classroom performance, and specific task performance are all included in performance-based assessments. self-report approaches are now the most frequently used methodology for tpack assessment (koehler et al., 2012; willermark, 2018). when properly randomized, self-report instruments, according to demetriou and colleagues (2015), are an effective way to collect large amounts of quantitative data that can be used to generate generalizations. but there are a number of disadvantages to taking this approach. although self-reporting has some obvious drawbacks, there are also a number of advantages. in order to accurately measure tpack, current self-report methods must be improved (abbitt, 2011). the proliferation of self-report instruments is a cause for concern because of the lack of standard criteria and imprecise boundaries. most lack proof of reliability and validity. koehler and colleagues couns-edu  vol.6, no.2, month 2021 available online: http://journal.konselor.or.id/index.php/counsedu susanto, r. the construction of a quick tpack evaluation tool ... | 46 indonesian counselor association (iki) | doi: 10.23916/0020210635020 (2012) revealed that roughly two-thirds of tpack research utilizing self-report lacked validity and reliability. therefore, empirical evidence supporting a seven-factor structure is inconsistent in the literature because of this issue; however, despite several studies that successfully confirmed the tpack's sevenfactor structure, other studies have found that these components are highly correlated and thus distinguish different factor structures (e.g. deng, chai, so qian, and chen in 2017 and pamuk and colleagues in 2015; sahin and colleagues in 2011; schmidt and colleagues in 2009), despite the fact that the seven-factor structure of tpack has been successfully confirmed in several studies (jang & tsai, 2012). concerns have been raised about the framework's construct and discriminant validity as a result of these findings. because of this, many current self-report tools do not evaluate tpack holistically, but rather simply tk or the tdimensions (scherer, tondeur, and siddiq, 2017). (archambault & barnett, 2010). one of the most widely used self-report instruments in the field of teacher training is schmidt et al. (2009).'s tpack knowledge assessment survey. several authors have validated the survey, either in its original form or an adaptation, and reported high reliability (cronbach's alpha >.80; see, for example, chai et al., 2010; chai, koh tsai and tan, 2011; chai koh tsai and tan 2010, chai koh tsai and tan 2010). the survey is unique in that it evaluates all seven components. as with other tpack self-report instruments, it has three drawbacks. tpack's self-report measures can be lengthy and, as a result, inconvenient for use in the real world (valtonen et al., 2017). because the items in each subscale are distributed asymmetrically, these instruments produce instruments with differing degrees of measurement accuracy (for an overview, see pamuk et al., 2015). some of these tools can only be used by specific types of teachers, which limits their usefulness as a general tool. according to schmidt et al. (2009), their questionnaire only allows (pre-service) instructors who teach all four of these subjects to complete it (math and literacy, as well as social studies and science). more specific examples include jimoyiannis (2010), doering & veletsianos (2008), and archambault & barnett (2009) "online habitats" (archambault & barnett's (2010) "online habitats"). schmidt et alsurvey,utility .'s can be greatly increased by incorporating these three features into the survey. this will provide the tpack research community with a long-needed legitimate, trustworthy, and practical tool. besides that, the debate over whether to use an integrative or transformational approach to teaching and learning has implications for how assessment tools are constructed (graham, 2011). tpack's transformational model by mishra and koehler (2006) has been the subject of a few research aiming at proving the validity of the idea (angeli & valanides, 2009; jang & chen, 2010; jin, 2019). despite the fact that their approaches were diverse, they all produced fruitful results. despite this, no research looked at whether their transformational models were more effective than their integrative counterparts. none of this. the present study teachers' knowledge of digital technology in the classroom is one of the most well-known tpack models, and it is also used by a wide range of other organizations. tpack research, on the other hand, places a significant emphasis on a wide range of theoretical and methodological challenges. aim: the purpose of this project is to create and verify a self-report questionnaire in light of these characteristics (tpack). for this project, we want to build a succinct instrument that correctly examines all seven components of tpack while taking parsimony and practicality into mind. when doing large-scale research, tpack may be more easily integrated because of the shorter scale, which maintains accuracy and reliability at acceptable levels while also decreasing respondent fatigue during survey answers (rammstedt & beierlein, 2014; schweizer, 2011). the second purpose of this research is to use tpack to examine the internal structure of the tpack framework and the relationships between its components. method sample in this research, pre-service elementary school teachers took a compulsory teaching technique course at a esa unggul university with their consent. participation in the study was only possible if the participants had given their informed permission. in all, 117 people from two cohorts (63 women, 52 men, and two who didn't offer their gender information) were included in the final sample because of the 54.2 percent response rate (fall semester 2018: n 14 49; spring semester 2019: n 1468). 31.8 years old was the couns-edu  the international journal of counseling and education vol.6, no.2, month 2021 the construction of a quick tpack evaluation tool ... | 47 indonesian counselor association (iki) | doi: 10.23916/0020210635020 average age of the sample (standard deviation: 14.3 years; age range: 22–56). before being accepted into a teacher training program, all prospective instructors had to have a bachelor's or master's degree in the subject area in which they wanted to concentrate. total in all, there were 17 different educational disciplines to pick from in the sample. 70 (59.8%) of the pre-service teachers in the sample had no previous teaching experience, 31 (26.5%) had one to two years, 11 (9.4%) had three to six years, and 5 (4.3%) had more than six years. only seven pre-service teachers completed an optional educational technology program as part of the research. measures pre-service elementary school teachers were recruited for this study as part of an obligatory teaching style course at a esa unggul university. participation in the study required informed consent. with 54.2 percent participation, the final sample contains 117 respondents (63 females, 52 men, and two who did not identify their gender) divided into two cohorts (fall semester 2018: n 14 49; spring semester 2019: n 1468). there were 22–56 participants in the sample, with a mean age of 31.8 (standard deviation, 14.3) years. prior to being accepted into the teacher training program, all pre-service instructors were expected to obtain a bachelor's degree (or be in the process of completing a master's degree) in the subject area in which they want to specialize before beginning their training. in all, the sample included representatives from 17 different educational sectors. in terms of past teaching experience, 70 (59.8 percent) of pre-service teachers in the sample lacked it; 31 (26.5 percent) lacked one to two years of experience, 11 (9.4 percent) lacked three to six years of experience, and 5 (4.3 percent) lacked more than six years of experience. it was also addressed in the optional module on educational technology, with just seven pre-service teachers (6.0 percent) completing it, which was consistent with the study's focus on pre-service teachers' contact with educational technology. data analysis an initial reliability study was carried out, followed by a confirmatory factor analysis (cfa) to see if the data matched the theoretically predicted structure and to build a short-scale questionnaire in order to answer the first research question (schmitt, 2011). to begin, using statistical techniques, the dependability of the whole collection of items for each of the seven subscales was calculated in the first phase. in addition to cronbach's alpha, mcdonald's omega was developed as a complement to the latter, which has been criticized for underestimating internal consistency in certain circumstances (deng & chan, 2017). cronbach's alpha is a dependability measure that is often used in business (mcdonald, 1999). another step involves completing a cfa on a comprehensive scale in order to determine the structural and internal coherence of the system. item discrimination and factor loadings were reduced until each subscale comprised just the bare minimum number of items required to properly reflect all significant properties of each knowledge component (i.e., face validity) in the reliability study (i.e., face validity). a second round of testing was done to ensure the final model's dependability. this time, cronbach's alpha and mcdonald's omega were utilized, along with a cfa that permitted certain elements within subscales to correlate where reasonable (schmitt, 2011). to address the second study objective, sem was utilized to examine the tpack components' interactions (sem).our study used the likelihood ratio test to create and evaluate models that reflected both an integrative approach (i.e., core components and first-level hybrids that predict tpck) and a transformational point of view (tpck prediction models). a mediation analysis was carried out in order to determine the indirect effects of core components on tpck via their respective first level hybrids. psych (version 1.8.12; revelle, 2018), lavaan (version 0.6–3; rosseel, 2012), and sempower (version 0.6–3; rosseel, 2012) were used to conduct all of our analyses in the r software environment (version 3.6.0; r core team, 2019). a huge number of cfa and sem goodness of fit indices are needed for each model. our model's goodness of fit will be assessed using chi-square (x2), bentler comparative fit index (cfi), tucker lewis index (tli), steiger-lind root mean square of approximation (rmsea), and, due to our small sample size (n 150), standardized root mean square residual (srmr) for the cfa (hooper, coughlan, & mullen, 2012). this study's cut-off criteria were cfi > 0.95, tli > 0.95, rmsea 0.05 with a confidence range of 0.05–0.10, and srmr 0.08. schreiber et al. (2006); hooper et al (2012). all analyses were conducted at a 0.05 level of statistical significance. recent cfa recommendations show that even small sample sizes may give adequate models provided the number of variables per factor is not too small and couns-edu  vol.6, no.2, month 2021 available online: http://journal.konselor.or.id/index.php/counsedu susanto, r. the construction of a quick tpack evaluation tool ... | 48 indonesian counselor association (iki) | doi: 10.23916/0020210635020 internal consistency is strong. (wolf, harrington, clark, & miller, 2013). in addition, we performed a posthoc power analysis on each structural equation model in order to determine its efficacy and efficiency. results and discussions one of the primary goals of this study was to develop a brief questionnaire that may be used in therapeutic settings to assess patients (tpack). all scales are reliable, however a cfa using the whole set of 42 items, which are divided into seven categories, does not result in a model that fits reasonably well (x2(798) 1223.8, p.000; tli 0.819; cfi 0.832; rmsea 0.068, 90 percent confidence interval [0.060; 0.074]); and srmr 0.084. we eliminated items from each subscale based on item discrimination and factor loadings, as well as theoretical concerns about the building of facets (wordings that lead to item repetition or constraints on generalizability), among other considerations (wordings leading to item redundancy or limitations of generalizability). despite the fact that item pck4 had lower factor loadings than item pck6, the authors considered it to be more comprehensive than identifying student faults since it addressed the component of student assessment (pck4) and the component of student assessment (pck6) (pck6). for these reasons, pck4 was selected as the preferred candidate above pck6 ultimately, the model was composed of seven components, each of which had four subscale portions, for a total of 28 components. it was possible to get acceptable fit indices for the final model by allowing five residuals from independent subscales to correlate with one another (x2(324) 391.2, p.006; tli 0.951; cfi 0.950; rsea 0.042, 90 percent confidence interval [0.025; 0.056]; and srm 0.071). figure 2 depicts the loadings of items onto their respective subscales, as well as the correlations between latent variables and associated residuals, among other things. it is possible to further reduce the number of items on each subscale to three, while maintaining acceptable reliabilities (cronbachs alphas between 0.75 and 0.90; mcdonalds omegas between 0.76 and 0.91), and cfa model fits (x2(166) 208.4, p.014; tli 0.955, cfi 0.964). both the first level hybrid components pck (0.30, p.04) and tpk (0.30, p.04) in model 2 were shown to be accountable for the indirect effects of core components on tpck. this was the first time this had been observed ( 0.57, p .02). (0.57, p.02) is a positive number. there was just one substantial mediation in relation to tk: tpk (0.38, p.00), whereas tck did not mediate in any relevant manner (0.04, p .30). the significance of this result is 0.04 (p.30). as for ck, neither pck (p.15) nor tck (p.33) were discovered as relevant mediators (0.09 and 0.15, respectively) in this study (0.09 and 0.15, respectively). to begin with, the goal of this study was to develop a simple questionnaire that could be used to measure tpack cheaply and realistically. in the reliability analysis, the cfa, and the sem models, the seven tpack knowledge components may be evaluated using tpack with four questions per subscale. cronbach's alphas ranged from 77 to 91 and mcdonald's omegas ranged from 79 to 92 for each of the seven subscales. the cfa showed that there is enough differentiation between the subscales. there were large correlations between pk and pck, pck and tpck, and tpk and tpck, indicating that there were substantial links between the various subscales. all of these trends are in agreement with earlier results and may be explained conceptually (valtonen et al, 2019). it is generally accepted that tpack is a legitimate and reliable method for assessing teachers' knowledge. tpack measures may now be more easily included into research with limited questionnaire space thanks to the short-scale. it is also a generic scale containing vocabulary that is appropriate to a wide range of fields, which makes it subject-specific. for the purpose of bringing together study data from different subjects and grade levels, this will be implemented. the second goal of investigating the internal connections between the various tpack components may provide different conclusions. the structural differences between the integrative and transformational models were indistinguishable. since core components were no longer considered relevant, ties between them were severed, notwithstanding the integrative model's characterization of tpck as the point at where core and first level hybrid components meet. thus, the integrative model's structure reflected the transformational model's structure automatically. according to mishra and koehler's (2006) basic notion of tpack, as well as the existing body of evidence supporting a transformational viewpoint, the results given are congruent with the findings (jin, 2019). this suggests that when tpck is assessed in its current couns-edu  the international journal of counseling and education vol.6, no.2, month 2021 the construction of a quick tpack evaluation tool ... | 49 indonesian counselor association (iki) | doi: 10.23916/0020210635020 form, the hybrid components tpk and pck have the most influence. there is a strong correlation between tpk and tpck. we did not see a significant impact of tck on tpck, contrary to the theoretical model. when comparing our results to previous tpack structural equation models, it becomes clear that there are differences. tpk, tck, and pck were all significant predictors of tpck, according to pamuk et al (2015). according to dong et al. (2015) and koh et al. (2013), although pck was not a good predictor of tpck, tpk and tck were. it was found that pck and tck had a positive influence on tpck but not tpk, according to celik and colleagues in 2014. in our study, tck had no significant impact on tpack, although tpk and pck did. the question of how these outcomes may be explained arises. tck items have been reformed in the present study to be more recognizable from tpck, which might account for this. another possibility is that the tpack knowledge components interact differently in different contexts. conclusion teachers' education and professional development might benefit from the outcomes of this study. when looking at tpck as transformative, a rise in tk or pk does not always imply an increase in tpck (angeli, valanides, & christodoulou, 2016). as a result, teacher preparation programs focusing on tk will likely not make the switch to tpck right once. instead, the flow of information from one place to another must be deliberate. because of this, teacher preparation programs must provide students many opportunities to learn and practice the various components of knowledge and, more importantly, the combinations of these components. tpck development relies heavily on high-quality technology experiences throughout the teaching profession's preparation process, as this study's findings verify. limitations and future research future research will need to overcome some of the shortcomings of this study. there are several limitations to this study, the most prominent of which are the sample size, survey instrument, and crosssectional study design. pre-service upper-secondary school teachers who are currently engaged in their initial stages of teacher training are included in this sample. this suggests that, except from those who are well-versed in the subject matter, these instructors have just a limited grasp of tpack's many components (koehler et al., 2014). additionally, additional research is needed in bigger samples with better statistical power, across cultures and teacher demographics in order to establish the questionnaire's overall validity and the validity of its specific subscales. further research on the specific location of tpack, which is presently being researched, may benefit from increasing the sample size. other limitations should be highlighted in relation to the survey instrument. contextual knowledge was not examined in this research, as was the case with other tpack investigations. few empirical studies have tried to examine context as part of instructors' knowledge despite the fact that it has been considered as an important body of information in some research (mishra and coworkers, 2019). according to porras-hernandez & salinas-amescua (2013), the context and its many levels (micro, meso, macro) should be included in future study to better understand the structure and practical application of this information. as well since a lack of contextual references, a further issue with the instrument's content is that evaluating teacher ability at the topic level might be an overly wide approach, as knowledge can differ between disciplines. therefore, future research should focus on determining a more accurate way to measure tpack. this test relies only on pre-service teachers' self-reported knowledge, which raises the issue of how reliable they are in describing their own knowledge (drummond & sweeney, 2017). a future research could compare self-declarations with other tpack variables, such as lesson observations or performance evaluations, to eliminate these biases (koehler et al., 2012). this study may also demonstrate the validity of self-reported tpacks by providing important evidence of their convergent validity (jung, & baser, 2014). to further investigate the complicated link between tpack and self-efficacy, self-regulation, beliefs, or attitudes toward educational technology, it will be necessary to investigate the interaction between tpack and these important categories. it was shown that beliefs influence the links between selfreported tpack and other factors by krauskopf and forssell (2018). in order to increase the effectiveness of technology integration in teacher education and the classroom, it may be necessary to understand how these factors interact. couns-edu  vol.6, no.2, month 2021 available online: http://journal.konselor.or.id/index.php/counsedu susanto, r. the construction of a quick tpack evaluation tool ... | 50 indonesian counselor association (iki) | doi: 10.23916/0020210635020 our findings support a transformational interpretation of tpack, however the reported effects are only correlational rather than causal. the precise interaction of tpack components and their reciprocal impacts on one another will need a long-term examination. a first step toward an assessment of tpack in survey research that takes into account the transformational character of the model's mix of knowledge domains that is simpler but still trustworthy, even with these limitations, may have been taken in developing tpack. it is possible that the rapidity and efficiency of tpack assessments will make it easier to include tpack evaluations into bigger studies with a varied instructor demographic. references abbitt, j. (2011). measuring technological pedagogical content knowledge in preservice teacher education: a review of current methods and instruments. journal of research on technology in educational technology & society, 43(4), 281–300. https://doi.org/10.1080/15391523.2011.10782573. angeli, c., & valanides, n. (2005). preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge. journal of computer assisted learning, 21(4), 292–302. https://doi.org/10.1111/j.13652729.2005.00135.x. angeli, c., & valanides, n. (2009). epistemological and methodological issues for the conceptualization, development, and assessment of ict-tpck: advances in technological pedagogical content knowledge (tpck). computers & education, 52(1), 154–168. https://doi.org/10.1016/j.compedu.2008.07.006. angeli, c., valanides, c., & christodoulou, a. (2016). theoretical considerations of technological pedagogical content knowledge. in m. c. herring, p. mishra, & m. j. koehler (eds.), handbook of technological pedagogical content knowledge for educators (2nd ed., pp. 11–32). new york, ny: routledge. archambault, l., & barnett, j. h. (2010). revisiting technological pedagogical content knowledge: exploring the tpack framework. computers & education, 55(4), 1656–1662. https://doi.org/10.1016/j.compedu.2010.07.009. archambault, l., & crippen, k. (2009). examining tpack among k–12 online distance educators in the united states. contemporary issues in technology and teacher education, 9(1), 71–88. bilici, s. c., yamak, h., kavak, n., & guzey, s. s. (2013). technological pedagogical content knowledge self-efficacy scale (tpack-ses) for pre-service science teachers: construction, validation, and reliability. european journal of educational research, 52, 37–60. brantley-dias, l., & ertmer, p. a. (2013). goldilocks and tpack. journal of research on technology in education, 46(2), 103–128. https://doi.org/10.1080/ 15391523.2013.10782615. celik, i., sahin, i., & akturk, a. o. (2014). analysis of the relations among the components of technological pedagogical and content knowledge (tpack): a structural equation model. journal of educational computing research, 51(1), 1–22. https://doi.org/10.2190/ec.51.1.a. chai, c. s., koh, j. h. l., & tsai, c.-c. (2010). facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (tpack). journal of educational technology & society, 13(4), 63–73. chai, c. s., koh, j. h. l., & tsai, c.-c. (2011a). exploring the factor structure of the constructs of technological, pedagogical, content knowledge (tpack). the asiapacific education researcher, 20(3), 595–603. chai, c. s., koh, j. h. l., tsai, c.-c., & tan, l. l. w. (2011b). modeling primary school pre-service teachers’ technological pedagogical content knowledge (tpack) for meaningful learning with information and communication technology (ict). computers & education, 57(1), 1184–1193. https://doi.org/10.1016/j. compedu.2011.01.007. cho, e., & kim, s. (2015). cronbach’s coefficient alpha: well known but poorly understood. organizational research methods, 18(2), 207–230. https://doi.org/ 10.1177/1094428114555994. https://doi.org/10.1080/15391523.2011.10782573 https://doi.org/10.1111/j.1365-2729.2005.00135.x https://doi.org/10.1111/j.1365-2729.2005.00135.x https://doi.org/10.1111/j.1365-2729.2005.00135.x https://doi.org/10.1016/j.compedu.2008.07.006 https://doi.org/10.1016/j.compedu.2008.07.006 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref4 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref4 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref4 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref4 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref4 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref4 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref4 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref4 https://doi.org/10.1016/j.compedu.2010.07.009 https://doi.org/10.1016/j.compedu.2010.07.009 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref6 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref6 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref6 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref6 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref6 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref6 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref6 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref6 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref6 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref7 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref7 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref7 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref7 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref7 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref7 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref7 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref7 https://doi.org/10.1080/15391523.2013.10782615 https://doi.org/10.1080/15391523.2013.10782615 https://doi.org/10.2190/ec.51.1.a http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref10 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref11 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref11 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref11 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref11 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref11 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref11 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref11 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref11 https://doi.org/10.1016/j.compedu.2011.01.007 https://doi.org/10.1016/j.compedu.2011.01.007 https://doi.org/10.1016/j.compedu.2011.01.007 https://doi.org/10.1177/1094428114555994 https://doi.org/10.1177/1094428114555994 couns-edu  the international journal of counseling and education vol.6, no.2, month 2021 the construction of a quick tpack evaluation tool ... | 51 indonesian counselor association (iki) | doi: 10.23916/0020210635020 demetriou, c., uzun ozer, b., & essau, c. a. (2015). self-report questionnaires. in r. l. cautin, & s. o. lilienfeld (eds.), € the encyclopedia of clinical psychology (pp. 1–6). new york: johnwiley & sons. https://doi.org/10.1002/9781118625392.wbecp50. deng, f., chai, c. s., so, h.-j., qian, y., & chen, l. (2017). examining the validity of the technological pedagogical content knowledge (tpack) framework for preservice chemistry teachers. australasian journal of educational technology, 33(3), 1–14. https://doi.org/10.14742/ajet.3508. deng, l., & chan, w. (2017). testing the difference between reliability coefficients alpha and omega. educational and psychological measurement, 77(2), 185–203. https://doi.org/10.1177/0013164416658325. doering, a., & veletsianos, g. (2008). an investigation of the use of real-time, authentic geospatial data in the k–12 classroom. journal of geography, 106(6), 217–225. https://doi.org/10.1080/00221340701845219. dong, y., chai, c. s., sang, g.-y., koh, j. h. l., & tsai, c.-c. (2015). exploring the profiles and interplays of pre-service and in-service teachers’ technological pedagogical content knowledge (tpack) in china. journal of educational technology & society, 18(1), 158–169. drummond, a., & sweeney, t. (2017). can an objective measure of technological pedagogical content knowledge (tpack) supplement existing tpack measures? british journal of educational technology, 48(4), 928–939. https://doi.org/10.1111/bjet.12473. fisser, p., voogt, j., van braak, j., & tondeur, j. (2015). measuring and assessing tpack (technological pedagogical content knowledge). in j. spector (ed.), the sage encyclopedia of educational technology (pp. 490–492). thousand oaks, ca: sage. https://doi.org/10.4135/9781483346397.n205. foulger, t. s., graziano, k. j., schmidt-crawford, d., & slykhuis, d. a. (2017). teacher educator technology competencies. journal of technology and teacher education, 25(4), 413–448. frigg, r., & hartmann, s. (2018). models in science. in e. n. zalta (ed.), stanford encyclopedia of philosophy (summer 2018 ed.) retrieved from https://plato.stanford. edu/archives/sum2018/entries/modelsscience. gagne, p., & hancock, g. r. (2006). measurement model quality, sample size, and solution propriety in confirmatory factor models. multivariate behavioral research, 41(1), 65–83. https://doi.org/10.1207/s15327906mbr4101_5. graham, c. r. (2011). theoretical considerations for understanding technological pedagogical content knowledge (tpack). computers & education, 57(3), 1953–1960. https://doi.org/10.1016/j.compedu.2011.04.010. grønfeldt winther, r. (2015). the structure of scientific theories. in e. n. zalta (ed.), stanford encyclopedia of philosophy (winter 2016 ed.) retrieved from https:// plato.stanford.edu/entries/structurescientific-theories/. hew, k. f., lan, m., tang, y., jia, c., & lo, c. k. (2019). where is the “theory” within the field of educational technology research? british journal of educational technology, 50(3), 956–971. https://doi.org/10.1111/bjet.12770. hooper, d., coughlan, j., & mullen, m. (2012). structural equation modelling: guidelines for determining model fit. electronic journal of business research methods, 6 (1), 53–60. https://doi.org/10.21427/d7cf7r. hu, l., & bentler, p. m. (1999). cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. structural equation modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118. jang, s.-j., & chen, k.-c. (2010). from pck to tpack: developing a transformative model for preservice science teachers. journal of science education and technology, 19, 553–564. https://doi.org/10.1007/s10956-010-9222-y. jang, s.-j., & tsai, m.-f. (2012). exploring the tpack of taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. computers & education, 59(2), 327– 338. https://doi.org/10.1016/j.compedu.2012.02.003. jimoyiannis, a. (2010). designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. computers & education, 55(3), 1259–1269. https://doi.org/10.1016/j.compedu.2010.05.022. https://doi.org/10.1002/9781118625392.wbecp50 https://doi.org/10.14742/ajet.3508 https://doi.org/10.14742/ajet.3508 https://doi.org/10.1177/0013164416658325 https://doi.org/10.1080/00221340701845219 https://doi.org/10.1080/00221340701845219 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref18 https://doi.org/10.1111/bjet.12473 https://doi.org/10.1111/bjet.12473 https://doi.org/10.4135/9781483346397.n205 https://doi.org/10.4135/9781483346397.n205 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref21 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref21 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref21 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref21 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref21 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref21 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref21 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref21 https://plato.stanford.edu/archives/sum2018/entries/models-science https://plato.stanford.edu/archives/sum2018/entries/models-science https://plato.stanford.edu/archives/sum2018/entries/models-science https://doi.org/10.1207/s15327906mbr4101_5 https://doi.org/10.1207/s15327906mbr4101_5 https://doi.org/10.1016/j.compedu.2011.04.010 https://doi.org/10.1016/j.compedu.2011.04.010 https://plato.stanford.edu/entries/structure-scientific-theories/ https://plato.stanford.edu/entries/structure-scientific-theories/ https://plato.stanford.edu/entries/structure-scientific-theories/ https://doi.org/10.1111/bjet.12770 https://doi.org/10.1111/bjet.12770 https://doi.org/10.21427/d7cf7r https://doi.org/10.21427/d7cf7r https://doi.org/10.1080/10705519909540118 https://doi.org/10.1080/10705519909540118 https://doi.org/10.1007/s10956-010-9222-y https://doi.org/10.1016/j.compedu.2012.02.003 https://doi.org/10.1016/j.compedu.2012.02.003 https://doi.org/10.1016/j.compedu.2010.05.022 couns-edu  vol.6, no.2, month 2021 available online: http://journal.konselor.or.id/index.php/counsedu susanto, r. the construction of a quick tpack evaluation tool ... | 52 indonesian counselor association (iki) | doi: 10.23916/0020210635020 jin, y. (2019). the nature of tpack: is tpack distinctive, integrative or transformative?. in society for information technology & teacher education international conference (pp. 2199–2204). association for the advancement of computing in education (aace). kabakci yurdakul, i., odabasi, h. f., kilicer, k., coklar, a. n., birinci, g., & kurt, a. a. (2012). the development, validity and reliability of tpack-deep: a technological pedagogical content knowledge scale. computers & education, 58(3), 964–977. https://doi.org/10.1016/j.compedu.2011.10.012. kimmons, r. (2015). examining tpack’s theoretical future. journal of technology and teacher education, 23(1), 53–77. koehler, m. j., & mishra, p. (2008). introducing tpck. in aacte committee on innovation and technology (ed.), handbook of technological pedagogical content knowledge (tpck) for educators (pp. 2– 29). new york, ny: routledge. koehler, m. j., mishra, p., kereluik, k., shin, t. s., & graham, c. r. (2014). the technological pedagogical content knowledge framework. in j. m. spector, d. m. merrill, j. elen, & m. j. bishop (eds.), handbook of research on educational communications and technology (pp. 101–111). new york, ny: springer. koehler, m. j., shin, t. s., & mishra, p. (2012). how do we measure tpack? let me count the ways. in r. n. ronau, c. r. rakes, & m. l. niess (eds.), teacher knowledge, and classroom impact: a research handbook on frameworks and approaches (pp. 16–31). hershey: igi global. koh, j. h. l., chai, c. s., & tsai, c.-c. (2010). examining the technological pedagogical content knowledge of singapore pre-service teachers with a large-scale survey. journal of computer assisted learning, 26, 563–573. https://doi.org/10.1111/j.1365-2729.2010.00372.x. koh, j. h. l., chai, c. s., & tsai, c.-c. (2013). examining practicing teachers’ perceptions of technological pedagogical content knowledge (tpack) pathways: a structural equation modeling approach. instructional science, 41(4), 793–809. https://doi.org/10.1007/s11251-012-9249-y. kopcha, t. j., ottenbreit-leftwich, a., jung, j., & baser, d. (2014). examining the tpack framework through the convergent and discriminant validity of two measures. computers & education, 78, 87– 96. https://doi.org/10.1016/j.compedu.2014.05.003. krauskopf, k., & forssell, k. (2018). when knowing is believing: a multi-trait analysis of self-reported tpck. journal of computer assisted learning, 34, 482–491. https://doi.org/10.1111/jcal.12253. lee, m.-h., & tsai, c.-c. (2010). exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. instructional science, 38, 1–21. doi:0.1007/s11251-008-9075-4. mcdonald, r. p. (1999). test theory: a unified treatment. mahwah, nj: lawrence erlbaum. https://doi.org/10.4324/9781410601087. mcdonald, r. p., & ho, m.-h. r. (2002). principles and practice in reporting structural equation analyses. psychological methods, 7(1), 64–82. https://doi.org/ 10.1037/1082-989x.7.1.64. mishra, p. (2019). considering contextual knowledge: the tpack diagram gets an upgrade. journal of digital learning in teacher education, 35(2), 76–78. https://doi. org/10.1080/21532974.2019.1588611. mishra, p., & koehler, m. j. (2006). technological pedagogical content knowledge: a framework for teacher knowledge. teachers college record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x. moshagen, m. (2018). sempower: power analyses for sem. r package version 1.0.0. https://cran.rproject.org/package¼sempower. moshagen, m., & erdfelder, e. (2016). a new strategy for testing structural equation models. structural equation modeling: a multidisciplinary journal, 23(1), 54–60. https://doi.org/10.1080/10705511.2014.950896. niess, m. l. (2012). teacher knowledge for teaching with technology: a tpack lens. in c. r. rakes, r. n. ronau, & m. l. niess (eds.), educational technology, teacher knowledge, and classroom impact: a research handbook on frameworks and approaches (pp. 1–15). hershey: igi global. pamuk, s. (2012). understanding preservice teachers’ technology use through tpack framework. journal of computer assisted learning, 28, 425–439. https://doi.org/ 10.1111/j.1365-2729.2011.00447.x. http://refhub.elsevier.com/s0360-1315(20)30165-2/sref32 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref32 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref32 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref32 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref32 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref32 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref32 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref32 https://doi.org/10.1016/j.compedu.2011.10.012 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref34 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref34 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref34 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref34 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref34 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref34 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref34 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref35 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref35 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref35 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref35 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref35 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref35 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref35 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref35 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref35 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref36 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref36 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref36 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref36 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref36 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref36 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref36 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref36 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref36 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref37 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref37 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref37 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref37 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref37 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref37 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref37 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref37 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref37 https://doi.org/10.1111/j.1365-2729.2010.00372.x https://doi.org/10.1007/s11251-012-9249-y https://doi.org/10.1016/j.compedu.2014.05.003 https://doi.org/10.1016/j.compedu.2014.05.003 https://doi.org/10.1111/jcal.12253 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref42 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref42 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref42 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref42 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref42 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref42 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref42 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref42 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref42 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref42 https://doi.org/10.4324/9781410601087 https://doi.org/10.1037/1082-989x.7.1.64 https://doi.org/10.1037/1082-989x.7.1.64 https://doi.org/10.1080/21532974.2019.1588611 https://doi.org/10.1080/21532974.2019.1588611 https://doi.org/10.1080/21532974.2019.1588611 https://doi.org/10.1080/21532974.2019.1588611 https://doi.org/10.1111/j.1467-9620.2006.00684.x https://doi.org/10.1111/j.1467-9620.2006.00684.x https://cran.r-project.org/package=sempower https://cran.r-project.org/package=sempower https://cran.r-project.org/package=sempower https://cran.r-project.org/package=sempower https://cran.r-project.org/package=sempower https://doi.org/10.1080/10705511.2014.950896 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref49 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref49 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref49 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref49 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref49 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref49 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref49 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref49 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref49 https://doi.org/10.1111/j.1365-2729.2011.00447.x https://doi.org/10.1111/j.1365-2729.2011.00447.x couns-edu  the international journal of counseling and education vol.6, no.2, month 2021 the construction of a quick tpack evaluation tool ... | 53 indonesian counselor association (iki) | doi: 10.23916/0020210635020 pamuk, s., ergun, m., cakir, r., yilmaz, h. b., & ayas, c. (2015). exploring relationships among tpack components and development of the tpack instrument. education and information technologies, 20, 241–263. https://doi.org/10.1007/s10639-013-9278-4. petko, d. (2020). quo vadis tpack? scouting the road ahead. in proceedings of edmedia þ innovate learning (pp. 1277-1286). online. the netherlands: association for the advancement of computing in education (aace). retrieved from https://www.learntechlib.org/primary/p/217445/. porras-hernandez, l. h., & salinas-amescua, b. (2013). strengthening tpack: a broader notion of context and the use of teache r’s narratives to reveal knowledge construction. journal of educational computing research, 48(2), 223–244. r core team. (2019). r: a language and environment for statistical computing. vienna, austria: r foundation for statistical computing. https://www.r-project.org/. rammstedt, b., & beierlein, c. (2014). can’t we make it any shorter? journal of individual differences, 35(4), 212–220. https://doi.org/10.1027/1614-0001/a000141. revelle, w. (2018). psych: procedures for personality and psychological research. evanston, illinois, usa: northwestern university. https://cran.r-project.org/ package¼psych version ¼ 1.8.12. rosenberg, j. m., & koehler, m. j. (2015). context and technological pedagogical content knowledge (tpack): a systematic review. journal of research on technology in education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663. rosseel, y. (2012). lavaan: an r package for structural equation modeling. journal of statistical software, 48(2), 1–36. http://www.jstatsoft.org/v48/i02/. saad, m. m., barbar, a. m., & abourjeili, s. a. r. (2012). introduction of tpack-xl: a transformative view of ict-tpck for building pre-service teacher knowledge base. turkish journal of teacher education, 1(2), 41–60. sahin, i. (2011). development of survey of technological pedagogical and content knowledge (tpack). the turkish online journal of educational technology, 10(1), 97–105. scherer, r., tondeur, j., & siddiq, f. (2017). on the quest for validity: testing the factor structure and measurement invariance of the technology-dimensions in the technological, pedagogical, and content knowledge (tpack) model. computers & education, 112, 1–17. https://doi.org/10.1016/j.compedu.2017.04.012. schmidt, d. a., baran, e., thompson, a. d., mishra, p., koehler, m. j., & shin, t. s. (2009). technological pedagogical content knowledge (tpack). journal of research on technology in education, 42(4), 123–149. https://doi.org/10.1080/15391523.2009.10782544. schmitt, t. a. (2011). current methodological considerations in exploratory and confirmatory factor analysis. journal of psychoeducational assessment, 29(4), 304–321. https://doi.org/10.1177/0734282911406653. schreiber, j. b., nora, a., stage, f. k., barlow, e. a., & king, j. (2006). reporting structural equation modeling and confirmatory factor analysis results: a review. journal of educational research, 99, 323– 338. https://doi.org/10.3200/joer.99.6.323-338. schweizer, k. (2011). some thoughts concerning the recent shift from measures with many items to measures with few items. european journal of psychological assessment, 27(2), 71–72. https://doi.org/10.1027/1015-5759/a000056. shulman, l. s. (1986). those who understand: knowledge growth in teaching. educational researcher, 15(2), 4–14. https://doi.org/10.3102/0013189x015002004. shulman, l. s. (1987). knowledge and teaching: foundations of the new reform. harvard educational review, 57(1), 1–22. https://doi.org/10.17763/haer.57.1. j463w79r56455411. valtonen, t., sointu, e., kukkonen, j., kontkanen, s., lambert, m. c., & makitalo-siegl, k. (2017). tpack updated to measure pre-service teachers€ ’ twenty-first century skills. australasian journal of educational technology, 33(3), 15–31. https://doi.org/10.1111/j.1365-2729.2012.00487.x. valtonen, t., sointu, e., kukkonen, j., makitalo, k., hoang, n., h€ akkinen, p., et al. (2019). examining pre-service teachers€ ’ technological pedagogical content knowledge as evolving knowledge domains: a longitudinal approach. journal of computer assisted learning, 35, 491–502. https://doi.org/10.1111/jcal.12353. valtonen, t., sointu, e., makitalo-siegl, k., & kukkonen, j. (2015). developing a tpack measurement instrument for 21st century pre-service teachers.€ seminar.net, 11(2), 87–100. https://doi.org/10.1007/s10639-013-9278-4 https://www.learntechlib.org/primary/p/217445/ https://www.learntechlib.org/primary/p/217445/ http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref52 https://www.r-project.org/ https://www.r-project.org/ https://doi.org/10.1027/1614-0001/a000141 https://doi.org/10.1027/1614-0001/a000141 https://cran.r-project.org/package=psych%20version%20=%201.8.12 https://cran.r-project.org/package=psych%20version%20=%201.8.12 https://cran.r-project.org/package=psych%20version%20=%201.8.12 https://cran.r-project.org/package=psych%20version%20=%201.8.12 https://cran.r-project.org/package=psych%20version%20=%201.8.12 https://cran.r-project.org/package=psych%20version%20=%201.8.12 https://doi.org/10.1080/15391523.2015.1052663 http://www.jstatsoft.org/v48/i02/ http://refhub.elsevier.com/s0360-1315(20)30165-2/sref58 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref58 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref58 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref58 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref58 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref58 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref58 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref58 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref59 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref59 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref59 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref59 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref59 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref59 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref59 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref59 https://doi.org/10.1016/j.compedu.2017.04.012 https://doi.org/10.1080/15391523.2009.10782544 https://doi.org/10.1080/15391523.2009.10782544 https://doi.org/10.1177/0734282911406653 https://doi.org/10.3200/joer.99.6.323-338 https://doi.org/10.3200/joer.99.6.323-338 https://doi.org/10.1027/1015-5759/a000056 https://doi.org/10.1027/1015-5759/a000056 https://doi.org/10.3102/0013189x015002004 https://doi.org/10.17763/haer.57.1.j463w79r56455411 https://doi.org/10.17763/haer.57.1.j463w79r56455411 https://doi.org/10.17763/haer.57.1.j463w79r56455411 https://doi.org/10.1111/j.1365-2729.2012.00487.x https://doi.org/10.1111/j.1365-2729.2012.00487.x https://doi.org/10.1111/jcal.12353 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref69 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref69 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref69 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref69 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref69 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref69 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref69 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref69 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref69 http://refhub.elsevier.com/s0360-1315(20)30165-2/sref69 couns-edu  vol.6, no.2, month 2021 available online: http://journal.konselor.or.id/index.php/counsedu susanto, r. the construction of a quick tpack evaluation tool ... | 54 indonesian counselor association (iki) | doi: 10.23916/0020210635020 voogt, j., fisser, p., pareja roblin, n., tondeur, j., & van braak, j. (2013). technological pedagogical content knowledge – a review of the literature. journal of computer assisted learning, 29, 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x. wang, w., schmidt-crawford, d., & jin, y. (2018). preservice teachers’ tpack development: a review of literature. journal of digital learning in teacher education, 34 (4), 234–258. https://doi.org/10.1080/21532974.2018.1498039. willermark, s. (2018). technological pedagogical and content knowledge: a review of empirical studies published from 2011 to 2016. journal of educational computing research, 56(3), 315–343. https://doi.org/10.1177/0735633117713114. wolf, e. j., harrington, k. m., clark, s. l., & miller, m. w. (2013). sample size requirements for structural equation models: an evaluation of power, bias, and solution propriety. educational and psychological measurement, 73(6), 913–934. https://doi.org/10.1177/0013164413495237 https://doi.org/10.1111/j.1365-2729.2012.00487.x https://doi.org/10.1080/21532974.2018.1498039 https://doi.org/10.1177/0735633117713114 https://doi.org/10.1177/0013164413495237 couns-edu the international journal of counseling and education vol.6, no.4, 2021, pp. 129-134 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210638540 received on 09/18/2021; revised on 10/23/2021; accepted on 11/27/2021; published on: 12/20/2021 129 development of a learning disabilities test: a case study at elementary school abdul aziz 1 , martini jamaris *)1 , tjipto sumadi 1 1universitas negeri jakarta, indonesia *)corresponding author, e-mail: martinijamaris@unj.ac.id abstract this study aims to determine the procedure and to assess the quality of the development of test instruments in measuring the learning disabilities of elementary school students. learning disabilities are formulated as disorders that occur in learning activities such as dyslexia, dysgraphia, dyscalculia. the type of the research is research and development by using martini jamaris‟s model. the subjects were 90 students of elementary school in jakarta. the number of items was 75 items consisting of 19 items (dyslexia), 29 items (dysgraphia), and 27 items (dyscalculia). the results obtained in the validity test were declared valid were only 54 of the 75 items. reliability of the test was stated to be reliable with very high interpretation in all dimensions. the results of the analysis of learning disabilities using a learning disabilities test that have been developed were obtained 90% of students experience learning disabilities. keywords: test instruments, learning disabilities, learning disabilities test, elementary school how to cite: aziz, a., jamaris, m., & sumadi, t. (2021). development of a learning disabilities test: a case study at elementary school. couns-edu: the international journal of counseling and education, 6(4). doi:http://dx.doi.org/10.23916/0020210638540 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction school is where children spend most of their time besides being at home. children experience many things and problems that can occur at school. one of the problems that many children experience in school is learning problems. learning problems are a problem found in school-age children (gephart 2019; ifdil et al. 2020) schools have several demands on children that must be met. if the child was not able to fulfill it, the child will experience difficulties in the learning process at school which was called learning disability (maehler and schuchardt 2016). learning disabilities is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations (abdurrahman 2012; allen and schwartz 2001; deiner 2013; harwell and jackson 2008; kirk et al. 2009; mangunsong 2014; pesova, sivevska, and runceva 2014; sidiarto 2007; smith et al. 2008). learning disabilities is a neurological disorder that affects the brain‟s ability to process, store, and respond to information, thus causing difficulties in the academic field, especially in reading (dyslexia), writing (dysgraphia), and counting (dyscalculia) (juntorn, sriphetcharawut, and munkhetvit 2017; leong, carter, and stephenson 2015; n young and furgal 2016). learning disabilities are often present early and continue throughout the lifespan, with a change in severity at different stages (n young and furgal 2016). the first signs of learning disabilities appear as http://dx.doi.org/10.23916/0020210638540 couns-edu  vol.6, no.4, 2021 available online: http://journal.konselor.or.id/index.php/counsedu aziz, a., et al development of a learning disabilities test … | 130 indonesian counselor association (iki) | doi: 10.23916/0020210638540 early as in the kindergarten. but identification is rarely performed the end of the kindergarten, or before the first grade (pesova et al. 2014). learning disabilities usually cannot be identified until the child has failed in completing academic tasks that must be done (klein, cook, and richardson-gibson 2001). syndrome of learning disabilities are generally confirmed in the course of elementary school (pesova et al. 2014). overall, school-aged children who experience learning disabilities have varying incidence. in developed countries such as the united states and europe the incidence of learning disabilities is approximately 10-15% of the school population. the incidence in boys is more than in girls at 8: 1 (chodijah 2014). as quoted from data from the united states department of education in 2014, which said that 35.4% of the population of the united states of school age had learning disabilities. learning disabilities are the biggest problems encountered in the united states from thirteen problems found in schools (heward, alber-morgan, and konrad 2017). in indonesia, there are several studies on the existence of children with learning disabilities, among others, research conducted by nafsiah ibrahim on 3,215 first to sixth grade elementary school students in dki jakarta. the results of the study showed that there were 16.52% which were estimated by the teacher as students who included learning disabilities (abdurrahman 2012). learning disabilities are a disorder that makes it difficult for a person to carry out learning activities effectively (jamaris 2014). learning disabilities experienced by children will affect the learning process and can be found in children who have problems hearing, thinking, or speaking; in school-age children. learning disabilities become more evident when children experience difficulties in reading, writing, and mathematics. learning disabilities show to failures in academic achievement that are in accordance with the expected capacity. these failures include mastery of reading skills (dyslexia), writing skills (dysgraphia), and / or mathematics skills (dyscalculia) (essa 2014). learning may be difficult if these students are not identified and managed appropriately (n young and furgal 2016). school aged children with learning disabilities present unique challenges and opportunities for school professionals (abdurrahman 2012; n young and furgal 2016). one that can be done by the teacher to students who have learning disabilities is to identify as early as possible (n young and furgal 2016). so the teacher needs training on how to identify symptoms that exist in students who experience learning disabilities. in fact, the identification of symptoms of learning disabilities carried out by the teacher to students cannot yet be done because there is no development of a learning disabilities test in elementary school students. the development of a learning disabilities test has now been carried out by smith. smith developed a learning disabilities test for adults (smith 1997). development of a learning disabilities test for children has also been carried out but does not focus on learning problems in elementary school students (aro, tuijaahonen 2011). finally, the researcher developed a learning disabilities test for elementary school students that could be done by the teacher. the tool kit a learning disabilities test is designed as easily as possible so that the teacher can easily carry out the examination until the interpretation process. in the future, the development of a learning disabilities test developed by researchers based on computerized application because now the answer sheets of a learning disabilities test are in the form of computer answer sheets so that the teacher is easier in the process of analyzing data and interpretation. so that, this study aims to determine the procedure and assess the quality of development of test instruments in measuring the learning disabilities in elementary school students. method this type of study was research and development (r & d). gall, borg and gall (gall, gall, and borg 2003) and dick and carey (dick, carey, and carey 2015), stated seven steps in conducting research and development as followed : (1) research analysis and need assessment/ proof of concepts; (2) product planning and design; (3) product development; (4) preliminary field test; (5) product revision; (6) main field test, (7) final product (gooch 2012). thiagarajanan stated about the concept of developing learning is called four d models which consists of several stages, namely : (1) define, (2) design, (3) develop, (4) disseminate (mulyatiningsih 2011). the two research and development models were eventually modified to become martini jamaris‟s research and development model, as shown in the following figure. couns-edu  the international journal of counseling and education vol.6, no.4, 2021 development of a learning disabilities test … | 131 indonesian counselor association (iki) | doi: 10.23916/0020210638540 stage 9 implement/disseminate stage 8 stage 7 stage 6 stage 5 stage 4 stage 3 stage 2 design and develop final revision field test 2 model revision 2 field test 1 model revision 1 model evaluation can involve expert judgement develop model design stage 1 define collect information: research analysis, need assessment or proof of concept or literature study figure 1. martini jamaris’s research & development model based on the figure 1, it can be concluded that the research and development methods used to construct the three dimensions of learning disabilities consisted of nine stages. the nine stages in the process of making test instruments were divided into three steps of activity. the three steps of activity in developing a test instrument was define, design and develop, and implement/disseminate (jamaris and edwita 2014). this research took place from october 2017 august 2018 in elementary schools in dki jakarta. the research subjects of development a learning disabilities test as many as 90 students consisted of 30 students from elementary school a, 30 students from elementary school b, and 30 students elementary school c. data analysis of validity and reliability test used spss program ver. 21. content validity test used the content validity coefficient aiken's v. the content validity coefficient aiken‟s v was based on the results of an expert panel evaluation of (n) people on an item from the extent to which the item represents the construct measured (aiken and groth-marnat 2005). assessment was done by giving a number between 1 and 5 in seeing the relevance of the indicators of each item (mora, jnc; silva, fb; lopez, rr; cortez 2016). the construct validity proves whether the measurement results obtained through test items correlated highly with the theoretical constructs underlying the preparation of the test. construct validity test was done by using item-total correlation. reliability test was carried out using alpha cronbach (taherdoost 2016). the research data set can be accessed in osf.io/r98ay open science framework (aziz n.d.). results and discussions the results of the research that will be discussed are related to the ongoing research development procedures and the value of the quality of the development of a learning disabilities test to knowing the learning disabilities in elementary school students. development of instruments procedure the development of test instruments to determine the learning disabilities experienced by elementary school students has gone through a series of development stages from defining concepts, designing and developing a test instruments, to implementation/dissemination stages to produce a test instruments product (jamaris and edwita 2014). the stage of defining the concept was the initial or preliminary stage of the process of development a test instruments. at this stage the researcher collecting information, doing research analysis, doing need assessment to prove the theory obtained from literature studies to measure the inability of elementary school students in reading skills (dyslexia), writing (dysgraphia), and numeracy/mathematics (dyscalculia) and determining place of field trial. the next stage was the design and development stage. at this stage the researcher developed a design model instrument to find out the learning disabilities in elementary school students in the form of grids, questions test, guides test, draft media test instrument kits, and draft answer sheets. after that, the three experts were experts in file:///c:/disertasi/jurnal%20internasional/osf.io/r98ay couns-edu  vol.6, no.4, 2021 available online: http://journal.konselor.or.id/index.php/counsedu aziz, a., et al development of a learning disabilities test … | 132 indonesian counselor association (iki) | doi: 10.23916/0020210638540 the fields of education, developmental psychology, and educational psychology. the results of the expert judgment were revised which were then tested in the field to obtain validity and reliability instruments. the field trial stage was conducted on the research subjects, namely students of grade 1st 3rd in the three elementary schools located in dki jakarta. the last of these stages is the dissemination stage carried out on 10 teachers, 3 students, 1 therapist in the form of training and conducting a learning difficulties test for 81 students of grade 1st – 2nd in both elementary schools located in dki jakarta. quality of instruments the results of the content validity test on a learning disabilities test used the content validity aiken‟s v coefficient in each dimension both dyslexia, dysgraphia, and dyscalculia obtained from the experts judgement is a validity coefficient value of 0.99 1.00. the validity coefficient value which is close to 0.70 has a high classification.(mora, jnc; silva, fb; lopez, rr; cortez 2016). so that the content validity of a learning disabilities test which almost reached 1.00 can be called excellent. the results of the construct validity test used total item correlation were declared valid only 54 of the 75 item questions. the results of the item validity test on the dimensions of dyslexia had 16 valid items from 19 items with the acquisition of the validity coefficient value 0.48 0.78. items that obtain validity coefficient values above 0.40 can be declared valid (post 2016). items that were declared valid were item no. 1, 3 17. so items no. 1, and 3-17 can be said to really describe the dimensions of dyslexia to be measured. the results of the item validity test on the dimensions of dysgraphia had 20 valid items from 29 items with the acquisition of the validity coefficient value 0,40 – 0,66. items that obtain validity coefficient values above 0.40 can be declared valid (post 2016). items that were declared valid were item no. 20, 22 – 37, 39, 41. so items no. 20, 22 – 37, 39,41 can be said to really describe the dimensions of dysgraphia to be measured. the results of the item validity test on the dimensions of dyscalculia had 18 valid items from 27 items with the acquisition of the validity coefficient value 0.41 – 0.64. items that obtain validity coefficient values above 0.40 can be declared valid (post 2016). items that were declared valid were item no. 54 56, 60, dan 62 – 75. so items no. 54 56, 60, dan 62 -75 can be said to really describe the dimensions of dyscalculia to be measured. the results of reliability test on a learning disabilities test used alpha cronbach in each dimension both dyslexia, dysgraphia, and dyscalculia obtained a reliability coefficient of 0.88 0.91. the classification of dyslexia dimensions was excellent because the value of reliability was above 0.91. while the classification of dysgraphia and dyscalculia dimensions is high because the reliability coefficient is 0.90 and below (taherdoost 2016). seeing the results of good validity and reliability, a learning disabilities test developed can already be used by the teacher. a learning disabilities test that will be used by the teacher to find out about learning disabilities that occur in their students. conclusions the results of the research have a significant contribution to the test instruments that have been developed because the test instruments can determine the symptoms of learning disabilities experienced by elementary school students accurately. the test instruments developed were carried out carefully because during the development of the test instruments involved experts and were followed by trial instruments that showed significant validity and reliability. the instruments test needed by elementary school teacher as well as the related parties. therefore, a learning disabilities test can be used by the teacher even though they still have to go through training. acknowledgments we thank the ministry of health of the republic indonesia for the funding provided for the completion of this study (dm.01.03/v.2/2112/2016). we thank all relevant experts who have carried out expert judgment when developing instruments test. we also thank the graphic design team for assisting researchers in designing test kits, along with all the families and children who participated. in addition, we thank yusuf hadi yudha for his assistance in statistical analysis of the process of organizing data and couns-edu  the international journal of counseling and education vol.6, no.4, 2021 development of a learning disabilities test … | 133 indonesian counselor association (iki) | doi: 10.23916/0020210638540 providing input from the side of psychometric science during the development learning disabilities test process. references abdurrahman, mulyono. 2012. anak berkesulitan belajar: teori, diagnosis, dan remediasinya. jakarta: rineka cipta. aiken, lewis r., and gary groth-marnat. 2005. psychological testing and assessment. 12th ed. new delhi: pearson. allen, k. eileen, and ilene s. schwartz. 2001. the exeptional child inclusion in early childhood education. new york: delmar. aro, tuijaahonen, timo. 2011. assessment of learning disabilities: cooperation beetween teacher, psychologists, and parent. african ed. finland: suomen yliopistopaino oy – uniprint. aziz, abdul. n.d. “dataset development of a learning disabilities test: a case study at elementary school.” chodijah, medina. 2014. “model bimbingan kolaboratif untuk meningkatkan kemampuan akademik anak yang mengalami kesulitan belajar (learning disabilities) di sekolah dasar inklusif.” universitas pendidikan indonesia. deiner, penny l. 2013. inclusive early childhood education development, resources and practice. 6th ed. usa: wadsworth cengage learning. dick, walter, lou carey, and james o. carey. 2015. the systematic design of instructional. 8th ed. new york: pearson education inc. essa, eva l. 2014. introduction to early childhood education. 7th ed. canada: thomson learning inc. gall, meredith d., joyce p. gall, and walter r. borg. 2003. “educational research: an introduction.” educational research: an introduction 683. gephart, harlan r. 2019. “learning problems in children and adolescents.” pp. 9–15 in adhd complex. gooch, deanna l. 2012. “research, development, and validation of a school leader‟s resource guide for the facilitation of social media use by school staff.” kansas state university. harwell, joan m., and rebecca w. jackson. 2008. the complete learning disabilities handbook: ready-to use strategies and activities for teaching students with learning disabilities. 3rd ed. san francisco: josseybass. heward, william l., sheila r. alber-morgan, and moira konrad. 2017. exceptional children an introduction to special education. 11th ed. new york: pearson. ifdil, ifdil, rima p. fadli, nilma zola, elfi churnia, yola eka putri, and berru amalianita. 2020. “the effectiveness of ifdil perceptual light technique in reducing ophidiophobia.” addictive disorders & their treatment 19(4):247–51. jamaris, martini. 2014. kesulitan belajar: perspektif, asesmen, dan penanggulangannya bagi anak usia dini dan usia sekolah. jakarta: ghalia indonesia. jamaris, martini, and edwita. 2014. “formal multiple intelligences assessment instruments for 4-6 years old children.” american journal of educational research 2(12):1164–74. juntorn, sutinun, sarinya sriphetcharawut, and peeraya munkhetvit. 2017. “effectiveness of information processing strategy training on academic task performance in children with learning disabilities: a pilot study.” occupational therapy international. kirk, samuel, james j. gallagher, mary r. coleman, and nick anastasiow. 2009. educating exceptional children. 12th ed. boston: houghton mifflin harcourt publishing company. klein, m. diane, ruth e. cook, and anne m. richardson-gibson. 2001. strategies for including children with special needs in early childhood settings. new york: delmar. leong, han ming, mark carter, and jennifer r. stephenson. 2015. “meta-analysis of research on sensory integration therapy for individuals with developmental and learning disabilities.” journal of developmental and physical disabilities 27(2):183–206. maehler, claudia, and kirsten schuchardt. 2016. “the importance of working memory for school achievement in primary school children with intellectual or learning disabilities.” research in developmental disabilities 58:1–8. mangunsong, frieda. 2014. psikologi dan pendidikan anak berkebutuhan khusus. 1st ed. depok: lpsp3 ui. couns-edu  vol.6, no.4, 2021 available online: http://journal.konselor.or.id/index.php/counsedu aziz, a., et al development of a learning disabilities test … | 134 indonesian counselor association (iki) | doi: 10.23916/0020210638540 mora, jnc; silva, fb; lopez, rr; cortez, rec. 2016. “design, adaptation and content validity process of a questionnaire: a case study.” international journal of management 7(7):204–16. mulyatiningsih, endang. 2011. “riset terapan bidang pendidikan dan teknik.” 1–254. n young, sonia, and karen furgal. 2016. “effectiveness and implication of sensory integration therapy on school performance of children with learning disabilities.” international journal of neurorehabilitation 03(01):17–18. pesova, biljana, despina sivevska, and jadranka runceva. 2014. “early intervention and prevention of students with specific learning disabilities.” procedia social and behavioral sciences 149:701–8. post, marcel w. 2016. “what to do with „moderate‟ reliability and validity coefficients?” archives of physical medicine and rehabilitation 97(7):1051–52. sidiarto, lily d. 2007. perkembangan otak dan kesulitan belajar pada anak. jakarta: ui press. smith, catherine m. 1997. “development of a learning disabilities screening test for adults.” university of toronto. smith, tom e. c., edward a. polloway, jamews r. patton, and carol a. dowdy. 2008. teaching students with special needs in inclusive setting. 5th ed. new york: pearson educational inc. taherdoost, hamed. 2016. “validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research.” international journal of academic research in management 5(3):28–36. couns-edu the international journal of counseling and education vol.1, no.1, december 2016, pp. 15-20 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/16-21.0016.11-i30b received on 12/04/2016; revised on 12/12/2016; accepted on 12/27/2016; publishedon:12/31/2016 15 student’s multicultural awareness f.i soekarman 1 , khairulbariyyah *)2 12universitas kanjuruhan malang *) corresponding author, e-mail: kh.bariyyah@gmail.com abstract multicultural awareness is the foundation of communication and it involves the ability of standing back from ourselves and becoming aware of our cultural values, beliefs and perceptions. multicultural awareness becomes central when we have to interact with people from other cultures. people see, interpret and evaluate things in a different way. what is considered an appropriate behavior in one culture is frequently inappropriate in another one. this research use descriptive-quantitative methodology to identify level of student’s multicultural awareness specifically will be identified by gender and academic years. this research will identify multicultural awareness based on differences of gender, academic years. this research use random and purposive random sampling of 650 students from university. these studies identify of multicultural awareness 34, 11, 4% in high condition, 84, 1% medium and 4, 5% in low. further, there is a significant difference in the level of multicultural awareness based on gender and academic year. these findings could not be generalized because of the limited sample and ethnicity; it should need a wider research so that can be generalized and recommended the efforts to development and improvement of multicultural awareness conditions for optimization the services. keywords: student awareness, student, multicultural how to cite: soekarman, f.i., bariyyah, k. (2016). students multicultural awareness. couns-edu: international journal of counseling and education, 1(1): pp. 15-20. doi: 10.23916/16-21.0016.11-i30b this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2016. indonesian counselor association (iki). introduction indonesian is the people who have the most degree of complex varieties. there many island with the variety of the cultures, reins, language district, ethic group, religion and believe and so on. those realities which make indonesia called as multicultural society. to cover all varieties in a unity, indonesia has a commitment to produce it in the term of “bhineka tunggal ika”, means different but those still in unity. every people who lives in multicultural society tend to make responsibility and respect each other. according atmoko and faridati (2015) each individual and ethnic groups, meeting in a certain place or region, with their attitude, characteristic and it’s become there habituation on their individuality or groups. however, the problems of criminalist between groups which axists in widely region indonesia has shown that how susceptible of fatherless sence, how strong a prejudice between group, how far from the understanding between the groups. till nowadays, it has been done that there are many of dispute and it consumed any victims like a destroying a syi’ah community in sampang (tribunnews 26 august 2012), church accidence hkpb filadelfia in bekasi (kompas 26 december 2012), turbulence of tolikara (tempo 21 july 2015), war of timikas’s ethic (sindonews 22 may 2014), and the clash of aceh singkil society (tempo 13 october 2015). all of the cases above fell from diversity of our’s and the lower of multicultural competence of society. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu soekarman, f.i., bariyyah, k. students multicultural awareness| 16 © 2016 | indonesian counselor association (iki) | doi: 10.23916/16-21.0016.11-i30b dupraw and axner (2002) stated that multicultural competence is very important to be acquired by someone because it is related to what we see, how we understand it, and how we express it. the less understanding of cultural identity, and how to influence widely aspect of live, become source of conflict and the big problem interpersonal relationship. the more dupraw and axner (2002) stated that we often dit not aware that the culture influence us. occasionally we are not aware that we have value in the culture or other assumptions from the others people. moule states (2012) there are 4 components that need to be intentioned. there are, 1) awareness, 2) attitude, 3) knowledge, 4) skills. in awareness we are expected to capable to feel ourselve reaction to the different people, attitude component needs to increase multicultural competence in order to make individually correctly to their belief and their values about other cultures, knowledge componant need because values and belief and also the point of view to the others people affected our attitude, and we are not understand it. there are many people often prejudiced to the stranger while knowledge component becomes important to increase multicultural competence. skill component needs to treat communication, verbal signal and nonverbal signal which tend to be varieted between the culture. multicultural competence needs to be increased because the harmony and the unity between groups are made from well interaction and open minded. there are many criminalist cause of ethnic difference, culture, religion and belief and also any other differences that caused of unreadiness personality or wider to survive in plural environment. when indonesian have a wrong understanding about this multiculturalism, it means there will be downfall of nation and uncondusive situation to nkri. each of the important of agenda to resolve downfall of nation is through education. especially in the development of sense of humanity and sense of respect. the demance of education is to bring the human to go to the potensial they have. imperative function is expected to capable enter the sphere of education, ideology, and gives ethical values in each level of society. the transferring of this values is capable through formal education or informal education. start from lower degree until the higher degree. university is one of subsystem of national education. it takes an important role to the atmosphere of nation and its country though applying of tri dharma of university. there are education, research, and dedication to the society. it is a fundamental of thinking and becomes an obligation to every college students as a part of the university because they take important role as the agent of change of our nation to the well direction. the college students should have multicultural competence because social interaction with a cultural variation exactly cannot be omitted. they come from different culture and enter campus atmosphere with amount of knowledge they had before, in which the knowledge has closely related with the background of their group culture, and it will be influenced an interaction to the others people. according to oparah (2006) a person will show an attitude as seen he grew, include belief and prejudice to the others. to acquire multicultural competence the college students must be grew the awareness to the culture’s background or personality background that influenced the social interaction. awareness component is the first step in multicultural competence. awareness of multicultural is the ability to know every differences and similarities of culture and the ability point of view of difference as the variety (locke, 1992). awareness of multicultural is the ability of people to know, understand, and respect how the culture becomes a characteristic of personality and also directly and influence the act of someone. awareness of multicultural becomes very important to be acquired to the college students because the variety of people is still stimulated the disharmony the relation between college student. some problems has been done as the impact of lake of responsibility of diversity like a fight coursed by continent region issue which have done by collect student muhammadiyah university (unismuh) makasar (okezone. com. 28 october 2015), offended to the utterance marcubuana’s tangerang student that injured his friend (metronews. 29 october 2015), because turning out of volume musicunikama college students got brawl (malang express, 8 october 2015). the result of interview from the researcher to three college students from university of kanjuruhan malang, monday 26 october 2015, found that they were often difficult to adapt to another’s students, especially to the student who has characteristics present, social status, style of study, habitually and out of experience on him. they often knew the people based on the personal prejudice of it or stereotypes in which generated a student to a group of certain culture. even though, in social condition in this time, it is couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 students multicultural awareness | 17 © 2016 | indonesian counselor association (iki) | doi: 10.23916/16-21.0016.11-i30b difficult to make a good relation to the other people if the relation was realized by prejudice and stereotype viewed. the individual ability to take, open and respect to the different culture becomes a cutial thing. the continuality of increasing multicultural awareness in college students should be attention. in the context of guiding and counseling the multicultural awareness is a part of standart kompetensi kemandirian peserta didik (skkpd) in the development of social respect. in this case, the college students are expected to: (1) develop pattern social behavior based on similarities principal (equality), (2) comprehence to the values of similarities (equality) as the fundamental interaction in social live, (3) keep the values of friendship and harmony in the interaction to the others people (abkin: 2007). the college students which have multicultural awareness will have high self awareness, capable to make a new relation to the other people, capable to increase good interpersonal skill, they are able to stereotypes and prejudice to the other people, to make harmony between two group, being to survive in multicultural live. because of it, the program of development of multicultural awareness in the university needs to produce. deciding the right program of increasing multicultural awareness, the university must be have the first data about degree of multicultural awareness of the college student. this research is conducted as the first step because of it reason, describing the degree of multicultural awareness of college student, so it becomes the first data to decide the next level to increase multicultural competences of college student in the college student area. research problems of this research are: (1) how is the degree of multicultural awareness in the college student?, (2) is there the difference the degree of multicultural awareness of college student based on gender?, (3) is there the difference the degree of multicultural awareness of college student based on academic year?. method this research is the first review which shapes on descriptive quantitative that used cluster random sampling. this research takes 650 college students in east java among of gender, academic year, and ethnic. instrument in this research is used scale of multicultural awareness of college student. to answer the research question about the degree of multicultural awareness in the college student, the data analyses in the normal statistic curve, determining the mean calculating percentages in the certain category. beside that to prove the hypotheses in the research, t-test is used to define the degree of multicultural awareness based on academic year, and gender. results and discussions based on the result of data analysis found the conclusion that 4,5 % college student placed in the low multicultural awareness degree, 84,1% the college student placed in the middle multicultural awareness degree, and 11,4% the college student placed in the high multicultural awareness degree. it can be concluded that the college student which has the most percentage is the college student placed in the middle multicultural awareness degree (84,1%). locke (1992) and jackson & wasson (2003) argued that to get multicultural awareness, someone should have known his culture. johnson & lambie (2012) told further, that knowing our culture especially how educate self-culture its self which has variant to the others. furthermore locke (1992), told that the process to reach awareness about the variant of the culture through continuous culture, where someone aware amount of condition which has variant in its environment, such as poverty, difference of gender, and so on. ultimately each people can get awareness about a variety of culture. all of the argument above is supported by sue and sue (2003), stated that multicultural awareness will be reached after a person can understand that in the inside of himself, a person has a kind of cultures. it happens because a person becoming the member in widely ranges of social group. by aweing that in the inside of himself, a person has variant of cultures, then each individuality will get improving awareness that each person has a variant of culture, so when a person meet to the difference culture between his mind to the others mind, individually tends to think as usual phenomenon. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu soekarman, f.i., bariyyah, k. students multicultural awareness| 18 © 2016 | indonesian counselor association (iki) | doi: 10.23916/16-21.0016.11-i30b there is factor influence the degree of multicultural awareness of person in the college student, each of it is gender. the result of this research shown that 43,1% women placed in the high multicultural awareness degree, 27,5 % women placed in the middle of multicultural awareness degree, 29,4% women placed in the low of multicultural awareness degree. besides that,11,1% men placed in the high multicultural awareness degree, 33,3 % men placed in the middle of multicultural awareness degree, 55,6% men placed in the low of multicultural awareness degree. it can be concluded that 43,1% women placed in the high of multicultural awareness degree, beside that men got 55,6% placed in the low of multicultural awareness degree. testing hypothesis is used t-test, two samples independent shown that there is difference multicultural awareness degree between woman and men college student. according to t-test score shown that t accounting is -2,604 with significance 0,011. because of this significance list 0,011<0,05, the hypothesis stated as there is different multicultural awareness degree based on genre is accepted. according sue and sue (2003), gender is also each of factor divide the degree of multicultural awareness person. men and women have difference some characteristic. men tend to closed then women. in the relation with the girlfriend believe will be closer if each of them are opened each other, (wasonga, 2005), so the women did multicultural awareness better than men. an awareness to open mind to the other people related to the risks accepted by college studentif the weaknesses will be known by someone else. this awareness was also influenced by academic year of college student in university. the score of t-test got by the student can be seen as t account was 0,176 with significance 0,861. based on this significance, 0,861>0,05 meant the conclusion there was significance between multicultural awareness degree 2013 student academic year to the college student in academic year 2015, on the other word there was significance difference multicultural awareness degree college student from the academic year. student’s academic year 2013 which placed in the last semester which have most percentage was women in the college student placed in the high of multicultural awareness degree (35,7) beside college student in academic year 2015 the most percentage was placed in the categories low of multicultural awareness degree (37%) external and internal changing which got since a college student is very influence multicultural awareness degree of college student to the other person. a positive score to the other people started from individual pleased to accept and have a positive score to himself. the score to himself relate to the pride, it is self-evaluation which make a person to himself in positive range until negative (brown, 2004). the college student who placed in the first tend to secluded in his live, ignore a contribution from the other people and did not respect to others because he had kind of character in their environment. they tend easier to choose to whom they appropriate to open mind and silent about himself. they did not want to join intimately conversation. the adversity to introduce himself happen because he belief transferring negative information can disturb the other people (pappu, r., recht, b., taylor, j., &gershenfeld, n., 2002). meanwhile to last semester college student, multicultural awareness degree needed to make adaptation to their environment. an introducing from the first level college student is the way to get support from the other people during adaptation, include in the environment or internal changing. multicultural awareness degree is important to be acquired when making an interaction to society which has full of variant. according to oparah (2006) a person who has awareness of variant can be increased attitude of accepted, opened, and tolerance. in according to multicultural awareness in the inside of individuality, it is hoped become close way to the harmony in every interaction between individual in the environment. it is related to the matsumoto (2006) that group social interaction which have variant needed understood about multicultural. the demanded of increasing multicultural awareness of college student must be got attention. in the context of guiding and counseling multicultural awareness is part of domain standarkompetensikemandirianpesertadiri(skkpd) in the aspect of developing social responsibility. this domain the college student is expected to: (1) developing patterns of social behavior based on equality principle (equality) (2) biologically qualities values as the fundamental of interaction in social life, (3) keeping the friendship values and harmonist in the interaction to the others (abkin 2007). the college student who has multicultural awareness will be have high self-awareness, it is able conducting new relation to the others people, capable to develop a good interpersonal skill, capable to face couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 students multicultural awareness | 19 © 2016 | indonesian counselor association (iki) | doi: 10.23916/16-21.0016.11-i30b stereotypes and prejudice to the others, creating harmony between the group, being ready to survive in the multicultural world. that’s way the program of increasing multicultural awareness in the university needs to be done. conclusions some conclusion covered in this research: (1) 4,5 % college student placed in the low of multicultural awareness degree, 84,1% college student placed in the middle of multicultural awareness degree and 11,4% college student placed in the high of multicultural awareness degree. it can be concluded that college student which has the most presented is the college student placed in category middle of multicultural awareness degree (84,1). (2) the result of multicultural awareness degree based on gender shown that significance to the t score account is -2,604 significances 0,0011<0,05 so got the conclusion there is different of significant level of multicultural awareness of the college student from the gender. (3) based on the t account is 0,176 with significances 0,861. that’s way significances 0,61>0,05 so it can be concluded there is different significant of multicultural awareness degree of college student from the academic year. some of suggestion research to further research are (1) applying research method which capable to test multicultural awareness more deeply like interview and observation and also it is hope capable to conduct the research widely range related multicultural awareness college student. (2) looking to the low of multicultural awareness degree college student based on this research is needed conducting an experimental research or developmental by using appropriate technique to help improving multicultural awareness degree college student. acknowledgments we would like to thank universitas kanjuruhan malang for supported our research and we express much gratitude to all student who participated on this research. references abkin. (2007). penataanpendidikanprofesionalkonselordanlayananbimbingandankonselingdalamjalurpendidikan formal. jakarta: depdiknas. atmoko, adi &faridati, ella. (2015). bimbingankonselinguntukmultikultural di sekolah. malang: elang mas. brown, e.l. (2004). what precipitates change in cultural diversity awareness during a multicultural course: the message or the method? journal of teacher education, vol. 55 no. 4, pp. 325-41. creswell, john. (2012). educational research planning, conducting, and evaluating quantitative and qualitative research. boston: pearson education dupraw, m. e., &axner, m. (2002). working on common cross-cultural communication challenges. toward a more perfect union in an age of diversity retrieved october, 1, 2015, from www.pbs.org/ampu/crosscult/html johnson, j., & lambie, g. (2012). a multicultural personal growth group as a pedagogical strategy with graduate counseling students. journal of the scholarship of teaching and learning, 12(3), 125-141. kompas. (2012). polresta bekasi sesaliinsidenfiladelfia. retrieved october 27, 2015, from http://nasional.kompas.com/read/2012/12/26/05510649/polresta.bekasi.sesali.insiden.filadelfia locke, d.c. (1992). increasing multicultural understanding: a comprehensions model. california: sage publications. matsumoto, d., &yoo, s. h. (2006). toward a new generation of cross-cultural research. perspectives on psychological science, 1(3), 234-250. http://nasional.kompas.com/read/2012/12/26/05510649/polresta.bekasi.sesali.insiden.filadelfia couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu soekarman, f.i., bariyyah, k. students multicultural awareness| 20 © 2016 | indonesian counselor association (iki) | doi: 10.23916/16-21.0016.11-i30b malangekspres. (2015). stel musik keras, mahasiswa tawuran di unikama . retrieved october 29, 2015from http://www.malangekspres.com/kriminal/1276-stel-musik-keras-mahasiswa-tawuran-diunikama metronews. (2015). gara-garakursi, mahasiswamercubuanaditusuktemansendiri.retrieved october 29, 2015, from http://metro.news.viva.co.id/news/read/628331-gara-gara-kursi--mahasiswa-mercubuana-ditusuk-teman-sendiri moule, jean. (2012). cultural competence: a primer for educators. wadsworth/cengage, belmont: california. okezone. (2015). hari sumpahpemuda, mahasiswaunismuh makassar bentrok. retrieved october 29, 2015from, http://news.okezone.com/read/2015/10/28/340/1239839/hari-sumpah-pemudamahasiswa-unismuh-makassar-bentrok oparah, d. (2006). make a world of difference. minneapolis: search institute publications. portman, t. (2009). faces of the future: school counselors as cultural mediators. journal of counseling and development 87(1), 21-26. pappu, r., recht, b., taylor, j., &gershenfeld, n. (2002). physical one-way functions. science, 297(5589), 2026-2030. sindonews. (2014). perangantarsuku di timika gunungkembaliterjadi. retrieved october 29, 2015, from http://daerah.sindonews.com/read/866250/26/perang-antar-suku-di-timika-gunung-kembaliterjadi sue, d. w, & david sue. (2003). counseling the culturally diverse: theory and practice (4th ed.) canada: john wiley and sons, inc. tempo. (2015). gerejadibakar di aceh singkil, bukankasuspertama. retrieved october 27, 2015, from http://nasional.tempo.co/read/news/gerejadibakar di aceh singkil, bukankasuspertama tempo. (2015). kerusuhantolikara, 31 orang diperiksapolisi. retrieved october 27, 2015, from http://nasional.tempo.co/read/news/2015/07/21/063685311/kerusuhan-tolikara-31-orang-diperiksapolisi tribunnews. (2013). pengusutankasussampanghasilkan 14 butirkesimpulan, retrieved october 27, 2015 (http://www.tribunnews.com/nasional/2013/08/26/pengusutan-kasus-sampang-hasilkan-14-butirkesimpulan wasonga, teresa a. (2005). multicultural education knowledgebase, attitudes and preparedness for diversity", international journal of educational management, 19 (1) pp. 67 – 74 http://www.malangekspres.com/kriminal/1276-stel-musik-keras-mahasiswa-tawuran-di-unikama http://www.malangekspres.com/kriminal/1276-stel-musik-keras-mahasiswa-tawuran-di-unikama http://www.malangekspres.com/kriminal/1276-stel-musik-keras-mahasiswa-tawuran-di-unikama http://metro.news.viva.co.id/news/read/628331-gara-gara-kursi--mahasiswa-mercu-buana-ditusuk-teman-sendiri http://metro.news.viva.co.id/news/read/628331-gara-gara-kursi--mahasiswa-mercu-buana-ditusuk-teman-sendiri http://news.okezone.com/read/2015/10/28/340/1239839/hari-sumpah-pemuda-mahasiswa-unismuh-makassar-bentrok http://news.okezone.com/read/2015/10/28/340/1239839/hari-sumpah-pemuda-mahasiswa-unismuh-makassar-bentrok http://daerah.sindonews.com/read/866250/26/perang-antar-suku-di-timika-gunung-kembali-terjadi), http://daerah.sindonews.com/read/866250/26/perang-antar-suku-di-timika-gunung-kembali-terjadi), http://nasional.tempo.co/read/news/ http://nasional.tempo.co/read/news/2015/07/21/063685311/kerusuhan-tolikara-31-orang-diperiksa-polisi http://nasional.tempo.co/read/news/2015/07/21/063685311/kerusuhan-tolikara-31-orang-diperiksa-polisi http://www.tribunnews.com/nasional/2013/08/26/pengusutan-kasus-sampang-hasilkan-14-butir-kesimpulan http://www.tribunnews.com/nasional/2013/08/26/pengusutan-kasus-sampang-hasilkan-14-butir-kesimpulan couns-edu the international journal of counseling and education vol.5, no.3, 2020, pp. 125-135 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200527820 received on 06/30/2020; revised on 07/11/2020; accepted on 08/31/2020; published on: 09/30/2020 125 does spirituality correlate with students’ empathy during covid-19 pandemic? the case study of indonesian students fifi khoirul fitriyah 1*) , nopriadi saputra 2 , maretha dellarosa 3 , wiwik afridah 1 1 universitas nahdlatul ulama surabaya, indonesia 2 bina nusantara university, indonesia 3 the ohio state university, amerika serikat *) corresponding author, e-mail: fifi@unusa.ac.id abstract covid-19 pandemic has affected all parts of human life. it affects health, as well as socio and economic aspects. in this situation, high empathy should follow the implementation of physical distancing to reduce the spread of the virus. however, anti-social behavior has mostly materialized. this study aims to explore the spiritual effect on students' empathy during the covid-19 pandemic. it observes if spirituality predicts empathy and the other way around. 1004 university students from 65 universities in east java, indonesia, were recruited to give responses from a set of questionnaires. smart-pls application was used to analyze the statistical data. findings uncovered that this measurement model is valid and reliable for spirituality (spiritual assessment scale=sas) and empathy (interpersonal reactivity index=iri) construct. through a structural model, our study also found that spirituality and empathy have a significant reciprocal relationship (with a path coefficient of 0.564). spirituality predicts empathy and the other way around. our findings suggest that universities' counseling units apply spiritual strategies in counseling activities to accelerate students' empathy during the covid-19 pandemic and to anticipate the future crisis. keywords: counseling, covid-19, empathy, spirituality. how to cite: fitriyah, f., saputra, n., dellarosa, m., & afridah, w. (2020). does spirituality correlate with students’ empathy during covid-19 pandemic? the case study of indonesian students. couns-edu: the international journal of counseling and education, 5(3). 125-135. doi: http://dx.doi.org/10.23916/0020200527820 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction covid-19 pandemic has become a world tragedy, including in indonesia. it has affected all human life aspects, from physical to mental health (lee & morling, 2020; c. liu et al., 2020; pfattheicher et al., 2020). humanitarian tragedies also occur, ranging from the rejection of the bodies of covid-19 victims that occurred in several regions in indonesia, to anti-social attitudes that are increasingly apparent when there are individuals who need help. some media reports say that many accident victims have been displaced because people are afraid to help. in addition, efforts to isolate and discriminate against covid-19 patients and their families in the community further aggravate the situation (azanella, 2020). such situations indicate a high incidence of lack of empathy and have an impact on the pandemic situation. humanitarian tragedies also occur, ranging from the rejection of the bodies of covid-19 victims that occurred in several regions in indonesia, to anti-social attitudes that are increasingly apparent when there are individuals who need help. some media reports say that many accident victims have been displaced because people are afraid to help. recent research says that empathy is related to humor, and humor can be positively or negatively correlated, it depends on the implementation of behavior (halfpenny & amelia, 2020). recently, the phenomenon occurred in indonesia. it was horrified by the negative behavior of the http://dx.doi.org/10.23916/0020200527820 couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu fitriyah, f.k., et al. does spirituality correlate with students’... | 126 indonesian counselor association (iki) | doi: 10.23916/0020200527820 youtubers who carried out acts of food distribution that actually it was garbage just to increase viewers and subscribers. this action was condemned by the community and is currently being handled legally by the police (riandi, 2020). if it based on research analysis, the youtuber's behavior is an act of aggressive humor that is negatively correlated with empathy and affective sympathy (halfpenny & amelia, 2020). empathy refers to the ability to come to other people's reference structures and perceive what they feel (rogers, 1956). recent research reveals the importance of empathy in increasing creativity, so it can be concluded that social aspects including empathy, are one component in creativity (form & kaernbach, 2018). regarding the callous-unemotional (cu) trait, empathy negatively correlates with cognitive and emotional aspects (lethbridge et al., 2017). it means that prosocial attitude is the essence of empathy. research shows that altruistic behavior arises in various social situations that are in line with multiple theories that cause such reactions (farrelly et al., 2015). previous studies state that spirituality is closely related to empathy both directly and indirectly in students population (giordano et al., 2014; lal et al., 2020; moloney & gair, 2015). but on the other hand, some research results suggest that spiritual dimensions are not proven to be able to predict empathy (markstrom et al., 2010; stewart et al., 2018). so, research between the two constructs needs to be further investigated using representative samples and more precise operational definitions. each of the spiritual dimension has its meaningful definition. the term of spiritual becomes a consensus of an alternative to illustrate a transcendent in these late decades. this term has various definitions depending on the values within the cultural group, nationality, and religion (nelson, 2009). however, nowadays, some people perceive that spirituality and religion have the same definition (vachon, fillion, & achille, 2009; albers et al., 2010; selman, harding, gysels, speck, & higginson, 2011; cobb, dowrick, & lloyd-williams, 2012; dose, leonard, mcalpine, & kreitzer, 2014; counted, possamai, & meade, 2018). as for the fact, the primary component of spirituality is related to the deity concept or the relation among humans and god or a higher creature (mohan & uys, 2006; edwards et al., 2010; dose et al., 2014). besides, “purpose and meaning” are also the fundamental aspects of spirituality (howden, 1992; vachon et al., 2009). the relationship between human and god or a higher creature leads them to a directed life purpose, primarily in solving life issues, as well as become the control when they face the problems (babarin, 1993; hefti, 2011; johnson et al., 2011; counted, possamai, & meade, 2018). the spiritual dimension in this research refers to howden's (1992) study. it contains four components, namely (1) meaning of purpose, (2) innerness, (3) interconnectedness, and (4) transcendence. spirituality is an exciting issue discussed in indonesia, considering indonesia is a very plural country with a variety of cultures. spirituality is one of the hugely influential cultural components. ethnographic study results suggest that indonesian culture is very complex and spread from sabang to merauke (koentjaraningrat, 1976). indonesia has around 1,340 tribes, with 300 ethnic groups spread across all parts of its territory. indonesia is also a multi-faith country that recognizes six religions, namely; islam, christianity, catholicism, hinduism, buddhism, and confucianism (denura, 2017). although there have been studies examining the relationship between spirituality and empathy, they have shown mixed results. some indicate positive relationship (lal et al., 2020; moloney & gair, 2015; stewart & lawrence, 2020) and others are negative (markstrom et al., 2010; stewart et al., 2018). this difference in results is due to several factors including culture. in addition, there is no similar research in indonesia, so to close this gap this research aims to: (1) test the measurement model on the spirituality and empathy constructs, along with their dimensions, (2) test the spirituality effect on empathy and vice versa. the results of this research suggest future research to place a spiritual approach as the basis of counseling in universities during the covid-19 pandemic and as an anticipatory to face other critical situations. method the samples in this study were 1004 respondents from 65 universities in east java, indonesia. according to the membership data on east java central bureau of statistics, there are 326 universities in east java. hair, et. al, (2014) recommend the sample size for the endogenous construct model with two directions is 52, at minimum, with a significance level of 0.05, 80% statistic power, and r2 = 0.25 minimum. thus, the sample size in this research is more than the minimum size required. couns-edu  the international journal of counseling and education vol.5, no.3, 2020 does spirituality correlate with students’... | 127 indonesian counselor association (iki) | doi: 10.23916/0020200527820 the research data were obtained during the covid-19 pandemic. the students were in a physical distancing situation; thus, they were obligated to learn from home. the data was gathered online from april 26th to may 3rd, 2020. the respondents were invited to fill an online questionnaire measuring spirituality, level of empathy, and demographics. all of them were agreed to be research subjects. their participation was voluntary without any reward, class credit, or monetary reward. ethical approval was obtained through lecturers and university institutional review board. the questionnaire consisted of a socio-demographic section and two widely-used self-report instruments. those instruments were chosen due to their psychometric properties, robust validity, and reliability. the empathy dimensions were measured through an indonesia version of the interpersonal reactivity index (iri) with28-items questionnaire divided into four subscales. iri subscales were first developed by davis in 1980. iri evaluates emotional empathy and the cognitive domain of empathy (stehlíková & valihorová, 2016). it consists of (1) “empathic concern” (iri-ec) subsists of 7 items that measure sympathetic and apprehension feeling toward other people’s misfortune; (2) “personal distress” (iri-pd) consists of 8 items that evaluate anxiety and worry on the interpersonal situation; (3) “perspective taking” (iri-pt) subsists of 6 items of the natural tendency to judge from other people’s perspective; and (4) “fantasy” (iri-fs) consists of 7 items that assess the respondents’ tendency to sense fictional character from movies, dramas, and books. respondents were asked to show how each item represented them on a 4-point likert scale from 1 (very not corresponding) to 4 (very corresponding). in this research, the cronbach’s alpha for iri is 0.778, as shown in table 1. on the other hand, the spiritual dimensions were assessed by the indonesian version of the spirituality assessment scale (sas). sas was first established by howden, 1992. it is a 28-items questionnaire divided into four subscales. the sas subscales measure: (1) “meaning of purpose” (sasmp), 4 items. (2) “innerness” (sas-in), 9 items. (3) “interconnectedness” (sas-it), 9 items, and (4) “transcendence” (sas-ts), 6 items. the respondents were asked to show how each item represented them on a 4-point likert scale, from 1 (very not corresponding) to 4 (very corresponding). in this research, the cronbach’s alpha for sas subscales is 0.844, as presented in table 1. in addition to the measurement model, the structural model puts each dimension as the latent variable. the obtained data was analysed using smart pls version 3.0. results and discussions the measurement model is presented in figure 1. according to the smart pls calculation, all items with lower than 0.6 loading factors were deleted from the model. based on the parameters in table 1 and table 2, the measurement model validity and reliability can be analyzed. for the validity analysis, convergent and discriminant validity were used. the convergent validity was based on the average variance extracted (ave). the ave values for most of the constructs were above 0.5. thus, the measurement model has good convergent validity. additionally, the discriminant validity was analyzed by using numbers in table 2. the diagonally bold numbers are the square roots of the ave. those numbers are higher than other list numbers. in other words, this model has good discriminant validity. internal consistency and composite reliability were used as the reliability analysis in this research. the internal consistency was explained through cronbach’s alpha. the ideal score of internal consistency with cronbach’s alpha is more than 0.7. however, according to (hair et al., 2014), for explanatory research, items or constructs with loading factor or cronbach’s alpha or composite reliability of 0.6 – 0.7 can be used in the model. table 1 shows the cronbach’s alpha on iri-ec and iri-pd dimensions were below 0.6. however, the composite reliability of all dimensions was above 0.6. therefore, the measurement model has good composite reliability but some dimensions are lacking on internal consistency reliability. generally, this measurement model is valid and reliable for spirituality and empathy constructs. couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu fitriyah, f.k., et al. does spirituality correlate with students’... | 128 indonesian counselor association (iki) | doi: 10.23916/0020200527820 table 1. validity and reliability dimensions cronbach's alpha composite reliability average variance extracted (ave) empathy (iri) 0,778 0,831 0,312 empathic concern (iriec) 0,472 0,791 0,654 fantasy (iri-fs) 0,699 0,815 0,524 personal distress (iri-pd) 0,388 0,763 0,618 perspective taking (iript) 0,613 0,795 0,565 innerness (sas-in) 0,715 0,840 0,637 interconnectedness (sasit) 0,655 0,793 0,490 meaning of purpose (sasmp) 0,703 0,836 0,630 transcendence (sas-ts) 1,000 1,000 1,000 spirituality (sas) 0,844 0,876 0,379 table 2. discriminant validity empathy iriec irifs iripd iript sasin sasit sasmp sasts spirituality empathy 0,559 iri-ec 0,737 0,809 iri-fs 0,744 0,404 0,724 iri-pd 0,695 0,444 0,323 0,786 iri-pt 0,759 0,408 0,337 0,431 0,752 sas-in 0,463 0,382 0,228 0,313 0,446 0,798 sas-it 0,508 0,453 0,241 0,364 0,461 0,559 0,700 sas-mp 0,451 0,345 0,197 0,336 0,461 0,610 0,621 0,794 sas-ts 0,351 0,250 0,165 0,235 0,378 0,417 0,371 0,439 1,000 spiritulaity 0,564 0,459 0,267 0,397 0,548 0,843 0,833 0,865 0,585 0,615 the results of the structural model analysis show various things. first, vif inner model: spirituality – empathy is 1.000, while empathy – spirituality is 1.000. all of the vif scores are lower than 5, indicating that there is no co linearity issue in the structural model. second, table 3 shows the outer path coefficient of the constructs and their dimensions. empathy has value toward empathy concern (iri-ec), fantasy (iri-fs), personal distress, and perspective-taking of 0.737, 0.744, 0.695, and 0.759, respectively. on the other hand, spirituality has value upon innerness (sas-in), interconnectedness (sas-it), the meaning of purpose (sas-mp), and transcendence (sas-ts) of 0.843, 0.833, 0.865, and 0.585, respectively. the highest score is in spirituality toward the meaning of purpose (0.865), while the lowest score is toward transcendence (0.585). all of the dimensions obtain loading factors above 0.6. additionally, all of the constructs have path coefficient scores with a t-test of more than 1.96 and p-value = 0.000. this shows that each construct is significantly related to its dimensions. the results of hypothesis testing are shown in table 4. the path coefficient of spirituality toward empathy is 0.654 with t-test = 19.255 and p-value = 0.000. thus, h0 is rejected and h1 is accepted. there is a positive and significant effect on spirituality toward empathy. conversely, there is also a positive and substantial effect on empathy toward spirituality with a path coefficient of 0.654 (shown in figure 2 and figure 3). therefore, h2 is also accepted. spirituality and empathy have positive and significant reciprocal effects. couns-edu  the international journal of counseling and education vol.5, no.3, 2020 does spirituality correlate with students’... | 129 indonesian counselor association (iki) | doi: 10.23916/0020200527820 table 3. outer path coefficient construct dimension path coefficient t-statistics p-values result empathy iri-ec empathic concern 0,737 37,779 0,000 significant iri-fs fantasy 0,744 30,591 0,000 significant iri-pd personal distress 0,695 28,777 0,000 significant iri-pt perspective taking 0,759 37,171 0,000 significant spirituality sas-in innerness 0,843 78,756 0,000 significant sas-it interconnectedness 0,833 59,568 0,000 significant sas-mp meaning of purpose 0,865 84,060 0,000 significant sas-ts transcendence 0,585 19,188 0,000 significant table 4. hypotesis testing hypotesis path coefficient t-statistics p-values result h1 : spitituality -> empathy 0,654 19,255 0,000 supported h2 : empathy -> spirituality 0,654 19,255 0,000 supported figure 1. research model this study exhibited a powerful, positive, and significant relationship between spirituality and empathy. the findings suggested that each construct possesses an essential effect on its dimensions. these results support the findings from previous research, while, against some other research findings. couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu fitriyah, f.k., et al. does spirituality correlate with students’... | 130 indonesian counselor association (iki) | doi: 10.23916/0020200527820 figure 2. spirituality affects empathy figure 3. empathy affects spirituality the findings contradict a study conducted by stewart, lawrence, and burg (2018) on 233 students from three universities in central florida who that found spiritual dimensions did not affect empathy. however, spirituality has various definitions. similarly, this study also challenges the investigation done by stewart et al. (2018), who used core spirituality, spiritual perspective, spiritual application, and spiritual acceptance dimensions. those spiritual dimensions are different from the ones used in this research, referring to howden (1992). it consists of four dimensions, namely (1) meaning of purpose, (2) innerness, (3) interconnectedness, and (4) transcendence. meaning of purpose is defined as the process to search or find an occasion that transfers a meaningful feeling as hope or life purpose. meanwhile, innerness refers to the process of discovering integrity, identity, and strength. besides, interconnectedness is the attachment with other people and all life, the harmony on oneself and other people, as well as the feeling of consolidating with the universe and the higher creatures. the last dimension, transcendence, means the ability to go beyond the general physical and psychological skill. the dimensions mentioned by stewart et al., (2018) and howden (1992) have many differences, primarily on the meaning of purpose and interconnectedness that do not exist in stewart et al., (2018). on the other hand, other research concludes that those two are the main components of spirituality that strongly and positively affect designated counselor students’ empathy (giordano et al., 2014). therefore, the contradicting findings are caused by the different spirituality definition used. couns-edu  the international journal of counseling and education vol.5, no.3, 2020 does spirituality correlate with students’... | 131 indonesian counselor association (iki) | doi: 10.23916/0020200527820 our findings also reverse a study carried out by markstrom et al., in 2010. their results conveyed that spirituality did not affect empathy. the spirituality was defined as religious attendance, generally related to someone’s habit to perform religious rituals. in its measurement, one of the questions was “how often do you attend religious services?” the respondents were asked to choose a response based on their intensity to attend religious services (markstrom et al., 2010; watson et al., 1984). in cases in the pandemic covid-19 era in indonesia, even though there were rules about social restrictions, there were still religious activities carried out in places of worship. even online media reported covid-19 patients who were supposed to carry out the command of independent isolation instead of leading religious activities at the worship (sihombing, 2020). though studies have proven that this crowd of people has the potential to increase covid-19 transmission to others (l. liu, 2020), in addition, the government's recommendations about physical distancing and large-scale social restrictions also clearly prohibit it. this phenomenon is contrary to the definition of spirituality (howden, 1992). apart from that, the definition of spirituality is not related to the routine of religious activities. in this case, the aspect of interconnectedness was also ignored. interconnectedness in spirituality invites humans to unite with all components of life and nature, maintaining the survival of humanity and the universe, not the other way around. this spiritual definition is different from the one used in this research. this research defines spirituality as the relationship between humans and god or higher creatures. thus, the evaluation also refers to that definition. therefore, the research findings contradict each other. in addition to contradicting some research, our findings also support some other previous works. for instance, the findings support research conducted by king, mara, decicco, king, and mara (2012) who mentioned that spirituality as intelligence significantly affects empathy. other spirituality constructs that directly and essentially impact empathy is religious commitment. it is strongly correlated to two spiritual dimensions, namely meaning of purpose and innerness (hardy et al., 2012). besides, the findings of this study also support research conducted by huber and macdonald (2012) who reveals positive and critical relation among non-religious spiritual cognition, religiosity, and spiritual experiences. their findings also portray that spiritual experiences and awareness strongly interact with altruism. the regression analysis acknowledges that non-religious spiritual cognition and spiritual experiences are the most robust predictor for empathy and altruism. pavlovich and krahnke (2012) also mention that empathy accelerates altruism. on the other hand, altruism is similarly defined with interconnectedness in this research. empathy improves interconnectedness through many neural pathways, unconsciously. if someone shares with others, happiness and harmony feelings are activated. this pushes personal freedom. consequently, empathy is the key to coherently discover interconnectedness (pavlovich & krahnke, 2012). other research also mentions that spirituality is closely related to personal accomplishment. in the study also mentioned that high empathy affects emotion exhaustion (lal et al., 2020). another negative effect of empathy is the tendency for guilt. guilt is a moral emotion often seen as a negative trait. on the other hand, the study results show that the individual has a tendency to think, feel, and act in a more ethical manner (baggaley, 2012). other studies suggest that cognitive empathy and emotional empathy are negatively correlated with the trait of callous-unemotional (cu) (lethbridge et al., 2017). in general, empathy is a positive emotion that is important to develop. however, it is important to consider other factors that have a negative impact. so that the relevance of empathy needs to be considered in terms of levels and usefulness. form & kaernbach (2018) states that having many social relationships with others does not always have a good effect on individuals, including efforts to increase creativity. in this context empathy can actually create new problems if it is not accompanied by spirituality, especially in the current crisis period in the covid-19 pandemic situation. so that spiritual care is needed here because spiritual care is highly recommended to improve the psychological condition of individuals (moloney & gair, 2015). crisis situations like the current pandemic are causing deep trauma to covid-19 victims and the general public. regardless of the transmission factor, this covid-19 infection causes profound physical and psychological complications. lee, et al. (landry et al., 2020) in previous experience when the community faced the h7n9 epidemic, reported that patients infected with h7n9 (influenza a) had long-term pulmonary defects and severe psychological disorders even two years after repatriation. especially at this time the conditions faced are no longer epidemic but pandemic, so that it causes more couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu fitriyah, f.k., et al. does spirituality correlate with students’... | 132 indonesian counselor association (iki) | doi: 10.23916/0020200527820 severe and widespread impact. a similar epidemic occurred in 2003. chan et al. (landry et al., 2020) in the case of severe acute respiratory syndrome (sars) states that sars is another transmission in the coronavirus family. the results showed that one year after surviving, individual victims of sars continued to experience increased levels of stress, depression and anxiety. in dealing with these crisis situations high awareness from the community is needed to support each other in the success of the physical distancing movement and also maintain and even improve prosocial attitudes through healthy empathy. however the impact of the covid-19 pandemic is not only upon covid-19 patients but also on the entire community. in the context of efforts to improve students' psychological conditions, efforts made so far have been through counseling interventions at the university. the approaches used are western counseling approaches in which the power of spirituality is not included. another weakness of western counseling is not being able to accommodate cultural interests, social values, collective relationships, and spiritual views. whereas at present, cultural factors are determinants of problem solving holistically (bauman et al., 2019; cameron, 2010; wendt & gone, 2016), moreover researchers agree that spirituality in the cultural context acts as a human control when facing various problems (babarin, 1993; counted et al., 2018; hefti, 2011; johnson et al., 2011). research even mentions that collective relations through strengthening national identity are fundamental to be carried out for the spirit of unity (mashuri & zaduqisti, 2014). coping strategies are also recommended to increase relationship satisfaction with dyadic empathy in a group (levesque et al., 2014). community cohesiveness is needed in one unit to combat this pandemic condition. national and local branding is very important to be played by every students, both foreign and original (park et al., 2016). the assumption of recent study was also made concerning the exploration of youth’s image of the axiological world and the valuing orientations manifested by them, that make it possible to learn the way(s) rooted in culture and experience, in which learners understand themselves, others and the world (ogrodzka-mazur & saukh, 2019). referring to the results of mashuri & zaduqisti (2014) research, it is important to arouse national identity as a strategy for dealing with multicultural and religious indonesian society. the nation's motto is the next concern in research. bhinneka tunggal ika as the nation's motto has deep therapeutic elements to arouse the collective awareness of the indonesian people. constitutionally, unity in diversity is a symbol of the indonesian state which has been regulated in article 36a of the 1945 constitution which reads "the state is garuda pancasila with the motto bhinneka tunggal ika". bhinneka tunggal ika's writings are clearly displayed on the feet of garuda birds (undang-undang dasar, 1945). the values in this national motto are explained in the book of sutasoma by mpu tantular, which is the term our first unity in diversity appears. the two key concepts contained in the motto are spiritual and multicultural. this is very relevant to the findings of this study, where spirituality with empathy has a reciprocal influence, meaning humans have a reciprocal relationship both with god and with other humans in spiritual and multicultural contexts. conceptually local spiritual values are very important to be internalized so that they can be used as an approach in solving the problem of psychological impact covid-19 holistically. the spiritual dimensions, such as the meaning of purpose, innerness, interconnectedness, and transcendence in the nation’s motto should be further researched and studied to be a unique counseling construct from indonesia. its relevance is to be used as a counseling approach in universities to help students undergo crisis with high humanitarian attitudes since other crises like covid-19 may appear in different contexts and scope. conclusions this study has attempted to unveil the relationship between spirituality and empathy. our findings suggest that spirituality has a direct and significant effect on empathy, while, each construct is significantly related to their dimensions. accelerating someone's spiritual condition that is related to god, affects human-to-human relations, through empathy. the balance between human vertical (with god) and horizontal (with another human) relationship is proven in this research. fundamentally, humans need spiritual and socio-multicultural relations. it becomes a challenge for counseling institutions in the universities to allow students to internalize spiritualism in themselves to realize healthy empathy. couns-edu  the international journal of counseling and education vol.5, no.3, 2020 does spirituality correlate with students’... | 133 indonesian counselor association (iki) | doi: 10.23916/0020200527820 this study employed an explanatory research design in capturing data from the participants. our findings suggest predictions of the structural model of spirituality and empathy enacted by students in the covid-19 outbreak. albeit its attempts to unveil the phenomena, the study is open for some limitations, and thus, encourages future researchers to explore: (1) internal consistency reliability or cronbach's alpha on several dimensions, namely empathic concern (iri-ec) and personal distress (iri-pd), (2) moderator variables namely gender, age, respondent status in the covid-19 situation, and the respondent's area of origin, and (3) new counseling constructs using spiritual dimensions as one of its main strengths along with local excellence in a country. acknowledgments this research was supported by the institute for research and community services, nahdlatul ulama university of surabaya, indonesia with contract number 362.26/unusa/adm-lppm/v/2020. then, we express our sincere thanks to the center for scientific publication, state university of malang, for the translation and proofreading services. references albers, g., echteld, m. a., de vet, h. c. w., onwuteaka-philipsen, b. d., van der linden, m. h. m., & deliens, l. (2010). content and spiritual items of quality-of-life instruments appropriate for use in palliative care: a review. journal of pain and symptom management, 40(2), 290–300. https://doi.org/10.1016/j.jpainsymman.2009.12.012 azanella, l. a. (2020, april 13). luthfia ayu azanella. kompas.com. https://www.kompas.com/tren/read/2020/04/13/110821765/penolakan-jenazah-pasien-covid-19mengapa-bisa-terjadi?page=2 babarin, o. (1993). coping and resilience: exploring the inner lives of african american children. journal of black psychology 4(19): 478-492. baggaley, j. (2012). harmonizing global education: from genghis khan to facebook. harmonizing global education: from genghis khan to facebook, october, 1–197. https://doi.org/10.4324/9780203817636 bauman, s. s. m., acker-hocevar, m., talbot, d. l., visaya, a., valencia, m., & ambriz, j. (2019). exploring and promoting the college attendance and success of racial/ethnic minority students. journal of multicultural counseling and development, 47(1), 37–48. https://doi.org/10.1002/jmcd.12119 cameron, l. (2010). using the arts as a therapeutic tool for counselling an australian aboriginal perspective. procedia social and behavioral sciences, 5, 403–407. https://doi.org/10.1016/j.sbspro.2010.07.112 cobb, m., dowrick, c., & lloyd-williams, m. (2012). what can we learn about the spiritual needs of palliative care patients from the research literature? journal of pain and symptom management, 43(6), 1105–1119. https://doi.org/10.1016/j.jpainsymman.2011.06.017 counted, v., possamai, a., & meade, t. (2018). relational spirituality and quality of life 2007 to 2017: an integrative research review. health and quality of life outcomes, 16(1), 1–18. https://doi.org/10.1186/s12955-018-0895-x davis, m. h. (1980). measure: interpersonal reactivity index (iri) measures empathy. jsas catalog of selected documents in psychology, 10(1980), 85. denura, f. (2017, april 26). di indonesia ada 1.340 suku bangsa dan 300 kelompok etnik. netralnews.com. https://www.netralnews.com/news/rsn/read/71459/di.indonesia.ada.1340.suku.bangsa.dan.300.ke lompok.etnik dose, a. m., leonard, b., mcalpine, c. p., & kreitzer, m. j. (2014). the meaning of spirituality at the end of life. journal of hospice and palliative nursing, 16(3), 158–164. https://doi.org/10.1097/njh.0000000000000041 edwards, a., pang, n., shiu, v., & chan, c. (2010). review: the understanding of spirituality and the potential role of spiritual care in end-of-life and palliative care: a meta-study of qualitative research. palliative medicine, 24(8), 753–770. https://doi.org/10.1177/0269216310375860 farrelly, d., moan, e., white, k., & young, s. (2015). evidence of an alternative currency for altruism in laboratory-based experiments. europe’s journal of psychology, 11(1), 100–111. couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu fitriyah, f.k., et al. does spirituality correlate with students’... | 134 indonesian counselor association (iki) | doi: 10.23916/0020200527820 https://doi.org/10.5964/ejop.v11i1.855 form, s., & kaernbach, c. (2018). more is not always better: the differentiated influence of empathy on different magnitudes of creativity. europe’s journal of psychology, 14(1), 54–65. https://doi.org/10.5964/ejop.v14i1.1432 giordano, a. l., prosek, e. a., & lankford, c. t. (2014). predicting empathy: the role of religion and spirituality. journal of professional counseling: practice, theory & research, 41(2), 53–66. https://doi.org/10.1080/15566382.2014.12033938 hair, j., hult, g. t. m., ringle, c., & sarstedt, m. (2014). a primer on partial least squares structural equation modeling (pls-sem). sage. https://doi.org/http://hdl.handle.net/1959.13/1063732 halfpenny, c. c., & amelia, j. l. (2020). humor styles and empathy in junior-school children. europe’s journal of psychology, 16(1). https://doi.org/https://doi.org/10.5964/ejop.v16i1.1934 hardy, s. a., walker, l. j., rackham, d. d., & olsen, j. a. (2012). religiosity and adolescent empathy and aggression: the mediating role of moral identity. psychology of religion and spirituality, 4(3), 237– 248. https://doi.org/10.1037/a0027566 hefti, r. (2011). integrating religion and spirituality into mental health care, psychiatry and psychotherapy. religions, 2(4), 611–627. https://doi.org/10.3390/rel2040611 howden, j. w. (1992). development and psychometric characteristics of the spiritual assesment scale (issue december). texas woman’s university. huber, j. t., & macdonald, d. a. (2012). an investigation of the relations between altruism, empathy, and spirituality. journal of humanistic psychology, 52(2), 206–221. https://doi.org/10.1177/0022167811399442 johnson, k. s., tulsky, j. a., hays, j. c., arnold, r. m., olsen, m. k., lindquist, j. h., & steinhauser, k. e. (2011). which domains of spirituality are associated with anxiety and depression in patients with advanced illness? journal of general internal medicine, 26(7), 751–758. https://doi.org/10.1007/s11606-011-1656-2 king, d. b., mara, c. a., decicco, t. l., king, d. b., & mara, c. a. (2012). connecting the spiritual and emotional intelligences: confirming an intelligence criterion and assessing the role of empathy. 31(1), 11–20. https://doi.org/http://dx.doi.org/10.24972/ijts.2012.31.1.11 koentjaraningrat. (1976). “manusia dan kebudayaan di indonesia.” in djambatan (p. 390). djambatan. https://doi.org/10.1016/s0044-8486(97)00050-1 lal, a., tharyan, a., & tharyan, p. (2020). the prevalence, determinants and the role of empathy and religious or spiritual beliefs on job stress, job satisfaction, coping, burnout, and mental health in medical and surgical faculty of a teaching hospital: a cross-sectional survey. revue de medecine interne, 41(4), 232–240. https://doi.org/10.1016/j.revmed.2019.12.005 landry, m. d., geddes, l., moseman, a. p., lefler, j. p., raman, s. r., & wijchen, j. van. (2020). early reflection on the global impact of covid19, and implications for physiotherapy. physiotherapy. https://doi.org/10.1016/j.physio.2020.03.003 lee, a., & morling, j. (2020). covid19 the need for public health in a time of emergency. public health, pg-. https://doi.org/https://doi.org/10.1016/j.puhe.2020.03.027 lethbridge, e. m., richardson, p., reidy, l., & taroyan, n. a. (2017). exploring the relationship between callous-unemotional traits, empathy processing and affective valence in a general population. europe’s journal of psychology, 13(1), 162–172. https://doi.org/10.5964/ejop.v13i1.1179 levesque, c., lafontaine, m. f., caron, a., lyn flesch, j., & bjornson, s. (2014). dyadic empathy, dyadic coping, and relationship satisfaction: a dyadic model. europe’s journal of psychology, 10(1), 118–134. https://doi.org/10.5964/ejop.v10i1.697 liu, c., wu, c., zheng, x., zeng, f., zhu, f., gan, x., & huang, y. (2020). sciencedirect clinical features and multidisciplinary treatment outcome of covid-19 pneumonia : a report of three cases. journal of the formosan medical association, april, 1–8. https://doi.org/10.1016/j.jfma.2020.04.008 liu, l. (2020). emerging study on the transmission of the novel coronavirus ( covid-19 ) from urban perspective : evidence from china. cities, 103(april), 102759. https://doi.org/10.1016/j.cities.2020.102759 markstrom, c. a., huey, e., stiles, b. m., & krause, a. l. (2010). frameworks of caring and helping in adolescence: are empathy, religiosity, and spirituality related constructs? youth and society, 42(1), 59– 80. https://doi.org/10.1177/0044118x09333644 mashuri, a., & zaduqisti, e. (2014). national identification and collective emotions as predictors of prosocial attitudes toward islamic minority groups in indonesia. europe’s journal of psychology, 10(2), 255– couns-edu  the international journal of counseling and education vol.5, no.3, 2020 does spirituality correlate with students’... | 135 indonesian counselor association (iki) | doi: 10.23916/0020200527820 276. https://doi.org/10.5964/ejop.v10i2.707 mohan, d. l., & uys, k. (2006). towards living with meaning and purpose: spiritual perspectives of people at work. sa journal of industrial psychology, 32(1), 53–59. https://doi.org/10.4102/sajip.v32i1.228 moloney, s., & gair, s. (2015). empathy and spiritual care in midwifery practice: contributing to women’s enhanced birth experiences. women and birth, 28(4), 323–328. https://doi.org/10.1016/j.wombi.2015.04.009 nelson, j. m. (2009). psychology, religion, and spirituality. springer. https://doi.org/10.1007/978-0-38787573-6 ogrodzka-mazur, e., & saukh, p. (2019). the social and cultural tendencies in the environment of contemporary youth. a polish-ukrainian comparative study of the structure of axiological reality. new educational review, 57, 63–74. https://doi.org/10.15804/tner.2019.57.3.05 park, j. k., kim, y. d., & dematteo, k. (2016). nation branding through internationalization of higher education: a case study of african students in south korea. new educational review, 45(3), 52–63. https://doi.org/10.15804/tner.2016.45.3.04 pavlovich, k., & krahnke, k. (2012). empathy, connectedness and organisation. journal of business ethics, 105(1), 131–137. https://doi.org/10.1007/s10551-011-0961-3 pfattheicher, s., nockur, l., böhm, r., sassenrath, c., & petersen, m. b. (2020). the emotional path to action: empathy promotes physical distancing during the covid-19 pandemic. psyarxiv [working paper], i, 1–8. https://doi.org/10.31234/osf.io/y2cg5 riandi, a. p. (2020). polisi: motif ferdian paleka bikin konten prank sembako sampah untuk naikkan subscriber. kompas.com. https://www.kompas.com/hype/read/2020/05/08/153826066/polisimotif-ferdian-paleka-bikin-konten-prank-sembako-sampah-untuk-naikkan?page=all rogers, c. r. (1956). the necessary and sufficient conditions of therapeutic personality change. journal of consulting psychology, 21, 95–103. selman, l., harding, r., gysels, m., speck, p., & higginson, i. j. (2011). the measurement of spirituality in palliative care and the content of tools validated cross-culturally: a systematic review. journal of pain and symptom management, 41(4), 728–753. https://doi.org/10.1016/j.jpainsymman.2010.06.023 sihombing, r. f. (2020). imam positif covid nekat pimpin tarawih, ini kata kemenag. detiknews. https://news.detik.com/berita/d-5014105/imam-positif-covid-nekat-pimpin-tarawih-ini-katakemenag stehlíková, j., & valihorová, m. (2016). possibilities of targeted development of empathy in teachers’ undergraduate training. new educational review, 45(3), 186–198. https://doi.org/10.15804/tner.2016.45.3.15 stewart, c., & lawrence, s. (2020). a multi-dimensional exploration of spirituality to empathy. journal of spirituality in mental health, 00(00), 1–24. https://doi.org/10.1080/19349637.2020.1732266 stewart, c., lawrence, s., & burg, m. a. (2018). the relationship of personality and spirituality to empathy. journal of empirical theology, 31(1), 1–17. https://doi.org/10.1163/15709256-12341366 undang-undang dasar. (1945). amandemen undang-undang dasar ngara republik indonesia. 4(1), 1–12. vachon, m., fillion, l., & achille, m. (2009). a conceptual analysis of spirituality at the end of life. journal of palliative medicine, 12(1), 53–59. https://doi.org/10.1089/jpm.2008.0189 watson, p. j., hood, r. w., morris, r. j., & hall, j. r. (1984). empathy, religious orientation, and social desirability. journal of psychology: interdisciplinary and applied, 117(2), 211–216. https://doi.org/10.1080/00223980.1984.9923679 wendt, d. c., & gone, j. p. (2016). integrating professional and indigenous therapies: an urban american indian narrative clinical case study. counseling psychologist, 44(5), 695–729. https://doi.org/10.1177/0011000016638741 couns-edu the international journal of counseling and education vol.5, no.2, 2020, pp. 64-70| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200528630 received on 03/20/2020; revised on 04/07/2020; accepted on 05/01/2020; published on: 06/30/2020 64 corona virus (covid19) and education for all achievement: artificial intelligence and special education needsachievements and challenges yahya muhammed bah 1 , myrtati dyah artaria 1*) 1 department of sociology, faculty of social and political sciences, universitas airlangga, surabaya, indonesia * ) corresponding author, e-mail: myrtati.artaria@fisip.unair.ac.id abstract the shortage of well-trained teachers especially in special education is a serious problem worldwide. to attain education for all as enshrined in the sustainable development goals (sdgs), there is urgent need for robot ways of solving this problem with grave consequences for the future of children with disabilities and special education needs. thus, education delivery methods like other services need to be innovative. the purpose of this studi is to examine the achievements and challenges in the application of ai for teaching children with special education needs. this research used the literature review method. the result of this study shows that ai has the power to enhance learning for children with special needs while curbing some of the problems such children are encountering in accessing quality and relevant education. in conclusion the findings revealed some significant achievements and the possibilities of more if the appropriate technologies are applied consistently with the right environment both in schools and homes. keywords: education for all, children with disabilities, artificial intelligence, special education needs, achievements, challenges, covid-19 how to cite: bah, y., & artaria, m. (2020). corona virus (covid19) and education for all achievement: artificial intelligence and special education needsachievements and challenges. couns-edu: the international journal of counseling and education, 5(2), 64-70. doi: 10.23916/0020200528630 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction teachers play very critical roles in the socio-economic and political development of societies in addition to their principal duties imparting knowledge, creating classroom environment, role modeling, mentoring and nurturing, listening and looking out signs of discomfort, controlling, prompting, being a resource, assessor, organizer, participant, tutor, etc. guyana ministry of education (n.d.). in spite of these roles teaching is playing, there is great shortage of well trained teachers especially in special education; and is a serious problem worldwide. to attain education for all as enshrined in the sustainable development goals (sdgs), there is urgent need for robot ways of solving this problem with grave consequences for the future of children with disabilities and special education needs. thus, education delivery methods like other services need to be innovative. information communication technologies (icts) have commenced to render such opportunities even in the delivery of special education needs through the artificial intelligence (ai) methods, assistive technologies (ats) inclusive. ai is differently defined by various authors. however, critical in most definitions is that it is an activity devoted to making machines intelligent with the ultimate objective of making it function mailto:myrtati.artaria@fisip.unair.ac.id http://dx.doi.org/10.23916/0020200528630 http://dx.doi.org/10.23916/0020200528630 couns-edu  the international journal of counseling and education vol.5, no.2, 2020 corona virus (covid19) and education for all achievement:... | 65 indonesian counselor association (iki) | doi: 10.23916/0020200528630 appropriately and with foresight in its vicinity. therefore, it is a computer science meant to solve intellectual problems that are mostly associated with human intelligence like learning, problem-solving, pattern recognition, etc. similarly, it is critical in executing functions that require human intelligence namely; visual perception, speech recognition, decision-making, translation between languages, etc. thus, it is purely computer systems that try to imitate human behavior, paving the way for personalized, adaptive learning, enabling advising systems that enhance students’ experience. similarly, it is being used for student assessment, enhancing the experience of students with disabilities, advancing the capabilities of learning analytics, etc. however, its application raises ethical, moral and privacy concerns. its implementation in higher learning institutions is challenging though transforming other areas of academic life, too as it is highly associated with the advancement of higher education, northonlinelearning (n.d.). ais including assistive technologies (ats) to be productive both in the classroom and at home, the right tool must be selected, adebisi r.o. et al., (2015). assistive technology has the power to improve the life and living conditions of children with disabilities and above all eradicate some of the learning barriers. learning disabilities though cannot be treated and children grow up with it, with the right technologies, their learning abilities can be significantly improved (raskind, 2000) as cited in, adebisi r.o. et al., (2015). assistive technologies are useful to children with disabilities in numerous ways such enhancement of the acquisition of basic knowledge and skills. thus, they are educational tool just like pen and pencils for students without disabilities as they use to access all materials that can make them competitive in class and outside the classroom. all tools may not be necessarily user friendly and as such the type of tool to be used must be well determined and applied vis-à-vis the child learning needs and critically vital, they must facilitate both communication needs and changing environments; and the use must be continuous productivity, adebisi r.o. et al., (2015). assistive technology include among others, tape recorders, remote control, smart glasses or magnifier, cognitive hearing aids, parkinson’s disease balancing application, lock-in syndrome, sign language, etc. (quenneville, 2002). ai including ats is particularly useful for children who have difficulties in listening, mathematics, organization and memory, reading; and writing skills, adebisi r.o. et al., (2015). in selecting the right ats for children with learning disabilities, it is critical that the followings are put into serious consideration: the child’s specific difficulties, establishing the child strengthens, involving the child in the selection processes, choosing the right ats based on the child strengths and weaknesses, determining the specific location were the tool is to be used, selecting ats that work well jointly, selecting ats that are user friendly; and work well, adebisi r.o. et al., (2015). ai can do all that a human teacher can do including content creation, providing inspiration for learning, attending to difficult questions; and social interaction that are critical for effective learning (johnson j. 2003). however, a preliminary but intensive literature reviewed has revealed that there are no well documented artificial intelligence and special education needs (sen) delivery. furthermore, this lack of systematic documentation beyond reasonable doubts has posed a great challenge for academics, human rights advocates, government institutions, ngos; and social workers to both develop strategies and mobilize resources in supporting children with learning disabilities to access quality and relevant education. thus, this research is meant to address this gap in order to contribute to the crusade; education for all. the fundamental rationale for the literature review is to examine the present scale and degree of the application of artificial intelligence in the delivery of special education needs (sen), share knowledge to spark and inspire a process that will usher rapid growth from all directions in ensuring that ai and ats are promoted and supported for children with learning difficulties to access affordable, quality and relevant education like all other children. method a systematic review of the literatures using information collected from different sources was actuated. google search engine was used to search for these articles. during the search numeration combinations of words and phrases were used to ensure articles reflect the most recent knowledge and couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu bah, y., & artaria, m. coronavirus (covid19) and education for all achievement:... | 66 indonesian counselor association (iki) | doi: 10.23916/0020200528630 scholarly publications. the systematic searches beget varied and voluminous articles which had to be sieved not only to meet the inclusion and exclusion criteria but to ensure the fundamental objectives of the study are wrangled. therefore, only peer-reviewed scholarly publications published after 2000 were selected except extracts perceived to be of basal mileage to the study. however, articles published by staunch international organizations known to have been working in special education needs delivery for years and has produced indefatigable knowledge in the area were stealthily appraised. inclusion and exclusion procedures the underneath procedures were followed in articles inclusion. that is, only: 1) peer-reviewed scholarly articles; 2) peer-reviewed scholarly articles on ai and sen delivery; 3) peer-reviewed scholarly articles published from 2000 to 2020; 3) articles on international or regional perspectives on ai and sen; 4) articles on ai and sen published by internationals organizations with years of meritorious experience. to exclude some articles from the review, the below captioned criteria were applied. that is: 1) non-peer reviewed articles; 2) articles published before 2000 unless critical and impactful; 3) media generated articles including newspapers; 4) articles not published in english language. in spite of the fact that both qualitative and quantitative articles were trawled, only twenty seven (27) articles were qualified for reviewed which is largely due to a dearth of data. in essence, only peerreviewed articles and publications by international organizations considered being trustworthy because they occasioned standard, ethical and robust studies were reviewed. results and discussions as can be observed above, the literature reviewed has disinterred a variety of ai and ats in application to facilitate children with learning disorders to access affordable, quality and relevant education like all other children. to discuss these pernicious technologies or methods, they are codified into: imparting knowledge through addressing written language, reading, listening, memory; and solving arithmetic problems), creating classroom environment, role modeling, mentoring and nurturing, listening and looking out signs of discomfort, controlling, prompting, being a resource, assessor, organizer, participant; and tutor some of the fundamental roles of teachers. imparting knowledge one of the fundamental roles of a teacher is to impart knowledge in student based on a designed and approved programmes. to impart knowledge, teachers apply different strategies ranging from one-on-one to group work sometimes with the support of simple teaching aids or more complex ones depending on the topics and the students being lectured, keiler l.s. (2018). in case of children with learning difficulties different assistive technologies (ats) including artificial intelligence have been applied as validated: ats generally are helpful in ensuring that children with disabilities access education in several ways namely; in developing independence in academic and employment duties, participation in classroom debates and discussions, reaching out to peers, role models and teachers, self-advocacy, making the best use of the available educational opportunities, independence in living and learning with minimum support, performing side-by-side with fellows, mastering academic tasks, comprehending educational assignments with ease; and participation in communities’ development programmes and recreational activities, burgstahler, (2003). ai supports the creation of quality education, effective studies, study plan, adopt educational content, online student profile which can be used to assign a student a personal teacher. thus, it can boost productivity both in the classroom and outside and above all, such portfolios delivered lessons and courses can be of great help to employers, chassignola m. et al. (2018). ai is used in many educational sectors viz. content development, teaching methodologies, student assessment; and communication between teacher and students, chassignola m. et al. (2018). similarly, in written language, ats support students through spelling checker, proofreading or grammar checker, speech synthesizer, speech recognition, etc. adebisi r.o. et al., (2015). through variable speech control, optical character recognition, speech synthesis, tape recorder, microsoft word, etc. ats have increased students’ independence in reading, adebisi r.o. et al., (2015). couns-edu  the international journal of counseling and education vol.5, no.2, 2020 corona virus (covid19) and education for all achievement:... | 67 indonesian counselor association (iki) | doi: 10.23916/0020200528630 in the same vein, in mathematics ats are supporting students with learning disabilities through talking calculators, electronic mathematic worksheet, etc. so too it is, in listening as ats are helping students with learning difficult through fm listening systems, tape recorders, etc. adebisi r.o. et al., (2015). in memorizing and organizing, ats aid students with learning disabilities via personal data manager, free-form databases, prewriting organizers, etc. adebisi r.o. et al., (2015). in addition, ai has led to revelation and enhancement of many individual children’s specific abilities, consolidation of research and education; and enhances optimal productivity for both learners and teachers, pomsta k.p. et al. (2018). thus, ai is critical in enhancing the formulation and implementation of culturally sensitive education while making the creation and production of knowledge much easier and affordable to support children with special needs, almokaramah m. (2013). creating learning/classroom environment for effective learning to take place, the creation of conducive environment is critical. with such an environment, the children are at ease and their brains relaxed, ready to absorb, participate and even sometimes challenge what is being delivered, graetz k.a. (n.d.). the creation of such environment has witnessed the application of numerous strategies including computer generated support systems for effective learning, concurring with: ai in education is changing many things including conventional thinking, teaching, learning, traditional models of schools and classrooms, ability to tailor learning to the very needs of various students in light of their cognitive, emotional, instructional dimension. similarly, it facilitates learning environment like content management, liberate teachers from bureaucracy management to focus on children’s academic progress, etc. mohammed p.s. et al. (2019). ai in addition to being very effective in e-learning, it is suitable for one-on-one learning, collecting data on users’ interests and responding promptly without pressure and interfering with users’ privacy, almokaramah m. (2013). ats promote sense of belonging and interactive participation, rate of assignment completion; and motivation for children with learning difficulties (bryant & bryant, 1998). similarly, ai while opening new opportunities in teaching and learning for the attainment of education for all, it is both challenging and fostering lifelong learning methodologies that can preserve the integrity of core values and the purpose of education, popenici s. et al. (2017). full-fledged robot teachers can be helpful in many areas such as being classroom assistant, student peer, building affective relationship with students, classroom management; and above all, performing high level cognitive action (manyika et al., 2017) as quoted in bosede i.e. et al., (2017). thus, ai has demonstrated that effective and individually articulated approaches can be attained by applying ai techniques and intelligent learning environment, mohammed p.s. et al. (2019). mentoring, nurturing and security for students to develop to their fullest capacities, mentoring is fundamental. teachers are generally known to be great mentors because they listen, encourage and motive students to both take the ownership of their education while building their confidence to face future challenges. with such, students are stirred to perform to their best with dedication and optimal seriousness, eleyan et al. (2011). to create such atmosphere and aspiration in students, especially those with learning disabilities, technologies have made some impacts as substantiated by: ai as computer generated tool performs different functions including the stimulation of intelligence and problem solving skills. furthermore, it is recognized as the most valuable application in the delivery of special education needs as it among others can diagnose disabilities and assigned appropriate interventions, facilitate children’s interaction with their environment to escalate learning and quality of daily life, drigas et al. (2012). ai is critical in special education as it doesn’t injure anyone or through inaction, permit any person to be harmed. it always obeys orders given by a human being unless the order is harmful. it always ensures its welfare is highly protected as long as it doesn’t harm a human being, tucker e.a. (2016). listening and looking out signs of discomfort/diagnose for any effective learning to materialize the students must be physically, mentally and psychological secured. therefore, the security of children is a cardinal role in knowledge imparting. teachers as protectors have been executing this role through different methods including observing behaviors, physical appearance, emotional stabilities, listening to concerns expressed by pupils, valiente, c. et al., (2012). the teaching fraternity like others has enjoyed support of modern technologies in this regards as asserted: socially assistive robots (sars) has assisted human development in many respects including physical couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu bah, y., & artaria, m. coronavirus (covid19) and education for all achievement:... | 68 indonesian counselor association (iki) | doi: 10.23916/0020200528630 assistance, therapy delivery, building behavioral skills, treatment and diagnosis of disorders; and analysis of human behaviors, dickstein-fischer l.a. (2017). ai has the capacity to diagnosis a student to enable authorities to design appropriate intervention methods to support him or her. thus, ai doesn’t only benefit students with special needs but even those working with them including parents and caregivers, drigas et al., (2013). ai has significantly contributed in diagnosing, evaluation, pedagogical psychology profiles, solutions, educational activities, strategies, skills; and tools that are fundamental in support of students with special needs, ilkka t. (2018). similarly, ai has made assessment, identification of teaching and learning gaps easier and faster. however, it is not fault freed thus, occasionally; it needs human mentors, chassignola m. et al. (2018). ais have equally played significant roles in sports, self-driving cars, and diagnosis in healthcare facilities; and they have supported sexual partners in the social realm (brandy, 2006) as cited in bosede i.e. et al., (2017). teaching and learning resources to effectively impart knowledge, the need for teaching and materials cannot be overemphasized. teachers in their quest to deliver quality and relevant education have applied various strategies to acquire the needed resources, kapur r. (2019). the unprecedented advancement in science and technology has significantly impacted their efforts as elucidated: ai facilitates the acquisition of interactive aid in solving problems, new domain knowledge, diagnosing disabilities, teacher easily getting psycho pedagogical evaluation of pupils who has learning disabilities; and importantly it provides a tool box for teachers to use in supporting children with special education needs, almokaramah m. (2013). ai technology creates lot of opportunities for development of huge open online libraries, chassignola m. et al. (2018). barrier removal and interventions in the transfer of knowledge and skills, especially in special education, there has been lot of barriers soliciting immediate interventions to ensure children with learning disabilities enjoy access to quality and relevant education, a fundamental human to be enjoyed by all, wright c.m. (2016). to remove these barriers and accord right interventions, educational institutional including teachers and philanthropists have employed different methodlogies encompassing ai as reaffirmed: ai provides data on accuracy, consistency, reciprocity; and immediacy that are fundamental in the interventions in support of children with learning disabilities in measuring their progress, dickstein-fischer l.a. (2017). thus, it makes therapist affordable, accessible; and reduces the administrative burden on therapist, dickstein-fischer l.a. (2017). ai methods have significantly improved the quality of life of students with special needs education as it has successfully removed some barriers to learning. it integrates the freedom of action of the student and furthermore enhances the attainment of his or her personal goals, drigas et al., (2013). profit making and other uses human being, in his quest to gather wealth with moderate expenses has always been exploring different avenues. in the area of alternative labor, lots of successes have been registered more especially with the advancement of science and technology, emst e. et al., (2019). to safe cost while boosting productive, ai and ats have made huge impacts as attested to: the growth of ai can be associated with many factors such as economic benefits of tireless labor, fueling automation since industrial revolution, the desire for teachers who do not pay regards to job dissatisfaction, recognition or remuneration, those with no need for autonomy, leaves, rests, and more especially those who are not limited by natural affective demands such as changes in moods, anger; and tiredness, bosede i.e. et al., (2017). robots although originally thought not to be capable of doing many things, today they are human co-workers in factories, as companion to students in class; and as support for students with disabilities, critically sick and elderly persons, national academy of sciences (2019). the economic rewards of tireless labor inspires the need for instructors who are unlimited by natural human demands, highlighting consideration for affordances of robotics and ai in education as currently happening in many aspects of human life, bosede i.e. et al., (2017). it reduces the workload and stress for teachers in the classroom while facilitating supportive education and inclusive, virtual learning and above all, lessen frustration, increase motivation, promote peer acceptance; and increase productivity both in class and at home, adebisi r.o. et al., (2015). couns-edu  the international journal of counseling and education vol.5, no.2, 2020 corona virus (covid19) and education for all achievement:... | 69 indonesian counselor association (iki) | doi: 10.23916/0020200528630 similarly, ai is profitable for both companies and the market in their functions for it means less human resources and less salaries payments, chassignola m. et al. (2018). in addition to facilitating teaching and learning, ai is daily applied in cities, campuses around the world, internet search engines, smartphone features and applications, public transport; and household appliances, popenici s. et al. (2017). limitations and challenges broadly, the application of science and technology in services delivery is not without limitations more especially in the least developed nations, pholphirul p. et al., (2014). thus, the use of ai and ats in special education is no exception as affirmed: in using the ai and ats there are lot of challenges face both by the students and institutions that support the children viz. lack of ict specialists, limited flexibility, limited disabilities friendly ats especially in the developing nations, lack of government investment in support of ats, public attitudes towards disabilities and children with disabilities more especially learning disabilities, lack of disabilities laws and policies and poor implementations where they exist; and lack of financial support particularly in third world countries, adebisi r.o. et al., (2015). ai in spite of having the power to structurally change educational institutions both administratively, teaching wise and learning, it has the potential of posing some challenges to the sector namely; detecting irony, sarcasm, repetitive use of punctuation marks, use of capital letters or key phrases, popenici s. et al. (2017). in developing countries its application is hindered by sparse and incomplete data, inadequate resources; and lack of technical skills, mohammed p.s. et al. (2019). ats cannot eradicate learning difficulties however; learning to strengthen the technologies will improve the life and living conditions of students’ with learning difficulties, adebisi r.o. et al., (2015). robotic personalities though capable of supporting students especially those with disabilities, it cannot be a perfect replacement for classroom teachers, bosede i.e. et al., (2017). while ai is enhancing teaching and learning and above all, augmenting teachers’ productivity, it is not yet ready to replace teachers, popenici s. et al. (2017). ai though a beautiful replacement of human being in some areas, they cannot inspire humans, develop social skills; and emotional intelligence needed by teachers, bosede i.e. et al., (2017). ai effectiveness in education requires regulation to ensure they serve the purpose of their introduction in the system, mohammed p.s. et al. (2019). ai needs to be formalized applying neutral, adequate developed techniques to ensure the cultural factors that regulate presentation, delivery and customization of content and system behavior, mohammed p.s. et al. (2019). conclusion in conclusion the findings revealed some significant achievements and the possibilities of more if the appropriate technologies are applied consistently with the right environment both in schools and homs. notwithstanding, ai is not limitations immune. references adebisi r.o. et al., (2015). using assistive technology in teaching children with learning disabilities in the 21st century. available at: https://files.eric.ed.gov/fulltext/ej1078825.pdf almokaramah m. et al. (2013). diagnosing learning disabilities in a special education by an intelligent agent based system. bosede i.e. et al., (2017). why not robot teachers: artificial intelligence for addressing teacher shortage. bryant & bryant (1998). using assistive technology to enhance the skills of students with learning disabilities. available at: https://journals.sagepub.com/doi/abs/10.1177/105345129803400109 burgstahler( 2003). the role of technology in preparing youth with disabilities for postsecondary education and employment. https://files.eric.ed.gov/fulltext/ej1078825.pdf https://journals.sagepub.com/doi/abs/10.1177/105345129803400109 couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu bah, y., & artaria, m. coronavirus (covid19) and education for all achievement:... | 70 indonesian counselor association (iki) | doi: 10.23916/0020200528630 chassignola m. et al. (2018). artificial intelligence trends in education: a narrative overview. available at: https://pdf.sciencedirectassets.com/280203/1-s2.0-s1877050918x00131/1-s2.0s1877050918315382/main.pdf?x-amz-security dickstein-fischer l.a. et al., (2017). socially assistive robots: current status and future prospects for autism interventions. available at: https://www.dovepress.com/socially-assistive-robots-currentstatus-and-future-prospects-for-auti-peer-reviewed-fulltext-article-ieh# drigas a. et al. (2012). artificial intelligence in special education: a decade review. international journal of engineering education. drigas a. et al., (2013). a review on artificial intelligence in special education. communications in computer and information science. 278. 385–391. 10.1007/978-3-642-35879-1_46. eleyan et al. (2011). coaching, tutoring and mentoring in the higher education as a solution to retain students in their major and help them achieve success. emst e. et al., (2019). economics of artificial intelligence: implications for the future of work. graetz k.a. (n.d.). chapter 6. the psychology of learning environments. available at: https://www.educause.edu/research-and-publications/books/learning-spaces/chapter-6-psychologylearning-environments guyana ministry of education (n.d.). roles of a techer in the classroom. available at: https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1603-roles-of-ateacher-in-the-classroom ilkka t. (2018). the impact of artificial intelligence on learning, teaching, and education: policies for the future. 10.2760/12297. johnson j. (2003). children, robotics, and education. artificial life and robotics. 7. 16-21. 10.1007/bf02480880. kapur r. (2019). development of teaching-learning materials. available at: https://www.researchgate.net/publication/334083571_development_of_teachinglearning_materials keiler l.s. (2018). teachers’ roles and identities in student-centered classrooms. https://doi.org/10.1186/s40594-018-0131-6. available at: https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-018-0131-6 mohammed p.s. et al. (n.d.). towards inclusive education in the age of artificial intelligence: perspectives, challenges, and opportunities. national academy of sciences (2019). artificial intelligence in health care: the hope, the hype, the promise, the peril pholphirul p. et al., (2014). it investment and constraints in developing countries: evidence from thai manufacturers. available at: https://journals.sagepub.com/doi/10.1177/0266666914535616 pomsta k. p. et al., (2018). blending human and artificial intelligence to support autistic children’s social communication skills. available at: https://dl.acm.org/doi/10.1145/3271484 popenici s. et al. (2017). exploring the impact of artificial intelligence on teaching and learning in higher education. research and practice in technology enhanced learning, 12(1), 22. https://doi.org/10.1186/s41039-017-0062-8 quenneville, j. (2002). tech tools for students with learning disabilities: infusion into inclusive classrooms. preventing school failure. 45. 167-170. 10.1080/10459880109603332. available at: https://www.researchgate.net/publication/247524461_tech_tools_for_students_with_learning_di sabilities_infusion_into_inclusive_classrooms tucker e.a. (2016). artificial intelligence and disability: an academic study of ai use in the classroom for students with disabilities. available at: https://www.elijahatucker.me/projects/tucker_elijah_thesis.pdf valiente, c. et al., (2012). linking students' emotions and academic achievement: when and why emotions matter. https://www.ncbi.nlm.nih.gov/pmc/articles/pmc3482624/ wright c.m. (2016). teacher perceived barriers to inclusive instructional delivery approaches. https://pdf.sciencedirectassets.com/280203/1-s2.0-s1877050918x00131/1-s2.0-s1877050918315382/main.pdf?x-amz-securityhttps://pdf.sciencedirectassets.com/280203/1-s2.0-s1877050918x00131/1-s2.0-s1877050918315382/main.pdf?x-amz-securityhttps://www.dovepress.com/socially-assistive-robots-current-status-and-future-prospects-for-auti-peer-reviewed-fulltext-article-ieh https://www.dovepress.com/socially-assistive-robots-current-status-and-future-prospects-for-auti-peer-reviewed-fulltext-article-ieh https://www.educause.edu/research-and-publications/books/learning-spaces/chapter-6-psychology-learning-environments https://www.educause.edu/research-and-publications/books/learning-spaces/chapter-6-psychology-learning-environments https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1603-roles-of-a-teacher-in-the-classroom https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1603-roles-of-a-teacher-in-the-classroom https://www.researchgate.net/publication/334083571_development_of_teaching-learning_materials https://www.researchgate.net/publication/334083571_development_of_teaching-learning_materials https://doi.org/10.1186/s40594-018-0131-6 https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-018-0131-6 https://journals.sagepub.com/doi/10.1177/0266666914535616 https://dl.acm.org/doi/10.1145/3271484 https://doi.org/10.1186/s41039-017-0062-8 https://www.researchgate.net/publication/247524461_tech_tools_for_students_with_learning_disabilities_infusion_into_inclusive_classrooms https://www.researchgate.net/publication/247524461_tech_tools_for_students_with_learning_disabilities_infusion_into_inclusive_classrooms https://www.elijahatucker.me/projects/tucker_elijah_thesis.pdf https://www.ncbi.nlm.nih.gov/pmc/articles/pmc3482624/ couns-edu the international journal of counseling and education vol.5, no.3, 2020, pp. 87-100 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200528030 received on 06/29/2020; revised on 07/14/2020; accepted on 08/01/2020; published on: 09/30/2020 87 vitamin and mineral levels in children with autism spectrum disorder mehmet palaz 1 , hasret ayyildiz civan 2 , semra yılmaz 3 , didem gülcü taşkın 4 1 department of child health and diseases, university of health sciences, johor, malaysia 2 department of child and adolescent psychiatry and mental healthuniversity of health sciences, johor, malaysia *) corresponding author, e-mail: hasretayyildiz@yahoo.com abstract the aim of this study was to compare the vitamin and mineral values of the patients followed up in the child psychiatry outpatient clinic with the diagnosis of autism spectrum disorder to healthy controls in the same age group and to investigate whether vitaminmineral values were related to autism weight (cars score). between september 2017 and september 2018, we worked at bakırköy dr. sadi konuk training and research hospital children and adolescent mental health and diseases outpatient clinic with autism spectrum disorder patients with childhood autism assessment scale (cars) was weighted. age, gender, height, weight, blood iron, vitamin b12, folate and 25 (oh) vitamin d levels of all patients included in the study were recorded. mann-whitney u, pearson chi-square and fisher's exact test were used to evaluate the data. in this study, 108 patients with asd were compared with 115 normal cases. there was no statistically significant decrease in vitamin b12, folate, iron and vitamin d levels in patients with asd compared to normal patients. according to cars score, there was no statistically significant difference in vitamin b12, folate, iron and vitamin d levels in children with mild and severe asd. in our study, it was concluded that vitamin b12, folate, iron and vitamin d levels in children with asd were not lower than healthy children, and there was no difference between mild and severe cases according to cars score. keywords: autism, vitamin, mineral, cars. how to cite: palaz, m., civan, h., & yılmaz, s. (2020). vitamin and mineral levels in children with autism spectrum disorder. couns-edu: the international journal of counseling and education, 5(3), 87100. doi: http://dx.doi.org/10.23916/0020200528030 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction autism spectrum disorder (asd) is a neurodevelopmental disorder that appears in the first years of development and causes social interaction and communication problems as well as severely limited interest and repetitive behaviors (association, 1995). asd is a lifelong disorder that is observed in 1 out of 68 to 150 children in current studies. since there is no cure for the main symptoms of the disease, it is considered as a significant problem in society(baio et al., 2018; bauman, 2010; buie et al., 2010; gorrindo et al., 2012; ibrahim, voigt, katusic, weaver, & barbaresi, 2009; mouridsen, rich, & isager, 2010). patients mostly present with delayed speech at 2-3 years of age. while some patients experience restrictions from birth, some patients may go through regression after normal development. this age group shows signs such as preference of being alone, indifference to adults, playing alone and failing to respond to their name (çetin çuhadaroğlu et al., 2008). http://dx.doi.org/10.23916/0020200528030 couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu palaz, m. et al. vitamin and mineral levels in children with autism ... | 88 indonesian counselor association (iki) | doi: 10.23916/0020200528030 restricted gestures and mimics, having trouble communicating with others, indifference to peers and failure to keep relations with peers are common in the preschool period. shorter sentences, repetitive talking, repeating words or phrases and a monotone voice is observed (çetin çuhadaroğlu, et al., 2008). sudden and delayed echolalia, contradiction in pronouns, problems with the tone of voice, neologism and repetitive talking are common in the school period. while there is no deterioration in adolescence and adulthood, certain behavioral problems, resistance to change, tantrums, causing self-harm and harming others are frequently observed (çetin çuhadaroğlu, et al., 2008). severity is determined by criteria such as intensity of autistic signs, effects on human relations and daily living and any accompanying mental retardation. the severity of asd is classified by the childhood autism rating scale (cars) as mild, moderate and severe. determination of the disease severity in early childhood is highly beneficial for determination of possible interventions, required medical treatments and future expectations (eaves & ho, 2008). the childhood autism rating scale (cars) is a behavioral rating scale designed to differentiate children with autistic symptoms and non-autistic children with mental retardation, consisting of 15 items where each item is rated with a half score of 1-4. the most common comorbidities in children with asd are mental retardation, sensory disorders, gastrointestinal dysfunction, sleep disturbance and autoimmune disorders (association, 1995). atypical nutritional behaviors and nutrition problems are common in children diagnosed with autism spectrum disorder (asd). poor nutritional behaviors include refusing foods, limited food preferences, refusing family diet, obsessive meal time routines, inappropriate feeding patterns and emotional dietary preferences. children with asd are reported to have a five times higher probability of eating disorders compared to healthy peers (bauman, 2010; buie, et al., 2010; gorrindo, et al., 2012; ibrahim, et al., 2009; mouridsen, et al., 2010). parents of asd patients report that their children are selective in their diets and have limited food intake (kodak & piazza, 2008). patients with asd may experience nutritional problems, selectivity, different feeding habits as well as insistence on certain food patterns, refusing to try new food, eating only a certain type of food too much or too little and mealtime behavioral problems (bandini et al., 2017). reduced diversity of food and eating limited types of food too much result in vitamin and mineral insufficiency and pose a risk for health and development of children (herndon, diguiseppi, johnson, leiferman, & reynolds, 2009). although the reports of nutrition for children with asd have provided contradictory results, many studies have shown that individuals with asd have selective feeding habits and a daily intake usually below the recommended levels and thus may be at risk of vitamin and mineral insufficiency (graf-myles et al., 2013). vitamins and minerals are necessary for the normal structure and basic function of central nervous system, promoting cell differentiation, development and migration. insufficient intake of some micronutrients may have a negative impact on brain structure or function (curtis & patel, 2008). many studies have indicated the relationship between vitamins and neurodevelopmental as well as cognitive function and the majority of the results have been associated with the impact of foods on the central nervous system (n. khan et al., 2015; n. a. khan, raine, drollette, scudder, & hillman, 2015). the objective of this study was to compare the vitamin and mineral levels of patients diagnosed with autism spectrum disorder and followed by the child psychiatry polyclinic versus healthy controls in the same age group and investigate any relationship between vitamin-mineral levels and severity of autism (cars score). the results of this study and similar studies can be considered to increase awareness of physicians about vitamin and mineral insufficiency in asd patients and provide guidance for nutritional management. method there is 108 children presenting to bakirkoy dr. sadi konuk training and research hospital, child and adolescent psychiatry polyclinic and diagnosed with autism spectrum disorder (asd) were included in this study as the patient group following the ethics committee approval. the patient group was couns-edu  the international journal of counseling and education vol.5, no.3, 2020 vitamin and mineral levels in children with autism... | 89 indonesian counselor association (iki) | doi: 10.23916/0020200528030 divided into 2 subgroups: patients with a cars score of 30-36 (=mild to moderate autistic) and 37-60 (=severely autistic). the control group consisted of 115 healthy children presenting to bakirkoy dr. sadi konuk training and research hospital, child and adolescent psychiatry polyclinic with matching age and gender. written consent was obtained from all families who accepted to participate in the study. the study was approved by the bakirkoy dr. sadi konuk training and research hospital clinical trials ethics committee. patients' height was measured using a holtain harpenden 603 vr portable stadiometer and their body weight was measured with a seca 769 scale. birth dates and first presentation dates were obtained from the patient record system and their height and weight sds values were calculated using the auxology formulations from the website ceddcozum.com by the association of pediatric endocrinology and diabetes. taking literature studies as a model, the cut-off values were determined as <200 pg/dl for vitamin b12, <50 µg/dl for iron, <30 ng/ml for vitamin d and <5 ng/ml for folate. a 2 ml venous blood sample was collected from each patient into yellow and purple edta tubes. the levels of vitamin b12 and folate were analyzed using electrochemiluminescence, iron levels using photometric methods, serum 25 (oh) vitamin d using immunoassay methods with a cobas 6000 (roche diagnostics, usa) and hemogram was analyzed using a flow cytometry method with a sysmex device. patient data was recorded into a standard data sheet and coded to be computerized. this sheet included gender, decimal age, height, height sds, weight, weight sds, 25 (oh) vitamin d, vitamin b12, folate and iron results. demographics, anthropometric measurements and laboratory parameters of the patient and control groups were statistically compared. results and discussions it is a likert scale based on observation of behaviors, consisting of 15 items where each item is scored 1 to 4. children's relationship with other people, body and object usage, adaptation to changes, verbal and non-verbal communication and imitation abilities as well as sensorial characteristics, fears and activity levels are scored by professionals. a score of 1 defines normal behavior while 4 defines abnormal inappropriate behavior. the patients with a cars score of 37-60 are included into the autistic group with severe symptoms, 30-36.5 are included into the autistic group with mild to moderate symptoms whereas a score of 15 to 29.5 are included into the group without autistic symptoms. the scale was developed by schopler et al. in 1980 as an aid in the diagnosis of autism. cars has been shown to be highly correlated with dsm-iii and dsm-iii-r and is considered to be largely correlated with dsm-iv. although there is no turkish validity and reliability studies, cars has been used in previous studies of autism in turkey (özkan & bk, 2007). statistical analysis statistical analysis was performed by ncss (number cruncher statistical system) 2007 (kaysville, utah, usa). descriptive statistical methods (mean, standard deviation, median, frequency, percentage, minimum and maximum) were used for study data evaluation. quantitative data was tested for normal distribution using the shapiro-wilk test and graphical evaluation. independent samples t-test was used for intergroup comparison of quantitative variables with normal distribution and mann-whitney u test was used for intergroup comparison of quantitative variables without normal distribution. the pearson chisquare test and fisher’s exact test were used for qualitative data comparison. p<0.05 was considered as statistically significant. results this study was performed between september 2017 september 2018 in bakirkoy dr. sadi konuk training and research hospital on 223 pediatric cases, with 48.4% (n=108) in the autistic group and 51.6% (n=115) in the control group. 69.1% (n=154) of the cases were male and 30.9% (n=69) were female; their ages varying between 0.6 and 15 with a mean of 7.03±3.44 years. couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu palaz, m. et al. vitamin and mineral levels in children with autism ... | 90 indonesian counselor association (iki) | doi: 10.23916/0020200528030 weight z scores varied between -2.5 and 3.7 with a mean of 0.32±1.30 and height z scores varied between -3 and 3.4 with a mean of 0.36±1.28. hemoglobin levels varied between 9.6 and 16.9 with a mean of 12.48±1.01 and iron levels varied between 6 and 284 with a mean of 69.79±37.96. vitamin b12 levels varied between 100 and 1500 with a mean of 355.07±237.12; folate levels varied between 2.9 and 67 with a mean of 11.41±5.93 and vitamin d levels varied between 4.8 and 218 with a mean of 23.32±19.82. cars scores of the autistic group varied between 30.5 and 51 with a mean of 34.87±4.13. according to the cars score, 66.7% (n=72) of the autistic cases were mild and 33.3% (n=36) were severe. no statistically significant difference was determined between mean ages by groups (p>0.05). a statistically significant difference was determined between gender distribution by groups (p=0.001; p<0.01); the autistic group has a higher rate of males compared to the control group. the weight z score of the autistic group was determined to be statistically significantly higher than the control group (p=0.002; p<0.01). the height z score of the autistic group was determined to be statistically significantly higher than the control group (p=0.001; p<0.01). no statistically significant difference was determined between hemoglobin and iron measurements by groups (p>0.05). no statistically significant difference was determined between vitamin b12 measurements of the autistic group and control group measurements (p=0.051; p<0.05). no statistically significant difference was determined between folate measurements by groups (p>0.05). the vitamin d measurements of the autistic group was determined to be statistically significantly higher than the control group (p=0.001; p<0.01). no statistically significant difference was determined between iron, vitamin b12 and folate measurements by groups (p>0.05). a statistically significant difference was determined between vitamin d levels by groups (p=0.001; p<0.01); the autistic group had a higher rate of normal vitamin d levels compared to the control group. no statistically significant difference was determined between mean ages of cases with a mild and severe cars level (p>0.05). the cars level by gender demonstrates no statistically significant difference (p>0.05). no statistically significant difference was determined between weight and height z scores of cases with a mild and severe cars level (p>0.05). no statistically significant difference was determined between hemoglobin and iron measurements of cases with a mild and severe cars level (p>0.05). no statistically significant difference was determined between vitamin b12, folate and vitamin d measurements by cars level (p>0.05). no statistically significant difference was determined between iron, vitamin b12, folate and vitamin d levels by cars level (p>0.05). no statistically significant correlation was determined between cars scores and hemoglobin and iron measurements (p>0.05). no statistically significant correlation was determined between cars scores and vitamin b12, folate and vitamin d measurements (p>0.05). discussion the autistic patient group of 108 patients included in the study consisted of 94 (87%) male and 14 (13%) female patients with a male/female ratio of 6.7/1. a study by gormez et al. showed that patients with autism consisted of 11.1% female and 88.9% male patients while a study by ugur et al. showed that 130 children diagnosed with asd consisted of 80% male patients. these studies indicate that the demographics distribution in our study is consistent with the literature. however, the cars level by gender did not demonstrate a statistically significant difference; disease severity was similar in both gender (p>0.05). in our study, the weight z score (0.59±1.27) and height z score (0.65±1.27) of the autistic group was determined to be statistically significantly higher compared to the weight z score (0.06±1.29) and height z score (0.09±1.23) of the control group. the autistic group included 13 (12%) patients with a weight z score >2 and 11 (10%) patients with a height z score >2 whereas the control group included 12 (10%) patients with a weight z score >2 and 7 (6%) patients with a height z score >2. when the cars levels were analyzed, no statistically significant difference was determined between mean weight and height of mild and severe cases. in studies by sun, de vinck-baroody, dreyer gillette and meguid et al., weight and height z scores of asd patients were higher than the control groups, which was similar to the results of our study. however, the studies by xiao liu and marí-bauset et al. showed lower weight and height z scores in the asd group compared to the control group (18). this difference may result from the selective diets of children with asd, reduced diversity of food, nutritional deficiency and susceptibility to obesity due to high-carbohydrate feeding. couns-edu  the international journal of counseling and education vol.5, no.3, 2020 vitamin and mineral levels in children with autism... | 91 indonesian counselor association (iki) | doi: 10.23916/0020200528030 the asd group had a mean iron level of 70.96±35.17 compared to 68.70±40.51 in the control group with no statistically significant difference (p=0.449). there were 28 patients (25.9%) with low iron levels in the asd group compared to 38 patients (33%) in the control group. according to an evaluation of cars scores, low iron levels were found in 18 (25%) patients with mild autism and 10 (27.8%) patients with severe autism, without any statistically significant correlation to disease severity. in a study, iron deficiency (id) was detected in 50% of children up to 5 years of age, 45% of children between 5-15 years and iron deficiency anemia (ida) was detected in 50% of children with id. the studies performed in turkey revealed an ida of 15-60% (kilinç, yüregir, & ekerbiçer, 2002). the studies by gunes , liu, bener et al. showed lower iron levels in the asd patient groups than the control groups when compared to our study (bener, khattab, bhugra, & hoffmann, 2017; gunes, ekinci, & celik, 2017). iron plays an important role in early brain development and brain functions. many studies have shown that iron deficiency has an impact on psychomotor development. iron deficiency is a systemic condition that affects more than 200 enzyme functions, cellular oxygen carrying capacity and use, energy use, hormone regulation, muscle functioning and physical performance, defense mechanisms against infection, intestinal absorption as well as growth and development. it is one of the curable causes of psychomotor retardation if treated early. lozoff et al. reported that early iron deficiency led to a permanent damage on nervous system development and function, resulting in cognitive disorder, reduced learning capacity and attention span, and neuromotor dysfunction. it was demonstrated that iron supplements improved behavior, growth and psychomotor development in young children with iron deficiency (lozoff, jimenez, & wolf, 1991). in a study by otero et al. of 33 primary school students, it was observed that children with id had a lower average iq scores compared to those with normal iron levels (otero, aguirre, porcayo, & fernandez, 1999). these findings indicate that iron is essential for normal development and function of nervous system. therefore, it is recommended to include iron parameters into routine analyses of children diagnosed with asd having a selective or low iron diet (such as excessive amounts of cow's milk). 7 (6.5%) patients in the asd group and 5 (4.3%) patients in the control group had a low folate level with no statistically significant difference. considering vitamin b12 levels, 19 (17.6%) patients in the asd group and 26 (22.6%) patients in the control group had low levels with no statistically significant difference. considering cars scores, there were 3 (4.2%) mildly autistic patients and 4 (11.1%) severely autistic patients with low folate levels versus 13 (18.1%) mildly autistic patient and 6 (16.7%) severely autistic patients with low vitamin b12 levels; there was no statistically significant correlation to disease severity. the studies by bala , altun , meguid , ali a et al. demonstrated low b12 and folate levels while ugur c, esnafoglu and liu et al. determined no significant difference in vitamin b12 and folate levels, which was similar to the results of our study (ali et al., 2011; altun, kurutaş, şahin, güngör, & fındıklı, 2018; bala et al., 2016; esnafoğlu; meguid, hashish, anwar, & sidhom, 2010; uğur & gürkan, 2014). the studies by altun, gong, mostafa and esnafoglu detected a negative correlation between the cars scores and b12 levels and reported that the increase in homocysteine observed in vitamin b12 and folate deficiency was associated with the asd pathophysiology and could be used as a diagnostic tool for determination of vitamin insufficiency in children with autism (kałużna-czaplińska, żurawicz, michalska, & rynkowski, 2013). it was demonstrated that hyperhomocysteinemia, which may result from deficiency of vitamins related with single-carbon metabolism such as vitamin b12 and folate deficiency, had a significant and direct association with lack of communication in children with asd (puig-alcaraz, fuentes-albero, calderón, garrote, & cauli, 2015). based on the evaluation of all results, the singlecarbon metabolism involving vitamin b12, folate and homocysteine can be considered to contribute to the asd etiology or increase the severity of autism. vitamin d plays an important role in brain development and functions such as brain proliferation, differentiation, neurotransmission, myelination, neuron protection and neuroplasticity. in addition, it has functions of dna stabilization, autoimmune suppression, anti-inflammatory activities, mitochondrial protection and protection against oxidative stress.80 (74.1%) patients in the asd group and 103 (89.6%) patients in the control group had low levels of vitamin d, which was considered as statistically significant. according to cars scores, 54 (75.0%) cases with mild autism and 26 (72.2%) cases with severe autism had low levels of vitamin d with no statistically significant difference. bala, altun, mostafa , bener et al. found significantly low vitamin d levels in the asd group while el-ansary, gong , mostafa and esnafoglu determined a significant negative correlation with the cars scores (el-ansary et al., 2018; gong et al., 2014; mostafa & al-ayadhi, 2012). however, ugur, xiao liu and hashemzadeh determined no significant difference between the autistic and normal groups; liu and hashemzadeh demonstrated that couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu palaz, m. et al. vitamin and mineral levels in children with autism ... | 92 indonesian counselor association (iki) | doi: 10.23916/0020200528030 there was no statistically significant correlation to the cars scores (hashemzadeh, moharreri, & soltanifar, 2015). this variation in our study was considered to result from a seasonal variation since blood samples of patient and control groups for serum 25 (oh) vitamin d levels were not drawn within the same period. thus, the possibility of vitamin d levels contributing to the asd etiology cannot be excluded. on the other hand, it may be inappropriate to relate clinical features of asd with vitamin d alone as asd has a multifactorial etiology combining genetic, environmental and possible immunological factors. conclusions height and weight sds of the asd patient group was determined to be statistically significantly higher than the control group. there was no significant difference between the height and weight sds of the patients with mild and severe asd according to the sars score. the vitamin d levels of the asd patient group were statistically significantly higher than the vitamin d levels of the control group. however, it was considered that this difference could be related to a seasonal variation. there was no significant difference between the vitamin d levels of the patients with mild and severe asd according to the sars score. no statistically significant difference was determined between the vitamin b12, folate and iron levels of the asd patient group and the control group. there was no significant difference between the vitamin b12, folate and iron levels of the patients with mild and severe asd according to the sars score. in our study, vitamin d, vitamin b12, folate and iron levels of children with asd was not lower than healthy children. based on these findings, it is considered that analysis of these vitamin and mineral levels in asd patients in clinical practice alone may not contribute to treatment. references ali, a., waly, m. i., al-farsi, y. m., essa, m. m., al-sharbati, m. m., & deth, r. c. (2011). hyperhomocysteinemia among omani autistic children: a case-control study. acta biochimica polonica, 58(4). altun, h., kurutaş, e. b., şahin, n., güngör, o., & fındıklı, e. (2018). the levels of vitamin d, vitamin d receptor, homocysteine and complex b vitamin in children with autism spectrum disorders. clinical psychopharmacology and neuroscience, 16(4), 383. association, a. p. (1995). association, ap diagnostic and statistical manual of mental disorders. arlington, va, us: american psychiatric publishing, inc. baio, j., wiggins, l., christensen, d. l., maenner, m. j., daniels, j., warren, z., . . . white, t. (2018). prevalence of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, united states, 2014. mmwr surveillance summaries, 67(6), 1. bala, k., dogan, m., mutluer, t., kaba, s., aslan, o., balahoroglu, r., . . . kocaman, s. (2016). plasma amino acid profile in autism spectrum disorder (asd). eur rev med pharmacol sci, 20(5), 923-929. bandini, l. g., curtin, c., phillips, s., anderson, s. e., maslin, m., & must, a. (2017). changes in food selectivity in children with autism spectrum disorder. journal of autism and developmental disorders, 47(2), 439-446. bauman, m. l. (2010). medical comorbidities in autism: challenges to diagnosis and treatment. neurotherapeutics, 7(3), 320-327. bener, a., khattab, a. o., bhugra, d., & hoffmann, g. f. (2017). iron and vitamin d levels among autism spectrum disorders children. annals of african medicine, 16(4), 186. buie, t., campbell, d. b., fuchs, g. j., furuta, g. t., levy, j., vandewater, j., . . . beaudet, a. l. (2010). evaluation, diagnosis, and treatment of gastrointestinal disorders in individuals with asds: a consensus report. pediatrics, 125(supplement 1), s1-s18. çetin çuhadaroğlu, f., pehlivantürk, b., ünal, f., uslu, r., i̇şeri, e., türkbay, t., . . . motavalli, n. (2008). çocuk ve ergen psikiyatrisi temel kitabı. 1. basım. ankara. hekimler yayın birliği. curtis, l. t., & patel, k. (2008). nutritional and environmental approaches to preventing and treating autism and attention deficit hyperactivity disorder (adhd): a review. the journal of alternative and complementary medicine, 14(1), 79-85. eaves, l. c., & ho, h. h. (2008). young adult outcome of autism spectrum disorders. journal of autism and developmental disorders, 38(4), 739-747. couns-edu  the international journal of counseling and education vol.5, no.3, 2020 vitamin and mineral levels in children with autism... | 93 indonesian counselor association (iki) | doi: 10.23916/0020200528030 el-ansary, a., bjørklund, g., khemakhem, a. m., al-ayadhi, l., chirumbolo, s., & bacha, a. b. (2018). metabolism-associated markers and childhood autism rating scales (cars) as a measure of autism severity. journal of molecular neuroscience, 65(3), 265-276. esnafoğlu, e. otistik spektrum bozukluğu bulunançocuklarda vitamin b12, folat ve vitamin d seviyelerinin i̇ncelenmesi. klinik tıp aile hekimliği, 9(4), 36-41. gong, z.-l., luo, c.-m., wang, l., shen, l., wei, f., tong, r.-j., & liu, y. (2014). serum 25hydroxyvitamin d levels in chinese children with autism spectrum disorders. neuroreport, 25(1), 2327. gorrindo, p., williams, k. c., lee, e. b., walker, l. s., mcgrew, s. g., & levitt, p. (2012). gastrointestinal dysfunction in autism: parental report, clinical evaluation, and associated factors. autism research, 5(2), 101-108. graf-myles, j., farmer, c., thurm, a., royster, c., kahn, p., soskey, l., . . . swedo, s. (2013). dietary adequacy of children with autism compared to controls and the impact of restricted diet. journal of developmental and behavioral pediatrics: jdbp, 34(7). gunes, s., ekinci, o., & celik, t. (2017). iron deficiency parameters in autism spectrum disorder: clinical correlates and associated factors. italian journal of pediatrics, 43(1), 1-6. hashemzadeh, m., moharreri, f., & soltanifar, a. (2015). comparative study of vitamin d levels in children with autism spectrum disorder and normal children: a case-control study. journal of fundamentals of mental health, 17(4), 197-201. herndon, a. c., diguiseppi, c., johnson, s. l., leiferman, j., & reynolds, a. (2009). does nutritional intake differ between children with autism spectrum disorders and children with typical development? journal of autism and developmental disorders, 39(2), 212-222. ibrahim, s. h., voigt, r. g., katusic, s. k., weaver, a. l., & barbaresi, w. j. (2009). incidence of gastrointestinal symptoms in children with autism: a population-based study. pediatrics, 124(2), 680686. kałużna-czaplińska, j., żurawicz, e., michalska, m., & rynkowski, j. (2013). a focus on homocysteine in autism. acta biochimica polonica, 60(2). khan, n., raine, l., drollette, e., scudder, m., cohen, n., kramer, a., & hillman, c. (2015). the relationship between total water intake and cognitive control among prepubertal children. annals of nutrition and metabolism, 66(suppl. 3), 38-41. khan, n. a., raine, l. b., drollette, e. s., scudder, m. r., & hillman, c. h. (2015). the relation of saturated fats and dietary cholesterol to childhood cognitive flexibility. appetite, 93, 51-56. kilinç, m., yüregir, g. t., & ekerbiçer, h. (2002). anaemia and iron‐deficiency anaemia in south‐east anatolia. european journal of haematology, 69(5‐6), 280-283. kodak, t., & piazza, c. c. (2008). assessment and behavioral treatment of feeding and sleeping disorders in children with autism spectrum disorders. child and adolescent psychiatric clinics of north america, 17(4), 887-905. lozoff, b., jimenez, e., & wolf, a. w. (1991). long-term developmental outcome of infants with iron deficiency. new england journal of medicine, 325(10), 687-694. meguid, n. a., hashish, a. f., anwar, m., & sidhom, g. (2010). reduced serum levels of 25-hydroxy and 1, 25-dihydroxy vitamin d in egyptian children with autism. the journal of alternative and complementary medicine, 16(6), 641-645. mostafa, g. a., & al-ayadhi, l. y. (2012). reduced serum concentrations of 25-hydroxy vitamin d in children with autism: relation to autoimmunity. journal of neuroinflammation, 9(1), 1-7. mouridsen, s., rich, b., & isager, t. (2010). a longitudinal study of gastrointestinal diseases in individuals diagnosed with infantile autism as children. child: care, health and development, 36(3), 437443. otero, g. a., aguirre, d. m., porcayo, r., & fernandez, t. (1999). psychological and electroencephalographic study in school children with iron deficiency. international journal of neuroscience, 99(1-4), 113-121. özkan, b., & bk, y. (2007). rikets. güncel çocuk sağlığı, 5(1), 34-41. puig-alcaraz, c., fuentes-albero, m., calderón, j., garrote, d., & cauli, o. (2015). increased homocysteine levels correlate with the communication deficit in children with autism spectrum disorder. psychiatry research, 229(3), 1031-1037. couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu palaz, m. et al. vitamin and mineral levels in children with autism ... | 94 indonesian counselor association (iki) | doi: 10.23916/0020200528030 uğur, ç., & gürkan, c. k. (2014). serum vitamin d and folate levels in children with autism spectrum disorders. research in autism spectrum disorders, 8(12), 1641-1647. couns-edu  the international journal of counseling and education vol.5, no.3, 2020 vitamin and mineral levels in children with autism... | 95 indonesian counselor association (iki) | doi: 10.23916/0020200528030 table 1. distribution of descriptive characteristics descriptive characteristics age (years) min-max (median) 0.6-15 (7) mean±sd 7.03±3.44 gender; n (%) male 154 (69.1) female 69 (30.9) weight z score min-max (median) -2.5-3.7 (0.2) mean±sd 0.32±1.30 height z score min-max (median) -3-3.4 (0.5) mean±sd 0.36±1.28 table 2. distribution of vitamin and mineral measurements vitamin and mineral measurements hemoglobin min-max (median) 9.6-16.9 (12.5) mean±sd 12.48±1.01 iron min-max (median) 6-284 (62.1) mean±sd 69.79±37.96 low; n(%) 66 (29.6) normal; n(%) 157 (70.4) vitamin b12 min-max (median) 100-1500 (306) mean±sd 355.07±237.12 low; n(%) 45 (20.2) normal; n(%) 178 (79.8) folate min-max (median) 2.9-67 (10.6) mean±sd 11.41±5.93 low; n(%) 12 (5.4) normal; n(%) 211 (94.6) vitamin d min-max (median) 4.8-218 (20) mean±sd 23.32±19.82 low; n(%) 183 (82.1) normal; n(%) 40 (17.9) table 3. distribution of cars scores of the autistic group cars score (n=108) min-max (median) 30.5-51 (33) mean±sd 34.87±4.13 mild 72 (66.7) severe 36 (33.3) table 4. evaluation of descriptive characteristics by group autistic group (n=108) control group (n=115) p age (years) min-max (median) 2-15 (7) 0.6-15 (7) a0.543 mean±sd 6.89±2.76 7.17±3.99 gender; n (%) male 94 (87.0) 60 (52.2) b0.001** female 14 (13.0) 55 (47.8) weight z score min-max (median) -2.4-3.5 (0.5) -2.5-3.7 (-0.2) a0.002** mean±sd 0.59±1.27 0.06±1.29 height z score min-max (median) -3-3.2 (0.9) -2.8-3.4 (-0.2) a0.001** mean±sd 0.65±1.27 0.09±1.23 astudent t test bpearson chi-square test **p<0.01 couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu palaz, m. et al. vitamin and mineral levels in children with autism ... | 96 indonesian counselor association (iki) | doi: 10.23916/0020200528030 table 5. evaluation of vitamin and mineral measurements by groups autistic group (n=108) control group (n=115) p hemoglobin min-max (median) 9.6-14.6 (12.5) 10.5-16.9 (12.4) a0.323 mean±sd 12.41±0.88 12.54±1.13 iron min-max (median) 10-175 (63) 6-284 (62) c0.449 mean±sd 70.96±35.17 68.70±40.51 iron levels low (< 50) 28 (25.9) 38 (33.0) b0.245 normal (≥ 50) 80 (74.1) 77 (67.0) vitamin b12 min-max (median) 107-1500 (329) 100-675 (285) c0.051 mean±sd 402.45±305.09 312.05±134.96 vitamin b12 levels low (< 200) 19 (17.6) 26 (22.6) b0.351 normal (≥ 200) 89 (82.4) 89 (77.4) folate min-max (median) 3.4-24 (10.6) 2.9-67 (10.4) c0.755 mean±sd 11.08±4.63 11.72±6.94 folate levels low (< 5) 7 (6.5) 5 (4.3) b0.480 normal (≥ 5) 101 (93.5) 110 (95.7) vitamin d min-max (median) 6.5-218 (23) 4.8-141.5 (16.8) c0.001** mean±sd 27.68±23.80 19.27±14.15 vitamin d levels low (< 30) 80 (74.1) 103 (89.6) b0.003** normal (≥ 30) 28 (25.9) 12 (10.4) astudent t test bpearson chi-square test cmann whitney u test **p<0.01 table 6. evaluation of cars levels by descriptive characteristics autistic group (n=108) cars p mild (n=72) severe (n=36) age (years) min-max (median) 3-13 (6.5) 2-15 (7) a0.556 mean±sd 6.78±2.53 7.11±3.19 gender; n (%) male 62 (66.0) 32 (34.0) d0.770 female 10 (71.4) 4 (28.6) weight z score min-max (median) -2.3-3.5 (0.6) -2.4-3.3 (0.4) a0.399 mean±sd 0.66±1.25 0.44±1.32 height z score min-max (median) -3-3.2 (0.9) -2.8-2.8 (0.6) a0.134 mean±sd 0.78±1.19 0.40±1.41 astudent t test dfisher’s exact test figure 1. gender distribution couns-edu  the international journal of counseling and education vol.5, no.3, 2020 vitamin and mineral levels in children with autism... | 97 indonesian counselor association (iki) | doi: 10.23916/0020200528030 table 7. evaluation of vitamin and mineral measurements by cars levels autistic group (n=108) cars p mild (n=72) severe (n=36) hemoglobin min-max (median) 9.6-14.2 (12.6) 9.9-14.6 (12.2) a0.071 mean±sd 12.52±0.80 12.19±0.99 iron min-max (median) 18-175 (68) 10-157 (60) c0.231 mean±sd 73.95±34.98 65.06±35.29 iron levels low (< 50) 18 (25.0) 10 (27.8) b0.756 normal (≥ 50) 54 (75.0) 26 (72.2) vitamin b12 min-max (median) 107-1500 (316) 116-1500 (368) c0.577 mean±sd 401.80±307.37 412.63±304.73 vitamin b12 levels low (< 200) 13 (18.1) 6 (16.7) b0.858 normal (≥ 200) 59 (81.9) 30 (83.3) folate min-max (median) 3.7-24 (10.9) 3.4-22 (10.5) c0.759 mean±sd 11.20±4.57 10.86±4.81 folate levels low (< 5) 3 (4.2) 4 (11.1) d0.219 normal (≥ 5) 69 (95.8) 32 (88.9) vitamin d min-max (median) 6.5-218 (22.5) 8-108 (24.1) c0.219 mean±sd 27.33±26.65 28.38±17.16 vitamin d levels low (< 30) 54 (75.0) 26 (72.2) b0.756 normal (≥ 30) 18 (25.0) 10 (27.8) astudent t test bpearson chi-square test cmann whitney u test dfisher’s exact tes table 8. correlation of cars scores and vitamin and mineral measurements autistic group (n=108) cars score hemoglobin r -0.182 p 0.061 iron r -0.087 p 0.372 vitamin b12 r 0.073 p 0.454 folate r 0.026 p 0.788 vitamin d r 0.073 p 0.452 r: spearman's correlation coefficient couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu palaz, m. et al. vitamin and mineral levels in children with autism ... | 98 indonesian counselor association (iki) | doi: 10.23916/0020200528030 mild; %66,7 severe; %33,3 figure 2. severity according to the cars scores of autistic cases figure 3. distribution of hemoglobin measurements by groups couns-edu  the international journal of counseling and education vol.5, no.3, 2020 vitamin and mineral levels in children with autism... | 99 indonesian counselor association (iki) | doi: 10.23916/0020200528030 figure 4. distribution of iron measurements by groups figure 5. distribution of vitamin b12 measurements by groups figure 6. distribution of folate measurements by groups *p<0.05 couns-edu  vol.5, no.3, 2020 available online: http://journal.konselor.or.id/index.php/counsedu palaz, m. et al. vitamin and mineral levels in children with autism ... | 100 indonesian counselor association (iki) | doi: 10.23916/0020200528030 figure 7. distribution of vitamin d measurements by groups figure 8. distribution of vitamin d levels by groups couns-edu the international journal of counseling and education vol.6, no.1, 2021, pp. 19-25 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210633410 received on 03/21/2021; revised on 04/16/2021; accepted on 05/13/2021; publishedon 06/21/2021 19 a descriptive analysis of the paradigm shift from real to reel classroom during covid-19 pandemic anuradha yadav *)1 , kavita yadav 1 , manisha sankhla 1 1 department of physiology, sawai man singh medical college, jaipur (rajasthan), india * ) corresponding author, e-mail: dr.anuradhayadav@yahoo.co.in abstract medical educational institutes have begun offering online classes in preparation for the covid-19 pandemic. the course work of mbbs phase-i was completed by an online mode of teaching, but the students' satisfaction feedback is still needed to improve online teaching. after receiving approval from the institutional ethical committee, the feedback from 250 phase-i mbbs students was collected. the student participation was voluntary and 212 students respond about online-classes feedback on the google form. the data were collected and analyzed in excel and spss software. p-value <.05 was considered significant. the majority of students (90 percent of males and 94 percent of females) use their smartphones to attend online classes, and the majority of students experience network problems often or sometimes; only 6% of students were rarely affected by network issues. only a quarter of students were satisfied with the online mode of teaching, half were neutral and the remaining quarter were unsatisfied. the internet access issue (p-value=0.101) as well as satisfaction level (p-value =0.985) were not affected by the student residence (urban/rural). the majority of students (62%) prefer face-to-face learning in the classroom, whereas 1/4th prefer watching a live playback video of online lectures and only 1/10th choose live-online sessions. only one-fourth of students were satisfied with online classes and the majority of students suffer from the quality of internet services. students prefer face-to-face interactive classroom learning. students acknowledge the benefits of online teaching with the need for further improvement. keywords: covid-19, internet, online-teaching, satisfaction, student how to cite: yadav, a., yadav, k., & sankhla, m. (2021). a descriptive analysis of the paradigm shift from real to reel classroom during covid-19 pandemic. couns-edu: the international journal of counseling and education, 6(1). doi: http://dx.doi.org/10.23916/0020210633410 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction the covid-19 pandemic has engulfed more than 215 countries around the world, with many of them experiencing lockdowns. (world health organization, 2020). academics were among the first few sectors that faced rapid shut down of all its operations (nicola m. et al., 2020). the covid-19 pandemic has put thousands of schools and higher education institutions under lockdown, affecting millions of students (crawford j. et al., 2020). all schools and colleges have been closed and internal and semester examinations postponed. the closure of schools, colleges, and universities has brought many challenges to the education system (cox j., 2019). in this situation, all educational institutions have adopted the use of online technology as a solution for teaching students (kumar s., 2019). the online instructional design strategy was planned and implemented in a crisis and risk management mode to mitigate the negative effects of the covid-19 pandemic (qandil a.m. & abdel-halim h., 2015). there are various tools and platforms used in the mailto:dr.anuradhayadav@yahoo.co.in http://dx.doi.org/10.23916/0020210633410 couns-edu  vol.6, no.1, 2021, pp. 19-26 available online: http://journal.konselor.or.id/index.php/counsedu yadav, a., et al. a descriptive analysis of the paradigm shift ... | 20 indonesian counselor association (iki) | doi: 10.23916/0020210633410 education sector to respond closure of schools and colleges like zoom, google hangout, microsoft meet, google classroom, webex, etc (izenstark a. & leahy k.l.,2015; mukhtar k., et al., 2020). in these circumstances, the proposed research was hypothesized to analyze the satisfaction level of students towards the quality of the online mode of teaching to improve online teaching in the future. the present research also aimed to find the association of place of residence (urban/rural) with online teaching satisfaction and with network connectivity issues. method a cross-sectional observational study was carried out on phase-i mbbs students from october to december 2020, after the approval of the institutional ethics committee. every student of phase i mbbs was eligible for the study purpose considered as a source of population. students who gave consent for this online survey were included in this study, whereas students not attending the online teaching or not respond to the google form were excluded from the study. the webex online platform was chosen for virtual teaching by the institute. a predesigned proforma on google form was sent online via whatsapp and email to all medical students for taking their feedback regarding online teaching. the linkert scale-based structures questionnaire was used to assess student’s satisfaction, the attitude of students, and internet connectivity barriers with online teaching. the participant briefed about the study’s aims, the confidentiality of their responses, and the freedom to decline to answer any question or to withdraw from the study altogether. the data was collected in google form excel sheet and further analyzed by using excel and spss software (version 20). the data was presented in percentage and proportions and analyzed with the chi-square test. the statistical significance was fixed at a p-value less than . results and discussions the present study analyzed the satisfaction level of medical students towards online teaching and other problems faced during the online study in the pandemic period. the present study response rate was 85%. medical students equally belong to both urban and rural areas. the majority of students were male (2/3rd) and the remaining 1/3rd were female participants. the predominant age group was 19 to 20 after that 20-21, 18-19, > 21 years (table 1). table 1 <demographic profile of medical students (number of students= 212)> most of the students including both males (90%) and females (94%) used a smartphone to attend online classes while only a lesser number (5-10%), mainly male and urban students used laptops or desktops to attend online classes (table 2). study groups number (%) gender male 135 (63) female 77 (27) residence urban 101 (48) rural 111 (52 age group (years) 18-19 51 (24) 19-20 69 (33) 20-21 58 (27) >21 34 (16) couns-edu  the international journal of counseling and education vol.6, no.1, 2021 a descriptive analysis of the paradigm shift ... | 21 indonesian counselor association (iki) | doi: 10.23916/0020210633410 table 2 <types of gadgets used for accessing online teaching> users category smartphone number (%) laptop/ desktop number (%) both number (%) total number gender male 121 (90) 1 (.7) 13 (9.3) 135 female 72 (94) 1 (1) 4 (5) 77 residence urban 88 (87) 2 (2) 11(11) 101 rural 105 (95) 0 (0) 6 (5) 111 almost half of the students often face network problems and the other half sometimes face network problems during online classes, and only 6% of students rarely suffer from network issues (figure 1). figure 1 <medical students experience network problems during online classes> when we compare network problems in urban and rural areas students, a non-significant relationship observed between the area of residence (urban/rural) and network problems during the online study, χ 2(2, n=212) = 4.58, p =0.101 (table 3). table 3 <comparison of network problem among urban and rural areas during online classes> network problem area of residence total χ2 df p-value urban number (%) rural number (%) rare 7(7%) 5(5%) 12 (6%) 4.58 2 .101 sometimes 55 (55%) 47 (42%) 102 (48%) often 39 (39%) 59 (53%) 98 (46%) total 101 (100%) 111 (100%) 212 (100%) χ2= chi-square, df= degree of freedom, p-value= level of significance almost half of the students were neutral about the satisfaction level of online classes, 1/4th was unsatisfied and the remaining 1/4th was satisfied, while only 5% strongly unsatisfied and only 2% were strongly satisfied (figure 2). couns-edu  vol.6, no.1, 2021, pp. 19-26 available online: http://journal.konselor.or.id/index.php/counsedu yadav, a., et al. a descriptive analysis of the paradigm shift ... | 22 indonesian counselor association (iki) | doi: 10.23916/0020210633410 figure 2 <the satisfaction level of online classes> more than half of students (56%) consider the quality of online learning as average and only 21% and 5% consider it good and very good, respectively while 12% and 6% consider it poor and very poor, respectively (figure 3). figure 3 <evaluation of overall quality of online learning> the majority of students (62%) prefer face-to-face learning in class, whereas 1/4th of the students prefer watching live playback videos of online lectures. only 1/10th of students preferred the live online classes (figure 4). figure 4 <preferable mode of learning among students> couns-edu  the international journal of counseling and education vol.6, no.1, 2021 a descriptive analysis of the paradigm shift ... | 23 indonesian counselor association (iki) | doi: 10.23916/0020210633410 table 4 <comparison of satisfaction towards online classes among urban and rural areas students> level of satisfaction of online teaching area of residence total χ2 df p-value urban number (%) rural number (%) strongly satisfied 2 (2%) 3 (2.7%) 5 (2.4%) .37 4 .985 satisfied 25 (24.8%) 30 (27%) 55 (25.9%) neutral 44 (43.6%) 47 (42.3%) 91 (42.9%) unsatisfied 25 (24.8%) 25 (22.5%) 50 (23.6%) strongly unsatisfied 5 (5%) 6 (5.4%) 11 (5.2%) total 101 (100%) 111 (100%) 212 (100%) χ2=chisquare, df= degree of freedom, p-value= level of significance the majority of students (> 50%) were not in favor of online classes and 1/4th was neutral, students acknowledge that they were not actively involved in online classes. at the same time, students admit the benefits of online classes like time-saving and less exertion, and in favor of the technology used by the institution and show the interest that the online class learning should be combined with classroom learning in the future (table 5). table 5 <attitude of medical students towards online teaching (questionnaire)> n= number of students during the covid-19 pandemic, almost all teaching institutions worldwide adopted online learning (al-shehri a.m., 2010). the quality and speed of the internet, the ease of access to online resources, the availability of appropriate academic institution infrastructures, and the readiness of both instructors and students to adapt to this technology all play a role in the success of distance online learning (childs s., et al., 2005; cantrell s.w., et al., 2008; kohan n., et al., 2017). students experience strongly agree n (%) agree n (%) neutral n (%) disagree n (%) strongly disagree n (%) online teaching is better in learning than conventional classroom learning 9(4%) 26(13%) 43(20%) 73(34%) 61(29%) attending online classes provides a more comfortable environment 27(13%) 70(32%) 42(20%) 52(25%) 21(10%) online classes are less expensive as no need to go anywhere 31(15%) 96(45%) 56(27%) 21(10%) 8(3%) online classes reduce physical exertion due to no traveling 35(17%) 106(50%) 30(14%) 30(14%) 11(5%) online classes help in saving time for self-learning due to no traveling 35(17%) 90(42%) 43(20%) 35(17%) 9(4%) in online classes, students are not actively involved in their learning. 53(25%) 87(41%) 36(17%) 24(11%) 12(6%) the quality of online teaching is dependent on the computer skills of the teacher 14(7%) 71(33%) 64(30%) 54(26%) 9(4%) technology that is used for online teaching is reliable 9(4%) 74(35%) 87(41%) 34(16%) 8(4%) online learning should be combined with classroom learning in the future 36(17%) 100(47%) 34(16%) 26(12%) 16(8%) couns-edu  vol.6, no.1, 2021, pp. 19-26 available online: http://journal.konselor.or.id/index.php/counsedu yadav, a., et al. a descriptive analysis of the paradigm shift ... | 24 indonesian counselor association (iki) | doi: 10.23916/0020210633410 the present study participants were both male (2/3rd) and females (1/3rd) and belong to both urban and rural localities in nearly equal strength. the majority of students were from the 18-21 years of age group. most of the students attend their classes online by smartphone while only a tenth part of students uses both laptop/desktop and smartphone, and this 1/10th part reduced to half (5%) regarding female and rural students. the present study found that one-fourth of students were dissatisfied with online classes, while nearly half were neutral, and the remaining one-fourth were satisfied with the online style of teaching. similarly, nearly half of students’ rates average for the overall quality of the online teaching programs. in contrast to the present study, rathee n. & sarkar c. (2020) found that 97 percent of school and collegegoing students in west bengal of india were satisfied with online teaching. in the present study, most of the students (94%) face internet connectivity problems (often-46%, sometimes 48%), while only 6% of students rarely faced any network issue during online classes. the place of stay of students during lockdown did not significantly influence their satisfaction level and internet access. internet connectivity issues adversely impacted learning via online modalities, bao w. (2020) also finds the same results, but merely improving internet package/speed would help to overcome the aforesaid problem. the larger portion of medical students (6/10th) prefer face-to-face learning after that 3/10th section of students prefer watching live playback or recorded video, and only 1/10th of students were in favor of live broadcast. the majority of students believe that online learning allowed them to continue their education in the same way the traditional approach does in the phase of pandemic, but they favored faceto-face instruction over online learning. similarly, a study from australia (kemp n. & grieve r., 2014) reported that undergraduate students preferred traditional classrooms and face-to-face interactions over online learning for the completion of their written competencies, despite the fact that there was no significant difference in academic performance between the two learning methods. in contrast, a study from jordan (sowan a.k. & idhail j.a., 2014) indicated that virtual class participants had a higher mean success score for nursing laboratory students than regular class attendees. while a third study from the usa (brockman r.m., et al., 2020) illustrated that the majority of medical students favored blinded learning methods for their microbiology laboratory course, which included both online and in-person laboratory practice. most of the students agreed that online learning is flexible, less expensive with no exertion, easy to administer and access, and requires fewer resources and time. still attending classes traditionally in-person allows the academic and social interaction between the students and instructors and among students; nevertheless, the lack of such interaction undermines student learning and reduces their motivation levels. students' attitude towards the reliability of institutional technology during the pandemic was positive simultaneously also believed that the quality of online teaching was not dependent on the computer skill of the teacher but dependent on the teaching quality of an educator. medical students support that virtual learning should be combined in the future with the face-to-face traditional teaching-learning method. conclusions a quarter of medical students were not satisfied with online classes, while other half were neutral and the remaining quarter of students were satisfied. most of the students face internet network connectivity problems, which may be the prominent cause of their dissatisfaction with online classes. medical students acknowledge the various benefits of virtual classes, but at the same time, more than half of students prefer face-to-face interactive classroom learning and a quarter of students favor of watching the recorded video. attending classes in person helps students and instructors to connect academically and socially, while lack of such interaction among students hinders student learning and diminishes motivation levels. most students suggested that online teaching should be combined with traditional classroom teaching in the future the findings provide insight into the benefits, drawbacks, and suggestions for improving online learning, which is a pressing need in today's world. couns-edu  the international journal of counseling and education vol.6, no.1, 2021 a descriptive analysis of the paradigm shift ... | 25 indonesian counselor association (iki) | doi: 10.23916/0020210633410 references al-shehri a.m. (2010). e-learning in saudi arabia: “to e or not to e, that is the question.”. j family community med,17, 147-50. available from: http://www.jfcmonline.com/text.asp?2010/17/3/147/74333. bao w. (2020). covid-19 and online teaching in higher education: a case study of peking university. human behavior and emerging technologies,2(2), 113-115. doi: 10.1002/hbe2.191. brockman r.m., taylor j.m., segars l.w., selke v. & taylor t.a.h. (2020). student perceptions of online and in-person microbiology laboratory experiences in undergraduate medical education. med educ online, 25, 1710324.doi:10.1080/10872981.2019.1710324. cantrell s.w., o’leary p. & ward k.s. (2008). strategies for success in online learning. nurs clin north am, 43, 547-55. doi: 10.1016/j.cnur.2008.06.003. childs s., blenkinsopp e., hall a.& walton g. (2005). effective e-learning for health professionals and students–barriers and their solutions. a systematic review of the literature– findings from the hexl project. health info libr j, 22(suppl 2), s20-32. doi: 10.1111/j.1470-3327.2005.00614.x. cox j. (2019). teach hub. benefits of technology in the classroom. available from: https://www.teachhub.com/technology-in-the-classroom/2019/11/benefits-of-technology-in-theclassroom/ [last accessed on 2021 march 27]. crawford j., butler-henderson k., rudolph j., malkawi b., glowatz m., burton r., magni p.a. & lam s. (2020). covid-19: 20 countries’ higher education intra-period digital pedagogy responses. j appl teach learn, 3(suppl 1), s1-20.doi:10.37074/jalt.2020.3.1.7. izenstark a. & leahy k.l. (2015). google classroom for librarians: features and opportunities. library hi tech news, 32(suppl 9), s1-3. doi: 10.1108/lhtn-05-2015-0039. kemp n. & grieve r. (2014). face-to-face or face-to-screen? undergraduates’ opinions and test performance in classroom vs. online learning. front psychol, 5,1278. doi: 10.3389/fpsyg.2014.01278. kohan n., arabshahi k. s., mojtahedzadeh r., abbaszadeh a., rakhshani t., & emami a. (2017). self directed learning barriers in a virtual environment: a qualitative study. j adv med educ prof, 5, 116-123. kumar s. (2019). awareness, benefits and challenges of e-learning among the students of kurukshetra university kurukshetra: a study. int j inf dissemination tech, 8 (supp l4), s227-30. doi: 10.5958/2249-5576.2018.00048.1. mukhtar k., javed k., arooj m. & sethi a. (2020). advantages, limitations and recommendations for online learning during covid-19 pandemic era. pakistan journal of medical sciences, 36(covid19-s4), covid19-s27-s31. doi: 10.12669/pjms.36.covid19-s4.2785. nicola m., alsafi z., sohrabi c., kerwan a., al-jabir a., losifidis c., agha m. & agh r. (2020) the socio-economic implications of the coronavirus and covid-19 pandemic: a review. int j surg, 78, 185-93. doi: 10.1016/j.ijsu.2020.04.018. qandil a.m. & abdel-halim h. (2020). distance e-learning is closer than everybody thought: a pharmacy education perspective. health prof educ, 6,301-3. doi: 10.1016/j.hpe.2020.05.004. rathee n. & sarkar c. (2020). covid-19 lockdown: how the pandemic bringing change in indian education system. available from: https://www.researchgate.net/publication/342571423 [last accessed on 2021 march 3] sowan a.k.& idhail j.a. (2014). evaluation of an interactive web-based nursing course with streaming videos for medication administration skills. int j med inform, 83, 592-600. doi: 10.1016/j.ijmedinf.2014.05.004. world health organization. (2020). coronavirus disease 2019. available from: https://www.who.int/emergencies/diseases/novel-coronavirus-2019 https://doi.org/10.1002/hbe2.191 https://www.teachhub.com/technology-in-the-classroom/2019/11/benefits-of-technology-in-the-classroom/ https://www.teachhub.com/technology-in-the-classroom/2019/11/benefits-of-technology-in-the-classroom/ https://doi.org/10.37074/jalt.2020.3.1.7 https://doi.org/10.1108/lhtn-05-2015-0039 https://doi.org/10.3389/fpsyg.2014.01278 http://dx.doi.org/10.5958/2249-5576.2018.00048.1 https://dx.doi.org/10.12669%2fpjms.36.covid19-s4.2785 https://dx.doi.org/10.1016%2fj.hpe.2020.05.004 https://www.researchgate.net/publication/342571423 https://doi.org/10.1016/j.ijmedinf.2014.05.004 https://www.who.int/emergencies/diseases/novel-coronavirus-2019 couns-edu the international journal of counseling and education vol.6, no.1, 2021, pp. 26-33 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200529740 received on 03/20/2021; revised on 04/18/2021; accepted on 05/16/2021; publishedon 06/23/2021 26 an exploration of the loneliness experienced by indonesian students during the covid-19 pandemic afdal afdal *)1 , miftahul fikri 1 , mudjiran mudjiran 1 , herman nirwana 1 1 guidance and counseling, universitas negeri padang, indonesia * ) corresponding author, e-mail: afdal@konselor.org abstract psychological symptoms, including loneliness, and tiredness of being unable to see friends, relatives, as well as co-workers, indefinitely, are one problem faced during the covid-19 pandemic. this study, therefore, aims to evaluate the extent of loneliness felt during this period, particularly by students, using a descriptive quantitative method, based on the af loneliness scale (afls). the cross-sectional study was conducted between june 11 and july 29, 2020, through an online survey on survey monkey platform. a total of 504 indonesians aged 12 to 27 years, from several provinces and regions in indonesia, participated in this study. subsequently, the data were analyzed using jasp (jeffrey's amazing statistics program). according to the results, there was a tendency for 49.40% and 33.47% of students to experience symptoms of loneliness in the medium and high categories, respectively. however, there are differences in the symptoms experienced by male and female students. racial batak students also experienced more loneliness, compared to other ethnic groups, for instance, minang, malay, and chinese. in addition, students aged between 20 and 23 are more likely to feel loneliness. these findings are useful inputs for certain parties, including school counselors, to discover alternative solutions to help students affected by the covid-19 pandemic overcome this feeling. keywords: loneliness, ethnic, age, student, intervention counselor. how to cite: afdal, a., fikri, m., nirwana, h., & mudjiran, m. (2021). an exploration of the loneliness experienced by indonesian students during the covid-19 pandemic. couns-edu: the international journal of counseling and education, 6(1). doi: http://dx.doi.org/10.23916/0020200529740 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction the entire global community has felt the impact of the coronavirus, from the moment the pandemic was first announced. this virus originated from the province of wuhan, china, and has now penetrated indonesia (cucinotta and vanelli, 2020; nurkholis, 2020; vieira et al., 2020). according to several sources, the government has not shown much enthusiasm in preventing the disease’s entry into the country. consequently, in indonesia, all activities outside the home were ceased, and citizens were mandated to undergo isolation, to stop the virus’s spread (feng et al., 2020; yuliana, 2020) therefore, all activities involving crowd gatherings or long-distance travel, for instance, physical school activities, work, and vacations are prohibited during this period (children, 2020; hadiwardoyo, 2020; handarini and wulandari, 2020; krisnawati et al., 2020). only essential outdoor activities, for instance, the purchase of basic daily necessities, are permitted, while any other activities deemed feasible at home are performed at home (catheline et al., 2020; potel, 2020). thus, the learning process used by schools has been changed to online or online media (handarini and wulandari, 2020). these guidelines have been enforced to stop the spread of the covid-19 virus, however, one of the challenges faced during this period is loneliness (berg-weger and morley, 2020; gubler et al., 2020; cloonen, et al., 2020; mailto:afdal@konselor.org http://dx.doi.org/10.23916/0020200529740 couns-edu  the international journal of counseling and education vol.6, no.1, 2021 an exploration of the loneliness experienced by indonesian ...| 27 indonesian counselor association (iki) | doi: 10.23916/0020200529740 cloonen, et al., 2020; koh and liew, 2020; lee et al., 2020; odekerken-schröder et al., 2020; palgi et al., 2020). numerous individuals miss being able to perform outdoor activities, whether work, school, or vacations, as these, involve interacting with people outside the home. the feeling of loneliness experienced by individuals due to the pandemic restrictions is an unpleasant emotional response (berg-weger and morley, 2020; hidayati, 2016). numerous studies suggested socio-demographic factors, social roles, quantity and quality of social contacts, health, and other dispositions, contribute to individual differences in the symptoms of loneliness (cacioppo and hawkley, 2009; farboodi et al., 2020; gubler et al., 2020; macdonald and hülür, 2020). this feeling is also described as a social pain (eisenberger, 2012), and motivation from within is required to seek social connections to eliminate the feeling. several studies have discovered loneliness also occurs due to unwanted intimacy and a lack of connection (gable and berkman, 2013; rokach and philibert-lignières, 2015). loneliness is a state of unhappiness caused by separation from other people, and as a subjective emotion, is sometimes even experienced in the company of people, however, not all isolated people experience this feeling. until the 20th century, studies about loneliness were sparse (berg-weger and morley, 2020), however, by the 21st century, the phenomenon was increasingly recognized as a social psychological problem requiring serious handling to be resolved. the issues of loneliness and social isolation are often overlooked by health and social service professionals, but the covid-19 pandemic has focused increasing attention on social isolation and loneliness for all ages, especially adults, the most vulnerable and at-risk demographic. several studies have shown loneliness occurs throughout society, including people in joint marriages with other strong relationships, and people with successful careers (dykstra and fokkema, 2007; perlman and peplau, 1984). most individuals experience loneliness at some point in life (franssen et al., 2020; mund et al., 2020), and others experience the condition very often (pyle and evans, 2018). furthermore, studies have shown about one-third of older adults experience loneliness and/or social isolation, while a subset (5%) experiencing this feeling often or always (ah et al., 2017), have begun to recognize the risks and impacts (banerjee et al., 2020; berg-weger and morley, 2020; devita et al., 2020). the covid-19 increases the psychological challenges faced, especially among students in indonesia. in addition, data on the impact of loneliness and social isolation show significant and long-term negative outcomes for socially isolated and/or isolated older adults (berg-weger and morley, 2020; hwang et al., 2020; cloonen et al., 2020; koh and liew, 2020; palgi et al., 2020), thus, comprehensive services are required to handle these psychological problems. this study, therefore, discusses the initial description of loneliness experienced by students during the covid-19 pandemic method this study used a quantitative descriptive method, often used to describe a phenomenon, event, or symptom, in a factual, systematic, and accurate manner (yusuf, 2014). a total of 504 students (134 males and 370 females) participated in this study, 7.14% (n = 36), 15.07% (n = 76), 77.18% (n = 389), and 0.59% (n = 3), having an education level of smp, sma, higher education, and others, respectively. the participants resided in sumatra (n = 419), java (n = 32), kalimantan (n = 4), papua (n = 1), as well as other provinces (n = 48), and belonged to the batak (n = 48), javanese (n = 297), chinese (n = 2), malay (n = 41), as well as others (n = 43) ethnic groups. data collection was carried out online through a survey monkey, based on the af loneliness scale (afls) with 10 items using the likert scale (1= totally disagree, 2= disagree, 3= medium, 4= agree, 5= strongly agree) (fikri, 2021) with a 0.9 item reliability validated using the analysis of rasch application modeling items. this shows the item used is already in a very good category (sumintono and widhiarso, 2015). meanwhile, data analysis was performed through statistical analysis using the jasp application. results and discussions table 1 shows the results of the statistical analysis on the loneliness experienced during the covid19 pandemic. couns-edu  vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu afdal, a., et al. an exploration of the loneliness experienced by indonesian ...| 28 indonesian counselor association (iki) | doi: 10.23916/0020200529740 table 1 <descriptive of the loneliness analysis of indonesian students> no. classification interval f % 1. very high >42 16 3,17 2. high 34--41 170 33,73 3. middle 26--33 248 49,21 4. low 18--25 64 12,70 5. very low 17 6 1,19 total 504 100 according to the data analysis, 42.91% (n = 248), 33.73% (n = 170) and 3.17% (n = 16) of the participants experienced loneliness in the medium, high and low categories, respectively. in addition, students in indonesia, especially sumatran, were more likely to experience this feeling during the pandemic and were bored by home activities. a study by killgore et al., (2020) reported a significant increase in loneliness scores from april to september 2020, and this rise was significantly higher for people forced to stay at home and was positively correlated with depression as well as suicidal ideation. an increase in this feeling was also reported during the pandemic, especially for people in susceptible age groups, and is a significant mental health problem (buecker et al., 2020; groarke et al., 2020; cloonen et al., 2020; koh and liew, 2020; lee et al., 2020; palgi et al., 2020; pervin and ferdowshi, 2016; yadegarfard et al., 2014). table 2 shows the results of a gender-based data analysis of the loneliness experienced by students during this pandemic. table 2. descriptives comparation man and woman loneliness summary descriptive loneliness group n mean sd se men 134 30.41 6.332 0.547 women 370 31.92 5.545 0.288 based on the results, male and female students had m values of 30.41 and 31.92, respectively, thus, there is no significant difference in level of loneliness felt by men and women. however, females generally tend to experience this feeling more intensely, compared to male counterparts. this is in accordance with the study by dong and chen (2017) in china, where older women (28.3%) were discovered to experience higher rates of loneliness, compared to older men (23.3%). however, this is in contrast with the study by chang (2018), where no significant differences were found in rates of loneliness and negative affective states between african american men and women, but the negative psychological effects tended to be more damaging for african american women. this is in line with the report stating women tend to experience this feeling more intensely, compared to male counterparts. table 3 shows the results of an ethnicity-based data analysis of the loneliness experienced by students during this pandemic. table 3. descriptive statistics loneliness ethnicity loneliness batak jawa minang tionghoa other melayu valid 49 72 297 2 43 41 missing 0 0 0 0 0 0 mean 32.90 31.81 31.32 31.00 30.65 31.71 std. deviation 6.574 5.232 5.700 5.657 6.078 6.202 minimum 18.00 22.00 10.00 27.00 13.00 11.00 maximum 48.00 42.00 50.00 35.00 42.00 43.00 based on the results, there is no significant difference in the symptoms of loneliness exhibited by students with batak, javanese, minang, chinese, and malay ethnicities. however, batak students generally tend to experience this feeling more, compared to other ethnicities, especially in situations of couns-edu  the international journal of counseling and education vol.6, no.1, 2021 an exploration of the loneliness experienced by indonesian ...| 29 indonesian counselor association (iki) | doi: 10.23916/0020200529740 incompatibility in personality and social situations (hutapea and suleeman, 2018). a study by ahlstrand, (2020) highlighted the acute sense of loneliness stems from lifelong social isolation and rejection. this is what batak students tend to feel, due to certain cultural elements and beliefs. table 4 shows the results of a data analysis of the loneliness experienced by students in indonesia during this pandemic. table 4. descriptive statistics loneliness based on age age 12 -15 age 16 19 age 20 23age 24 27 age more than 27 years valid 46 89 265 37 67 missing 0 0 0 0 0 mean 30.35 32.22 32.49 29.92 28.39 std. deviation 7.128 5.414 5.512 5.756 5.090 variance 50.81 29.31 30.39 33.13 25.91 minimum 11.00 10.00 13.00 18.00 19.00 maximum 39.00 43.00 50.00 41.00 41.00 according to table 4, students aged between 20 and 23 are generally more likely to experience loneliness during a pandemic (m = 32.49). this is because these students are at the later stage of adolescence development, and approaching adulthood. during this stage, the student’s behaviour tends to lead to a search for identity, changes in physicality, periods of life problems, and determination of future directions to satisfy the passion for sexuality (harmaini and novitriani, 2019). furthermore, the results show people above 27 years generally experience less loneliness, compared to younger individuals. this is presumably because the developmental stages have been passed, therefore, these individuals have now entered the period of living family life, and no longer tend to experience loneliness, even during the pandemic period. table 5 shows a bayesian binomial test used to perform hypothesis testing based on demographic data. table 5. bayesian binomial test bayesian binomial test level counts total proportion bf gender men 134 504 0.266 238.107 women 370 504 0.734 1.111e -24 residence big city (municipalities) 164 504 0.325 178.788 small town (regency city) 307 504 0.609 5.104e  -5 metropolitan (large city / industry) 33 504 0.065 439.149 ethnicity batak 49 504 0.097 407.239 java 72 504 0.143 361.395 minang 297 504 0.589 0.003 tionghoa 2 504 0.004 501.008 others 43 504 0.085 419.204 melayu 41 504 0.081 423.192 couns-edu  vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu afdal, a., et al. an exploration of the loneliness experienced by indonesian ...| 30 indonesian counselor association (iki) | doi: 10.23916/0020200529740 bayesian binomial test educational stage others 3 504 0.006 499.012 college 389 504 0.772 7.311e -34 senior high school 76 504 0.151 353.426 junior high schol 36 504 0.071 433.165 age 12 15 age 46 504 0.091 413.221 16 19 age 89 504 0.177 327.538 20 23age 265 504 0.526 5.239 24 27 age 37 504 0.073 431.170 more than 27 year 67 504 0.133 371.358 note. for all tests, the alternative hypothesis specifies that the proportion is greater than 0.5. conceptually, the binomial test has only one parameter and an easy-to-understand data distribution, and is, therefore, arguably the simplest statistical test. based on the results, the proportion is observed for each result of the bayes factor (bf). a total of 134 out of the 504 respondents were male, and 0.734 with a bayes factor of about 1000 supporting the null hypothesis was obtained, meaning the null hypothesis predicts data about a thousand times better, compared to the alternative hypothesis. furthermore, 48 out of the 504 respondents belonged to the batak ethnic group, and 0.097 with a bayes factor of about 407, were discovered to support the null hypothesis. a total of 49 out of the 504 respondents were javanese, and 0.143 with a bayes factor of about 407 supports the null hypothesis. meanwhile, a total of 2 out of the 504 respondents were chinese, and 0.004 with a bayes factor of about 501, supported the null hypothesis. in addition, 43 out of the 504 respondents belonged to the malay ethnic group, and 0.081 with a bayes factor of around 423 supporting the null hypothesis. however, the results of this null hypothesis data prediction for 297 out of the 504 respondents belonging to the minang ethnic group were rejected, and the alternative hypothesis was accepted. the alternative hypothesis is the same statement with similar population parameters as the null hypothesis (lolang, 2014). this contradicts the results based on the comparison of the mean, stating the batak ethnic group experiences more loneliness, compared to the minang ethnicity. furthermore, there is a possibility verifying this hypothesis, seen from minang ethnic students also experiencing symptoms of loneliness behavior, however, this is not shown generally. usually, this hypothesis states the population parameter has a unique value from the affidavit mentioned in the null hypothesis. meanwhile, based on the education level, 389 of the 504 respondents were university students, and 0.772 with a bayes factor of about 8, rejected the null hypothesis and accepted the alternative hypothesis. the diversity observed in tertiary institutions shows there are significant differences in loneliness experienced by students at this level. this is influenced by numerous factors, including migrating, smartphone addiction, and intensity of media use (andromeda and kristant, 2017; misyaroh, 2016; saputri et al., 2012; ulfiah and hannah, 2019). conclusions the covid-19 pandemic has led to various life challenges, including loneliness among students. according to the results, there was a tendency for 49.40% and 33.47% of students to experience these symptoms in the medium and high categories, respectively. furthermore, there is a significant difference between the symptoms of loneliness experienced by men (m = 30.41) and women (m = 31.92), with women generally experiencing this feeling in a more intense manner. also, batak students are more likely to experience loneliness, compared to the other ethnic groups in this study. generally, individuals between the ages of 20 and 23 years are more likely to experience loneliness (m = 32.49), indicating students at the late stage of adolescent development and approaching adulthood, experience this feeling more during a couns-edu  the international journal of counseling and education vol.6, no.1, 2021 an exploration of the loneliness experienced by indonesian ...| 31 indonesian counselor association (iki) | doi: 10.23916/0020200529740 pandemic. this has the capacity to cause new psychological problems in cases where no measures are taken. these findings are, therefore, useful input for certain parties, for instance, school counselors, to find alternative solutions to overcome loneliness experienced by students due to the covid-19 pandemic. however, further studies are encouraged to provide more solutions to alleviate this problem in students in indonesia. references ah, j., nm, s., & kh., p. (2017). training professionals to implement a group model for alleviating loneliness among older people—10-year follow-up study. educational gerontology. ahlstrand, j. (2020). conveying emotion in the poetry of norman erikson pasaribu: review of tiffany tsao’s translation of sergius seeks bacchus. the aalitra review, 15, 64–67. andromeda, n., & kristant, e. p. (2017). hubungan antara loneliness dan perceived social support dan intensitas penggunaan social media pada mahasiswa. psikovidya, 21(2). banerjee, s., burkholder, g., sana, b., & szirony, m. (2020). social isolation as a predictor for mortality: implications for covid-19 prognosis. medrxiv. berg-weger, m., & morley, j. e. (2020). loneliness and social isolation in older adults during the covid-19 pandemic: implications for gerontological social work. journal of nutrition, health and aging, 24(5), 456–458. https://doi.org/10.1007/s12603-020-1366-8 buecker, s., horstmann, k. t., krasko, j., kritzler, s., terwiel, s., kaiser, t., & luhmann, m. (2020). changes in daily loneliness for german residents during the first four weeks of the covid-19 pandemic. social science & medicine, 265, 113541. cacioppo, j. t., & hawkley, l. c. (2009). loneliness. in m. r. leary & r. h. hoyle (eds.), handbook of individual differences in social behavior. the guilford press. catheline, n., berthaut, e., bon-saint-côme, m., carretier, e., coq, j. m., delvenne, v., & raynaud, j. p. (2020). covid 19: comment la pédopsychiatrie s’ adapte en ces temps d’adversité? neuropsychiatrie de l’enfance et de l’adolescence. chang, e. c. (2018). relationship between loneliness and symptoms of anxiety and depression in african american men and women: evidence for gender as a moderator. personality and individual differences, 120, 138–143. children, s. (2020). dampak covid-19, pendidikan anak usia dini terancam. save the children. https://www.stc.or.id/publikasi/berita/dampak-covid-19,-pendidikan-anak-usia-dini-teranca cucinotta, d., & vanelli, m. (2020). who declares covid-19 a pandemic. acta biomedica, 91(1), 157– 160. https://doi.org/10.23750/abm.v91i1.9397 devita, m., bordignon, a., sergi, g., & coin, a. (2020). covid-19, aging and dementia: research topics and remote intervention proposals. dong, x., & chen, r. (2017). gender differences in the experience of loneliness in us chinese older adults. journal of women & aging, 29(2), 115–125. dykstra, p. a., & fokkema, t. (2007). social and emotional loneliness among divorced and married men and women: comparing the deficit and cognitive perspectives. basic and applied social psychology, 29(1), 1–12. eisenberger, n. i. (2012). the neural bases of social pain: evidence for shared representations with physical pain. psychosomatic medicine, 74.(2), 126. farboodi, m., jarosch, g., & shimer, r. (2020). internal and external effects of social distancing in a pandemic (no. w27059). national bureau of economic research. feng, z., cheng, y., ye, l., zhou, m.-y., wang, m.-w., & chen, j. (2020). is home isolation appropriate for preventing the spread of covid-19? public health, 183, 4–5. https://doi.org/10.1016/j.puhe.2020.03.008 fikri, m. (2021). loneliness scale covid-19 pandemic. retrieved from osf.io/uwf3d. franssen, t., stijnen, m., hamers, f., & schneider, f. (2020). age differences in demographic, social and health-related factors associated with loneliness across the adult life span (19–65 years): a crosssectional study in the netherlands. bmc public health, 20(1), 1–12. gable, s. l., & berkman, e. t. (2013). 12 making connections and avoiding loneliness: approach and avoidance social motives and goals. handbook of approach and avoidance motivation. couns-edu  vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu afdal, a., et al. an exploration of the loneliness experienced by indonesian ...| 32 indonesian counselor association (iki) | doi: 10.23916/0020200529740 groarke, j. m., berry, e., graham-wisener, l., mckenna-plumley, p. e., mcglinchey, e., & armour, c. (2020). loneliness in the uk during the covid-19 pandemic: cross-sectional results from the covid-19 psychological wellbeing study. plos one, 15(9), e0239698. gubler, d. a., makowski, l. m., troche, s. j., & schlegel, k. (2020). loneliness and well-being during the covid-19 pandemic: associations with personality and emotion regulation. journal of happiness studies, 1–20. hadiwardoyo, w. (2020). kerugian ekonomi nasional akibat pandemi covid-19. baskara: journal of business & entrepreneurship, 2(2), 83–92. handarini, o. i., & wulandari, s. s. (2020). pembelajaran daring sebagai upaya study from home (sfh) selama pandemi covid 19. jurnal pendidikan administrasi perkantoran (jpap), 8(3), 496– 503. harmaini, h., & novitriani, s. a. (2019). perbedaan cybersex pada remaja ditinjau dari usia dan jenis kelamin di pekanbaru. psikoislamedia: jurnal psikologi, 3(2), 137–147. hidayati, d. s. (2016). self compassion dan loneliness. jurnal ilmiah psikologi terapan, 3(1), 154–164. hutapea, m. e. m., & suleeman, j. (2018). experiences of shame, guilty emotion, and socialization of batak cultural values among batak toba older and younger generations. in universitas indonesia international psychology symposium for undergraduate research (uipsur 2017). hwang, t. j., rabheru, k., peisah, c., reichman, w., & ikeda, m. (2020). loneliness and social isolation during the covid-19 pandemic. international psychogeriatrics, 1–15. killgore, w. d., cloonan, s. a., taylor, e. c., lucas, d. a., & dailey, n. s. (2020). loneliness during the first half-year of covid-19 lockdowns. psychiatry research, 294, 113551. killgore, w. d., cloonen, s. a., taylor, e. c., & dailey, n. s. (2020). loneliness: a signature mental health concern in the era of covid-19. psychiatry research, 113117. koh, j. x., & liew, t. m. (2020). how loneliness is talked about in social media during covid-19 pandemic: text mining of 4,492 twitter feeds. journal of psychiatric research. krisnawati, d., trisiana, a., mey, e., elvidna, v., puspita, y. m. b., & mardiana, z. (2020). ketahanan negara republik indonesia masa pandemik covid-19. jurnal global citizen: jurnal ilmiah kajian pendidikan kewarganegaraan, 9(1), 63–70. lee, c. m., cadigan, j. m., & rhew, i. c. (2020). increases in loneliness among young adults during the covid-19 pandemic and association with increases in mental health problems. journal of adolescent health, 67(5), 714–717. lolang, e. (2014). hipotesis nol dan hipotesis alternatif. jurnal keguruan dan ilmu pendidikan, 3(3), 685–695. macdonald, b., & hülür, g. (2020). well-being and loneliness in swiss older adults during the covid19 pandemic: the role of social relationships. the gerontologist, epub-ahead. misyaroh, d. (2016). hubungan antara loneliness dengan mobile phone addict pada mahasiswa universitas negeri di kota malang. universitas islam negeri maulana malik ibrahim. mund, m., freuding, m. m., möbius, k., horn, n., & neyer, f. j. (2020). the stability and change of loneliness across the life span: a meta-analysis of longitudinal studies. personality and social psychology review, 24(1), 24–52. nurkholis, n. (2020). dampak pandemi novel-corona virus disiase (covid-19) terhadap psikologi dan pendidikan serta kebijakan pemerintah. jurnal pgsd, 6(1), 39–49. odekerken-schröder, g., mele, c., russo-spena, t., mahr, d., & ruggiero, a. (2020). mitigating loneliness with companion robots in the covid-19 pandemic and beyond: an integrative framework and research agenda. journal of service management. palgi, y., shrira, a., ring, l., bodner, e., avidor, s., bergman, y., & hoffman, y. (2020). the loneliness pandemic: loneliness and other concomitants of depression, anxiety and their comorbidity during the covid-19 outbreak. journal of affective disorders. perlman, d., & peplau, l. a. (1984). loneliness research: a survey of empirical findings. preventing the harmful consequences of severe and persistent loneliness, 13, 46. pervin, m. m., & ferdowshi, n. (2016). suicidal ideation in relation to depression, loneliness and hopelessness among university students. dhaka university journal of biological sciences, 25(1), 5764. potel, c. (2020). les psychomotriciens dans la tourmente du covid: retours sur la période mars/juin 2020. neuropsychiatrie de l’enfance et de l’adolescence. couns-edu  the international journal of counseling and education vol.6, no.1, 2021 an exploration of the loneliness experienced by indonesian ...| 33 indonesian counselor association (iki) | doi: 10.23916/0020200529740 pyle, e., & evans, d. (2018). loneliness-what characteristics and circumstances are associated with feeling lonely. newport: office for national statistics. rokach, a., & philibert-lignières, g. (2015). intimacy, loneliness & infidelity. the open psychology journal, 8(1). saputri, n. s., rahman, a. a., & kurniadewi, e. (2012). hubungan antara kesepian dengan konsep diri mahasiswa perantau asal bangka yang tinggal di bandung. psympathic: jurnal ilmiah psikologi, 5(2), 645–654. sumintono, b., & widhiarso, w. (2015). aplikasi pemodelan rasch pada asessment pendidikan. trim komunikata. ulfiah, u., & hannah, n. (2019). prostitusi remaja dan ketahananan keluarga. psikoislamedia: jurnal psikologi, 3(2), 163–187. vieira, c. m., franco, o. h., restrepo, c. g., & abel, t. (2020). covid-19: the forgotten priorities of the pandemic. maturitas. yadegarfard, m., meinhold-bergmann, m. e., & ho, r. (2014). family rejection, social isolation, and loneliness as predictors of negative health outcomes (depression, suicidal ideation, and sexual risk behavior) among thai male-to-female transgender adolescents. journal of lgbt youth, 11(4), 347–363. yuliana. (2020). corona virus disease (covid19): sebuah tinjauan lieratur. wellness and healthy magazine, 2(1), 187–192. yusuf, a. m. (2014). metodologi penelitian: kuantitatif, kualitatif & penelitian gabungan. (prenada media). couns-edu the international journal of counseling and education vol. 5, no. 4, 2020, pp. 196-204 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200531640 received on 05/20/2020; revised on 10/23/2020; accepted on 11/28/2020; published on: 12/30/2020 196 qualitative analysis of the supervision process and identification of constraints that occur in supervision elfi tasrif *) universitas negeri padang, indonesia *)corresponding author, e-mail: elfitasrif@ft.unp.ac.id abstract the quality of education is largely determined by good school management by supervisors for a better quality of learning, not least in vocational high schools. this type of research is qualitative with a case study research design. the main target of this research is supervisors of vocational schools in the padang city. this research is limited to describing qualitatively the supervision process and identifying the constraints that occur in supervision. the data source of this research is from key informants, purposively. data collection techniques with interview and observation techniques. data analysis by coding, linking and, interpreting themes. the results of the research are the low professionalism of school supervisors and the low appreciation of the school supervisor profession. the conclusion is that the constraints were basically the result of improper recruitment patterns and were exacerbated by weak control mechanisms. keywords: vocational high school (vhs), supervisor, supervision. how to cite: tasrif, e. (2020). qualitative analysis of the supervision process and identification of constraints that occur in supervision. couns-edu: the international journal of counseling and education, 5(4), 196-204. doi: 10.23916/0020200531640 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction teachers are the key to the success of the quality of education in this country (baehaqi, 2018). it takes creativity from a teacher in developing learning, both technology-based and optimizing existing resources in realizing the quality of vocational education learning, including in vocational high schools (tasrif et al., 2020, 2021; syah, & tasrif, 2021; syahmaidi et al., 2021). furthermore, as professionals, teachers also need supervision and guidance in order to improve the implementation of the learning process they have been doing so far (berliani, 2017). a teacher who is considered capable of carrying out his duties with the conditions they have fulfilled before they are appointed as a teacher still needs supervision from various parties (grant, graham, & jones, 2017). from the research experience so far, the role of school supervisors, school principals, and teachers in managing education in schools has not been maximal. these problems, it can be indicated that teacher performance has not been maximized in improving their professionalism, so they need to be supported by supervisors and principals to foster, guide, train, and develop teacher abilities through academic supervision (dibyantoro, 2017; asakura, & maurer, 2018; aini, 2019; evanofrita, rifma, & nellitawati, 2020). but on the other hand, the academic supervision services carried out by supervisors and school principals are not in accordance with what the teachers themselves expect (indrawati, somantri, & juarsa, 2017; hidayat, 2019). supervisors and school principals are the only auditors who check administrative completeness without providing guidance and guidance and training to teachers (karmila, & suchyadi, 2020). so that there are indications that the competence of supervisors is below expectations (kok et al., 2018; kervadec et al., 2019), in particular, supervisors are still considered weak in the field of academic http://dx.doi.org/10.23916/0020200531640 couns-edu  the international journal of counseling and education vol. 5, no. 4, 2020 qualitative analysis of the supervision process and identification ... | 197 indonesian counselor association (iki) | doi: 10.23916/0020200531640 supervision (mann, & merced, 2018), and teachers stated that supervisors lack the skills needed to become an effective supervisor (kaufman, hughes, & riccio, 2010; hernández-gonzález, inza, & lozano, 2016; karomah, 2021), this condition is no exception in vocational high schools (krisdayati, & hariyati, 2020). vocational high schools (vhs) have a different learning environment and climate from schools in general (kusumaningrum et al., 2016; ganefri et al., 20118; tasrif, 2019), because curriculum guidance and learning targets make vhs have to be given different treatment (jamilah et al., 2019). graduates from vhs in indonesia, including in the padang city, are required to be able to compete in the world of work and be able to survive in the community with their competencies (hidayat, 2015; hidayat, 2017b; hidayat et al., 2020). besides that, through the competencies possessed by vhs graduates, they must be able to develop themselves to be able to become entrepreneurs (ganefri et al., 2017; hidayat, 2017a; hidayat et al., 2018a; ganefri et al., 2020), and open employment opportunities (hidayat, & yuliana, 2018). but in reality, based on data from the central statistics agency as of february 2021, the graduates of vocational high school (vhs) are still the highest compared to graduates of other education levels, namely 11.45 percent. this is very unfortunate considering that vhs graduates are prepared to be ready to work and become entrepreneurs, but empirical data shows the opposite, namely that the majority of vhs graduates are unemployed (yulastri, & hidayat, 2017; hidayat et al., 2018b; yulastri et al., 2018; hidayat, 2017). et al., 2019a, 2019b, 2019c). one of the factors causing this problem to occur is the weak implementation of academic supervision carried out by supervisors at vhs (tasrif, 2019). the quite heavy task that this education supervisor should carry out will have implications for improving the quality of the world of education. the theoretical study, which is accompanied by comparisons with facts in the field and carried out through a preliminary study of vocational high schools in the padang city, shows unsatisfactory facts. based on observations, it shows that in general the arrival of supervisors at vhs is limited to formal visits to the principal and elements of school leadership, although sometimes class visits are also carried out but even then it is carried out only in passing. initial surveys show that the current supervision process is still unsatisfactory, this is reflected in empirical data about the process of supervision that is carried out carelessly (masful, 2017), it even seems that it is just fulfilling the obligation to come to school (messi, sari, & murniyati, 2018). another fact shows that every teacher should teach with preparation and enthusiasm, but in fact, many come and just spend the lesson hours, this situation cannot be found quickly by supervisors (mette et al., 2017; pallawagau, prihatin, & suminar, 2017; paul, roy, & roy-chowdhury, 2018; christmas, 2019). this apprehensive condition based on the results of the directorate of manpower's research also shows the weak coordination between supervisors and school principals, resulting in sub-optimal supervision (rahmiyati, 2019; putra, 2021; rahayu, 2021). the unprofessionalism of school supervisors in optimizing their role in schools can be caused by a number of factors (rahabav, 2016). the ability of supervisors towards the 6 competencies required by government regulations has proven to be disappointing and needs immediate improvement, as can be seen in figure 1. figure 1. mastery of school supervisor competencies (source: directorate of education personnel (2009)) couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu tasrif, e. qualitative analysis of the supervision process and identification ... | 198 indonesian counselor association (iki) | doi: 10.23916/0020200531640 based on figure 1, shows that the score of mastery of personality competencies (69.5), social competence (63.5), managerial supervision competence (56.5), academic supervision competence (52.8), educational evaluation competence (58.2), and research development competencies (54.7). on the other hand, the role of education supervisors, especially for vocational high schools, is not only limited to "supervising" but should be more of supervision (riyanto, 2017; ruskala, 2021). so from the descriptive data on the mastery of the competence of school supervisors, it is very clear that during the supervision process there are several obstacles. this condition becomes very interesting for further study and investigation. furthermore, from the previous explanation, it is very important to conduct research on the supervision process and identify the constraints that occur in supervision. method this research is qualitative research designed in the form of case study research (pranita, kurniah, & suprapti, 2018; marohong, 2020). the research subjects of smk supervisors in the padang city are described in a qualitative descriptive form. this research is limited to describing qualitatively the process of supervision and identification of the obstacles that occur in the supervision of vocational high schools in padang city. the data source of this research consisted of the main sources, namely two vocational school supervisors (p1 and p2). in addition, to enrich information and to cross-check or triangulate data, two stakeholders from the elements of teachers and school principals (s1 and s2) were used. determination of the sources was done purposively. data collection techniques using interview and observation techniques. furthermore, data analysis performed by collecting data, coding, linking themes, and interpreting themes. the code used is a combination of letters and numbers, for example, wmd1p1 where w = interview, md = informant code (in this study there were four informants, namely md, mj, dm, and fz), p = supervisor, s = stakeholder, while the numeric code ( 1, 2, 3 and so on) denotes 'the process to ...' results and discussions the results of the research on the supervision process and the obstacles that occur in the supervision of vocational high schools in the padang city are obtained from the results of interviews, participant observation results, and document study results. results of interview the supervision process that is intended is to observe the supervision process carried out in relation to the professionalism of school supervisors. the review is more focused on academic supervision and the obstacles encountered. the results of the interview with p1 when asked about the target schools that must be served by the supervisor stated that each supervisor served 3 schools on average for managerial supervision, while for academic supervision according to the rules the ratio was 40 teachers for one supervisor, thus the supervisor had to find additional teachers in other schools outside the 3 schools that are his responsibility, for this on average it will involve 7 other vhs for the academic supervision. the confirmation made on p2 also stated the same thing regarding the responsibilities of each supervisor. this shows that the supervisor feels more conditioned as a managerial supervisor for the 3 target schools, rather than as an academic supervisor who has to foster 7 schools which is actually also his responsibility. the meaning that can be put forward is that visits are generally more of managerial supervision, while academic supervision is relatively neglected because of the plurality of fields of study in each school visited. confirmation made to p2 was done by asking questions about filling out the supervision instrumentation form, p2 stated, (... filling out forms is a labor of menial labor and is very trivial. i just made it part-time in a meeting, then i emailed it to schools. then i just have to instruct the school to fill it out and when necessary take it to the education office (supervisor's office), right? it is not difficult, if the filling in of these forms is done one by one for each school, how long it will take three days to not finish. therefore we must be smart in dealing with technology ... that is why to become a supervisor, outstanding teachers are needed, principals who excel and also have a certificate of supervision, and not just enterwmj2p2) couns-edu  the international journal of counseling and education vol. 5, no. 4, 2020 qualitative analysis of the supervision process and identification ... | 199 indonesian counselor association (iki) | doi: 10.23916/0020200531640 perception p2 can be interpreted as the implementation of academic supervision is carried out carelessly and apprehensively. this perception at the same time strengthens the prevailing opinion that the arrival of a supervisor is just a matter of asking for a signature, or simply to fulfill the supervisor's personal interests, not as a coaching visit. another meaning that can also be taken from p2's statement is that due to the far distribution of schools and teachers, supervisors take shortcuts without wanting to be busy having to visit directly to schools. further perceptions from p1 and p2 regarding the implementation of academic supervision in schools for which they are responsible, p1 stated, (supervisors come to school without confirmation, in the early days of supervision there was a global schedule without any stipulated visiting days, which obviously worked at least twice a month. it could be that for different weeks the visit was made on different days. this attitude was taken so that the teacher who was found also varied, not the same teacher. 7 schools ... 40 teachers ... it's just that sometimes in one year the implementation did not have the opportunity to finish the 40 teachers through clinical supervision, through interviews to find out the weaknesses of the teacher concerned, then find solutions. there is also something that is done using an instrument approach, namely by looking at the teacher's teaching tools, then we set their scores by referring to the standard process, after which we are given input on how it should bewmd2p1). the results of the interviews presented were compiled from the three topics put forward by p1. the first topic was related to the pattern of p1 visits to schools which were carried out suddenly without any confirmation to stakeholders, this was intended so that the teachers met were varied. while the second topic is related to the distribution of teachers in a plot that is distributed across a number of schools, so that the process of supervision, especially coaching in academic supervision, is difficult to do optimally. even in one year, sometimes the coaching of the 40 teachers is not fulfilled. the third topic expressed by p1 is related to the pattern of implementation in coaching. p1 tries to apply various patterns of approaches to teachers. the confirmation was made to p2 regarding the three topics revealed by p1, basically, p2 also did the same thing. regarding school visits, p2 also makes impromptu visits or unscheduled visits. as for the third topic, the same thing was also responded to directly by p2's opinion which stated that it was difficult to complete the coaching of the 40 teachers. the triangulation carried out on s1 and s2 is found to support what was previously stated. perception of s1 states, "... supervisors just come to visit, look around then fill in the data that he has visited the school .. then just leave .. yes, just ask for an autograph" (wdms1). meanwhile, s2 has the perception that "... if the supervisor comes to school it will not add value to the teacher or school" (wfzs2). results of participant observation the results of the observations made on the supervision process are basically the same in principle as what the informants say. observation is carried out by placing the researcher himself as a passive participant, that is, by participating in the field or school just observing. apart from that, informally the researchers also visited the vhs and then engaged in informal conversations with teachers and school principals. the results obtained indicate that the implementation of supervision is carried out randomly, without adequate preparation, so that supervisors themselves find it difficult to define whether they are currently or will be carrying out academic supervision or managerial supervision. the results of the observations also looked at the actions of supervisors who acted more as interrogators than as supervisors. supervisors are more likely to monitor than motivators. the pattern of coaching that is carried out is not serious. this attitude appears in the opinion of researchers as a result of supervisors not preparing and planning what will be done properly, so the important thing is to do "something" as a supervisor. even more worrying is the existence of schools or areas of expertise, which are rarely visited by supervisors because the supervisors are not managerial supervisors in the area of expertise. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu tasrif, e. qualitative analysis of the supervision process and identification ... | 200 indonesian counselor association (iki) | doi: 10.23916/0020200531640 results of document study the results of the review of supervisory documents, especially regarding the implementation process of academic supervision, show that the supervisory documents presented in p1 and p2 are relatively adequate. this completeness is viewed from the aspect of adequacy, however, the main document needed cannot be shown, namely the document regarding the annual work plan or semester of the supervisor in carrying out the task. supervisors have documents such as performance appraisal instrument forms, teacher competency assessment forms, learning tools completeness forms as well as assessment reports and monitoring results reports, but they do not have structured planning when it will be implemented. discussion on the supervision process and constraints that occur in supervision the supervision process includes a number of aspects which are essentially a professional assistance process, as a control so that each planned element runs according to the agreed or established standards (triastuti, 2017). kaufman (2010) states that supervision in the scope of education is a process of developing and maintaining professional competence and school functions. supervision is a collaborative process between supervisors and teachers and principals (stacey et al., 2017; saleh, 2019; sitaasih, 2020;), which is carried out on an ongoing basis (sukayana, yudana, & divayana, 2019). this collaboration is primarily aimed at the growth and enhancement of school, academic and managerial abilities, so that through the supervision process, program continuity and development can take place well (tsui et al., 2017; wartabone, 2021). the results of the study actually show the low professionalism of school supervisors and the low appreciation of the school supervisor profession, of course, this becomes an obstacle in improving the quality of academic supervision. other findings also show that it is very difficult for supervisors to distinguish between the academic supervision process and the managerial supervision process. this is a complication caused by a number of factors that have been recorded, such as (1) supervisors do not understand or care about academic supervision or managerial supervision; (2) the supervisor is working without a good work program, or the program may exist but is invalid; (3) motivation of supervisors is low; (4) there are too many school variants; (5) weak control mechanism; (6) the report is not substantially analyzed by the education office; (7) supervisor visits are carried out as if without a plan, the pattern of guidance is not optimal; (8) the distribution of supervisors is not evenly distributed so that supervisors force themselves to foster teachers who are not their respective fields. the eight points put forward show low commitment and a lack of seriousness on duty. another obstacle found in supervision is those related to competency demands that must be met (zepeda, & ponticell, 2018), as stated in the supervisory workbook and in the supervisory quality standards book (zulfikar, & ibrahim, 2017: zulfiani, thaha, & mahmud, 2021). supervisors must also be more intense in mobilizing the activities of the school supervisory work meeting, as a forum to increase their professionalism. however, all of this is closely related to the 'row material' of the supervisors themselves, as long as recruitment is not addressed, this will remain a stumbling block in mobilizing supervisors and supervisors (zuchowski, 2016). the solution offered in addressing the problem of supervisor recruitment (a special case at the padang city education office) is the need for a breakthrough or renewal of the supervisor recruitment pattern. recruitment is carried out based on a position auction pattern, each supervisory candidate who meets the stipulated requirements and requirements is required to go through a special 'auction' session such as the presentation of the vision, mission, and testing or supervision simulation. the vision, mission stated is a contract that will be accounted for each year. for supervisors who fail to fulfill the contract, they are willing to accept the consequences laid down against them. conclusions the process of supervision, especially academic supervision, takes place in conditions that are not favorable or not in accordance with the standards set by government regulations, especially in relation to a number of constraints such as the low ability of supervisors and also the low professionalism of supervisors. the professionalism of school supervisors is low, resulting in low appreciation of the supervisory profession. the constraints that occurred were basically the result of improper recruitment patterns and were exacerbated by weak control mechanisms. couns-edu  the international journal of counseling and education vol. 5, no. 4, 2020 qualitative analysis of the supervision process and identification ... | 201 indonesian counselor association (iki) | doi: 10.23916/0020200531640 references aini, n. (2019). implementasi supervisi kepala sekolah terhadap guru di sekolah menengah kejuruan farmasi samarinda. tarbiyah wa ta'lim: jurnal penelitian pendidikan dan pembelajaran, 6(3), 170-178. asakura, k., & maurer, k. (2018). attending to social justice in clinical social work: supervision as a pedagogical space. clinical social work journal, 46(4), 289-297. baehaqi, m. a. (2018). manajemen supervisi akademik kepala sekolah dalam meningkatakan kinerja guru (studi deskriptif kualitatif di smk bandung barat 2 cihampelas dan smk it nu saguling). syntax literate; jurnal ilmiah indonesia, 3(8), 51-60. berliani, t. (2017). implementasi supervisi oleh kepala sekolah dalam meningkatkan profesionalisme guru. jmsp (jurnal manajemen dan supervisi pendidikan), 1(3), 218-226. dibyantoro, s. s. (2017). manajemen supervisi akademik untuk meningkatkan kinerja guru mata pelajaran pendidikan jasmani dan kesehatan smk di kecamatan sewon kabupaten bantul. utile: jurnal kependidikan, 3(2), 126-137. evanofrita, e., rifma, r., & nellitawati, n. (2020). pelaksanaan supervisi akademik kepala sekolah di sekolah luar biasa. jmksp (jurnal manajemen, kepemimpinan, dan supervisi pendidikan), 5(2), 217229. ganefri, hidayat, h., kusumaningrum, i., & mardin, a. (2017). needs analysis of entrepreneurship pedagogy of technology and vocational education with production based learning approach in higher education. international journal of advanced science, engineering and information technology, 7, 1701-1707. http://dx.doi.org/10.18517/ijaseit.7.5.1510 ganefri, g., hidayat, h., yulastri, a., mardin, a., sriwahyuni, d., & zoni, a. a. (2018). perangkat pembelajaran pedagogi entrepreneurship dengan pendekatan pembelajaran berbasis produk di pendidikan vokasi. in prosiding seminar nasional & internasional, 1(1). ganefri, g., hidayat, h., yulastri, a., & ifdil, i. (2020). need analysis of the production based entrepreneurship training model: learning entrepreneurship in higher education. couns-edu: the international journal of counseling and education, 5(2), 58-63. grant, b., graham, a., & jones, j. (2017). ‘guidelines for discussion’: a tool for managing postgraduate supervision. in quality in postgraduate education (pp. 165-177). routledge. hernández-gonzález, j., inza, i., & lozano, j. a. (2016). weak supervision and other non-standard classification problems: a taxonomy. pattern recognition letters, 69, 49-55. hidayat, s. (2019). upaya peningkatan penguasaan teknologi guru smk negeri darang dan melalui supervisi akademik multi metode. syntax literate; jurnal ilmiah indonesia, 4(8), 143-153. hidayat, h. (2015). production based learning: an instructional design model in the context of vocational education and training (vet). procedia-social and behavioral sciences, 204, 206-211. hidayat, h. (2017a). how is the application and design of a product-based entrepreneurship learning tools in vocational higher education?. in international conference on technology and vocational teachers (ictvt 2017) (pp. 223-228). atlantis press. hidayat, h. (2017b). impact of learning with the production-based learning model in vocational school. international journal of research in engineering and social sciences, 7(2), 1-6. hidayat, h., herawati, s., tamin, b. y., & syahmaidi, e. (2018). how is the practicality of technopreneurship scientific learning model design in vocational higher education?. international journal of scientific research and management, 6(09). hidayat, h., herawati, s., syahmaidi, e., hidayati, a., & ardi, z. (2018). designing of technopreneurship scientific learning framework in vocational-based higher education in indonesia. international journal of engineering and technology (uae), 7(4), 123-127. hidayat, h., & yuliana. (2018). the influence of entrepreneurship education and family background on students’ entrepreneurial interest in nutritious traditional food start ups in indonesia. international journal of engineering and technology(uae). 7(4), 118-122. https://doi.org/10.14419/ijet.v7i4.9.20631 hidayat, h., tamin, b. y., herawati, s., khairul, k., & syahmaidi, e. (2019a). the contribution of technopreneurship scientific learning and learning readiness towards the entrepreneurship learning outcomes in higher vocational education. jurnal pendidikan vokasi, 9(1), 21-32. hidayat, h., ardi, z., yuliana, & herawati, s. (2019b ). exploration of the need analysis for technopreneurship scientific learning models in higher vocational education. international journal of economics and business research, 18(3), 356-368. hidayat, h., tamin, b.y., herawati, s., hidayati, a., muji, a.p. (2019c). implementation of technopreneurship scientific learning for produce electronic product prototypes in engineering couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu tasrif, e. qualitative analysis of the supervision process and identification ... | 202 indonesian counselor association (iki) | doi: 10.23916/0020200531640 education. international journal of innovative technology and exploring engineering, 8(11), 28422846. http://dx.doi.org/10.35940/ijitee.k2406.0981119 hidayat, h., tamin, b. y., herawati, s., ardi, z., & muji, a. p. (2020). the contribution of internal locus of control and self-concept to career maturity in engineering education. int. j. adv. sci. eng. inf. technol, 10(6), 2282-2289. indrawati, e., somantri, m., & juarsa, o. (2017). implementasi supervisi akademik di smp. manajer pendidikan, 11(5). jamilah, y., sukardi, s., tasrif, e., nendra, f., & firdianis, e. (2019). evaluation program of work practice in industrial vocational high school (seen from respondents teacher supervisor). international journal of educational dynamics, 2(1), 180-187. karmila, n., & suchyadi, y. (2020). supervisi pendidikan di sekolah alam bogor. jurnal pendidikan dan pengajaran guru sekolah dasar (jppguseda), 3(1), 31-33. karomah, n. (2021). peningkatan mutu mengajar guru produktif melalui supervisi akademik ketua program keahlian. jurnal ilmiah pro guru, 7(2), 189-196. kaufman, j., hughes,t.l., & riccio, c.a. (2010). hand book of education, training, and supervision of school psychologists in school and community, volume ii. new york: routledge taylor & francis group. kervadec, h., dolz, j., tang, m., granger, e., boykov, y., & ayed, i. b. (2019). constrained-cnn losses for weakly supervised segmentation. medical image analysis, 54, 88-99. kok, m. c., vallières, f., tulloch, o., kumar, m. b., kea, a. z., karuga, r., ... & taegtmeyer, m. (2018). does supportive supervision enhance community health worker motivation? a mixedmethods study in four african countries. health policy and planning, 33(9), 988-998. krisdayati, f., & hariyati, n. (2020). evaluasi supervisi akademik dalam pembelajaran berbasis teaching factory pada program keahlian perbankan di smk negeri 1 jombang. inspirasi manajemen pendidikan, 8(2). kusumaningrum, i., hidayat, h., ganefri, anori, s. & dewy, ms. (2016). learning outcomes in vocational education: a business plan development by production-based learning model approach. international journal of environmental and science education, 11, 1191711930.https://files.eric.ed.gov/fulltext/ej1122558.pdf mann, s. t., & merced, m. (2018). preparing for entry-level practice in supervision. professional psychology: research and practice, 49(1), 98. marhawati, b. (2020). pelaksanaan supervisi akademik kepala sekolah dasar: studi kualitatif. jmsp (jurnal manajemen dan supervisi pendidikan), 4(2), 71-76. masful, m. (2017). teknik supervisi pembelajaran model icc berbasis karakter dalam meningkatkan kompetensi guru smk di kabupaten pasuruan semester ganjil tahun pelajaran 2016/2017. jdmp (jurnal dinamika manajemen pendidikan), 2(1), 71-81. messi, m., sari, w. a., & murniyati, m. (2018). pelaksanaan supervisi akademik pengawas sekolah sebagai upaya peningkatan profesionalisme guru. jmksp (jurnal manajemen, kepemimpinan, dan supervisi pendidikan), 3(1), 114-125. mette, i. m., range, b. g., anderson, j., hvidston, d. j., nieuwenhuizen, l., & doty, j. (2017). the wicked problem of the intersection between supervision and evaluation. international electronic journal of elementary education, 9(3), 709-724. miftahudin, s., amin, m. m., & sukmawati, s. pelaksanaan supervisi akademik dalam upaya meningkatkan kinerja guru di smk n 1 mempawah hilir. jurnal pendidikan dan pembelajaran khatulistiwa, 8(3). natal, a. (2019). peningkatan kompetensi guru dalam proses pembelajaran melalui pelaksanaan supervisi akademis di smk swasta muhammadiyah pasir penyu. jurnal pendidikan tambusai, 3(1), 439-447. pallawagau, m., prihatin, t., & suminar, t. (2017). pengembangan model supervisi akademik dengan mentoring method dalam pembelajaran yang mendidik pada smk di kabupaten kupang. educational management, 6(1), 9-19. paul, s., roy, s., & roy-chowdhury, a. k. (2018). w-talc: weakly-supervised temporal activity localization and classification. in proceedings of the european conference on computer vision (eccv) (pp. 563-579). couns-edu  the international journal of counseling and education vol. 5, no. 4, 2020 qualitative analysis of the supervision process and identification ... | 203 indonesian counselor association (iki) | doi: 10.23916/0020200531640 pranita, u., kurniah, n., & suprapti, a. (2018). pelaksanaan supervisi klinis kepala sekolah pendidikan anak usia dini islam terpadu kota bengkulu (studi deskriptif kualitatif di paud it auladuna kota bengkulu). jurnal ilmiah potensia, 3(1), 54-65. pront, l., gillham, d., & schuwirth, l. w. (2016). competencies to enable learning‐ focused clinical supervision: a thematic analysis of the literature. medical education, 50(4), 485-495. putra, h. j. (2021). hasil supervisi mutu pendidikan pada sekolah model smk negeri 1 pujut tahun 2020. jurnal paedagogy, 8(2), 169-180. rahabav, p. (2016). the effectiveness of academic supervision for teachers. journal of education and practice, 7(9), 47-55. rahayu, s. w. (2021). peran kepala sekolah dalam menumbuhkan semangat supervisi para pendidik baru sebagai alternatif memajukan kualitas pendidikan. jamp: jurnal administrasi dan manajemen pendidikan, 3(4), 352-358. rahmiyati, s. (2019). pemanfaatan aplikasi google form dalam meningkatkan pelaksanaan supervisi pendidikan pengawas madrasah. jurnal pendidikan madrasah, 4(2), 201-209. ratner, a., bach, s. h., ehrenberg, h., fries, j., wu, s., & ré, c. (2020). snorkel: rapid training data creation with weak supervision. the vldb journal, 29(2), 709-730. riyanto, r. (2017). pengelolaan supervisi pembelajaran berbasis kurikulum 2013 di smk. manajemen pendidikan, 12(3), 217-227. ruskala, a. r. (2021). supervisi akademik dalam bidang multimedia pembelajaran guru di smk ypc tasikmalaya. jurnal abdi ilmu, 13(2), 159-174. saleh, d. (2019). supervisi akademik dapat meningkatkan kualitas pembelajaran produk kreatif kewirausahaan di smk negeri 1 cimahi. jurnal ilmiah p2m stkip siliwangi, 6(2), 90-96. sitaasih, d. k. (2020). supervisi akademik untuk meningkatkan kompetensi guru dalam proses pembelajaran di sd. jurnal ilmiah sekolah dasar, 4(2), 241-247. stacey, g., aubeeluck, a., cook, g., & dutta, s. (2017). a case study exploring the experience of resilience-based clinical supervision and its influence on care towards self and others among student nurses. international practice development journal, 7(2). sukayana, i. w., yudana, m., & divayana, d. g. h. (2019). kontribusi kepemimpinan transformasional, supervisi akademik kepala sekolah, kompetensi pedagogik dan motivasi kerja terhadap kinerja guru di smk kertha wisata denpasar. jurnal administrasi pendidikan indonesia, 10(2), 157-162. syah, a., & tasrif, e. (2021). adriansyah sistem pembelajaran berbasis teknologi informasi dan komunikasi “studi kasus mas ti canduang dengan menggunakan media pembelajaran google classroom”. javit: jurnal vokasi informatika, 10-15. syahmaidi, e., hidayat, h., hartanto, s., & rahmadani, a. f. (2021, february). designing e-training computer assisted instruction used to pedagogic competency in vocational education. in journal of physics: conference series (vol. 1779, no. 1, p. 012038). iop publishing. tasrif, e. (2019). academic supervision mechanism by vocational high school supervisor. in 5th upi international conference on technical and vocational education and training (ictvet 2018) (pp. 160-164). atlantis press. tasrif, e., kurnia, h., pahtoni, t. y., kurniadi, d., & hadi, a. (2020). analysis of development needs of foster parents communication media in supporting improvement of academic achievement of students with weak socio-economic background. in the 1st progress in science and technology research symposium. redwhite press. tasrif, e., saputra, h. k., kurniadi, d., hidayat, h., & mubai, a. (2021). designing website-based scholarship management application for teaching of analytical hierarchy process (ahp) in decision support systems (dss) subjects. international journal of interactive mobile technologies, 16(9). triastuti, r. (2017). pengaruh kompensasi, gaya kepemimpinan kepala sekolah, supervisi pendidikan, dan budaya organisasi terhadap kepuasan kerja guru di smk palebon semarang (doctoral dissertation, universitas negeri semarang). tsui, m. s., o’donoghue, k., boddy, j., & pak, c. m. (2017). from supervision to organisational learning: a typology to integrate supervision, mentorship, consultation and coaching. british journal of social work, 47(8), 2406-2420. wartabone, z. (2021). peningkatan keterampilan dasar mengajar bagi guru smk negeri 1 sindue tobata melalui supervisi klinis. jurnal ilmiah pro guru, 7(2), 168-178. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu tasrif, e. qualitative analysis of the supervision process and identification ... | 204 indonesian counselor association (iki) | doi: 10.23916/0020200531640 yulastri, a., & hidayat, h. (2017). developing an entrepreneurship module by using product-based learning approach in vocational education. international journal of environmental and science education, 12(5), 1097-1109. yulastri, a., hidayat, h., ganefri, g., edya, f., & islami, s. (2018). learning outcomes with the application of product based entrepreneurship module in vocational higher education. jurnal pendidikan vokasi, 8(2), 120-131. yulastri, a., hidayat, h., ganefri, ayu, r., & ardi, z. (2019). an empirical study on the effects of pedagogy learning tools entrepreneurship with product-based learning approach, learning readiness, and locus of control: a case from engineering education in indonesia. international journal of scientific & technology research, 8(9), 1722-1727. zarkasi, t. (2018). supervisi pendidikan bebasis ict (supervisi berbasis internet). at-tadbir: jurnal manajemen pendidikan islam, 2(1), 17-25. zepeda, s. j., & ponticell, j. a. (eds.). (2018). the wiley handbook of educational supervision. john wiley & sons. zuchowski, i. (2016). getting to know the context: the complexities of providing off-site supervision in social work practice learning. the british journal of social work, 46(2), 409-426. zulfiani, z., thaha, h., & mahmud, h. (2021). model supervisi akademik dalam meningkatkan kinerja guru. kelola: journal of islamic education management, 6(1), 25-36. zulfikar, y., & ibrahim, s. (2017). supervisi akademik oleh kepala sekolah dalam meningkatkan kompetensi profesional guru sd negeri 2 calang kabupaten aceh jaya. jurnal administrasi pendidikan: program pascasarjana unsyiah, 5(3). couns-edu the international journal of counseling and education vol.5, no.2, 2020, pp. 40-57 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200526120 received on 03/06/2020; revised on 04/05/2020; accepted on 05/27/2020; published on: 06/30/2020 40 attitudes towards people with disabilities: a systematic review of intervention effectiveness yuleinys a. castillo 1*) , alan larson 2 1 california state university, fresno, usa 2 stephen f. austin state university, usa * ) corresponding author, e-mail: yuchas@aim.com abstract the improvement of attitudes towards people with disabilities has led to studies focusing on the impact of interventions. this review systematically analyzes and synthesizes the use of interventions to influence attitudes toward people with disabilities. a comprehensive search was conducted across multiple databases to identify studies that used an intervention in english with a defined assessment instrument meant to measure attitudinal changes toward people with disabilities. based on a literature research, 32 studies conducted in fourteen different countries were included. in the majority of the cases, the use of interventions was an effective tool to improve attitudes towards disabilities. implications of findings for practitioners and researchers are discussed. keywords: rehabilitation counseling, interventions, attitudes, disability, stigma, society. how to cite: castillo, y., & larson, a. (2020). attitudes towards people with disabilities: a systematic rreview of intervention effectiveness. couns-edu: the international journal of counseling and education, 5(2), 40-57. doi: 10.23916/0020200526120 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction people with disabilities often experience negative attitudes and discriminatory actions in society (smart, 2009). being a target of negative attitudes and behaviors can lead to feelings of loneliness, anxiety, and low self-worth (marini & stebnicki, 2017). additionally, prejudice, attitudinal barriers, and discrimination can limit the opportunities of people with disabilities in multiple areas including education (rao, 2004), employment (gilbride, stensrud, ehlers, evans, & peterson, 2000; taylor, krane, & orkis, 2010), community integration (verdonschot, de witte, reichrath, buntinx, & curfs, 2009) and access to services (krahn, walker, & correa de araujo, 2015). therefore, rehabilitation professionals can assess negative attitudes and their impact on the experiences and integration of people with disabilities. negative perceptions toward disabilities, in general, can affect behaviors and attitudes towards people with disabilities at social and individual levels. societal perceptions of disabilities can also lead to stigma that can affect equality and inclusion (green, davis, karshmer, marsh, & straight, 2005). moreover, the societal stigmatization of disabilities can create substantial disparities in health, housing, employment, limited community life, and increased social distance (werner, corrigan, ditchman, & sokol, 2012). exposure to society’s disability stigma can also result in self-stigma when a person with a disability internalizes a sense of prejudice and discrimination (corrigan & kosyluk, 2014). as a result of self-stigma, people with disabilities may experience reduced self-esteem, empowerment, and hope, as well as show reluctance to participate in treatment, employment, and services (livingston & boyd, 2010). consequently, disability stigma can result in social disadvantages rooted in society as well as in the individual. http://dx.doi.org/10.23916/0020200526120 couns-edu  the international journal of counseling and education vol.5, no.2, 2020 attitudes towards people with disabilities ... | 41 indonesian counselor association (iki) | doi: 10.23916/0020200526120 these social and individual drawbacks, as a result of stigma, can vary for a variety of factors. the level of stigma varies depending on types of impairment, reason of disability onset, and severity of the condition. in a previous study, perceptions of parents and teachers on raising a child with disability, considering stigma and marginality, described two views of disability (lalvani, 2015). parents, using a social model, recognized cultural meanings ascribed to disability related to stigma, marginalization and access while teachers utilized a medical model to biologically define the experience of children with disability. in addition to perspective on disability from different models, stigma is on a spectrum that fluctuates depending on type of impairment. for instance, people with intellectual disabilities and mental illness tend to experience the most social inequalities and disparities in basic human rights due to stigma (ditchman, werner, kosyluk, corrigan, 2013). people with intellectual disabilities, severe mental health conditions, sensory disabilities, and albinism tend to experience more stigma than people with physical disabilities (rohwerder, 2018). in order to reduce the undesirable impact of negative attitudes on the quality of life of people with disabilities, a variety of social interventions have been implemented and tested to increase education and improve attitudes. for instance, educational projects that enhanced knowledge about disabilities (kim, park & snell, 2005; tavares, 2011) as well as previous exposure to disability related information (vignes el al., 2009) had been found to have a positive effect on students’ attitudes regarding disabilities. generally, education and contact interventions have been found to be the most effective approaches to change attitudes toward disabilities (corrigan, morris, michaels, rafacz, & rusch, 2012). similarly, interventions used in different settings have been effective to diminish the impact of stigma on the perception of disabilities in society (dunn, 2015). interventions influence on changing attitudes people with disability face significant social challenges impacting their full participation and inclusion in society. ableism relations, which are based on an ideal of normal and a division between “normal” human and subhuman, result in marginality and a perception of disability as problematic to community systems (campbell, 2012). these negative interpretations of disability represent a complex barrier that creates oppression for people with disability resulting in ableism (brown & broido, 2014). moreover, ableist attitudes are multipart and may sometimes change slowly with a type of intervention. attitudes are considered to have three components, affect, cognition, and behavior, which may function as antecedents and consequences of attitudes (olson, 1993). in other words, the three components can form attitudes but attitudes can also impact affect, cognitions, and behaviors. additionally, attitudes impact the framework use to interpret environments and interactions with people with disabilities with a structured set of cognitions, relationships among those cognitions, and specific examples based on previous experiences (fichten, 1994). hence, attitudes can play a role in evaluating, interacting, and supporting people with disabilities. since changing attitudes can influence future behaviors, interventions represent an opportunity to increase positive attitudes towards people with disabilities. attitudes can predict one’s future behavior after a direct experience and information about the attitude object (azjen, 2005). disabilities become an attitude object that can influence one’s behaviors and decisions. when individuals have negative attitudes towards disabilities, people with disabilities have limited opportunities of acceptance and educational engagement (moore & nettelbeck, 2013). however, different interventions strategies have positively influence attitudes towards individuals with disabilities (rabenschlag et al., 2012; swaim & morgan, 2001) representing mechanism to foster accepting behaviors. because of the predicting ability of behaviors, interventions focus on changing attitudes can change interactions and inclusion for people with disability. attitudinal interventions targeting disabilities have been utilized for many years to boost the quality of life of people with disabilities. in a systematic review, direct contact and indirect contact with people with disabilities were found as effective mechanisms to improve children’s attitudes towards disability (macmillan, tarrant, abraham, & morris, 2014). similarly, education based interventions have also positive effects on attitudes towards disabilities using brief educational media (e.g. lindau, amin, zambon, & scior, 2018), three weeks education projects (e.g. de boer, pijil, minnaert, & post, 2014), and combined methods (e.g. reina, lopez, jimenez, garcia-calvo, & hutzler, 2011). equally, creative teaching interventions in a meta-analysis, as puppet shows, have led to changes in individuals’ attitudes and knowledge of individual with disabilities (dunst, 2014). couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu castillo, y., & larson, a. attitudes towards people with disabilities ... | 42 indonesian counselor association (iki) | doi: 10.23916/0020200526120 since interventions can help reduce the influence of stigma on the lives of people with disabilities, a systematic review of methods utilized to improve attitudes can assess effectiveness and provide potential options. despite the research on interventions to improve attitudes toward disability has focused on strategies, the common elements of effective components can be synthesized. the aim of this review was to systematically review and synthesize the use of attitudinal interventions and how attitudes were changed toward people with disabilities using different strategies. this review intends to assist rehabilitation services professionals in identifying and understanding the implications of interventions in the inclusion and participation of people with disabilities. understanding the significance of interventions is beneficial to intentionally incorporate strategies in services and social environments as well as increase disability intervention awareness. at the time of this study, other systematic reviews focused exclusively on children or focused on different parts of attitude changes; thus, this review specifically explored the utilization and success of different interventions to enhance attitudes toward disabilities. method the approach used for this systematic review was an adapted version of a suggestion by bettanyslatnikov (2010a, 2010b), who recommends starting with an overall research question and then investigating populations, interventions, comparison of interventions, and outcomes. in this study, the overall research question is “how effective are interventions on changing attitudes toward people with disabilities?” the following supplemental research questions were also considered: rq1: whose attitudes were attempted to be changed, and toward what types of disabilities? rq2: what interventions were used in attempting to change attitudes? rq3: what were the results of the interventions? criteria for inclusion studies included in this review evaluated interventions to change attitudes toward disabilities. for the purpose of this analysis, dissertations, literature reviews, conference papers, and book reviews were not included. even though different interventions could help to improve attitudes, the focus was to evaluate studies performed using the english language with a clear measurement directed toward any type of disability. for consideration in this analysis, empirical studies published in peer-reviewed journals also had to involve participants in an intervention, measure attitudes toward disability, and take place in a community or educational setting. identification process a systematic search was conducted using online library databases and the search engines of academic search complete, psychology and behavioral sciences collection, psychinfo and pscyharticles to find relevant peer-reviewed academic journal articles using the general search terms: attitude change, intervention, and disabilities. the systematic review of intervention studies focused on research published between 2005 and 2016. after eliminating any irrelevant or duplicate results, a total of 379 unique articles were generated. these peer-reviewed articles were then revised for the following inclusion criteria: 1) included an attitude change intervention, 2) able-bodied participants were the participants in the intervention, 3) the utilization of a qualitative and/or quantitative type of disability attitudes measurement 4) the study took place in a community or educational setting, and 5) written in english. articles were excluded if they were about the psychometric properties of an instrument, were a meta-analysis, did not deal with specific attitudes about people with disabilities (i.e., attitudes about sex, diversity, inclusion, etc.), took place in a medical setting, or were about another unrelated topic. the end result was the total of 35 articles used in this analysis. results overview of studies the full data set containing the results from all 35 studies can be found in table 1. the studies identified in this analysis took place all over the world. the sample sizes ranged from 2 to 873, and the age of the participants started from 7-years old into late adulthood. specific answers to the research questions will be discussed in the next sections. intervention population samples and disability types couns-edu  the international journal of counseling and education vol.5, no.2, 2020 attitudes towards people with disabilities ... | 43 indonesian counselor association (iki) | doi: 10.23916/0020200526120 to answer the question of whose attitudes were attempted to be changed, we first categorized the studies by country. the united states had the most studies conducted in it, with 11 (31.43%) while twelve (34.29%) of the remaining studies were conducted in various countries in europe, five (14.29%) were conducted in the middle east, three (8.57%) were conducted in canada, and two (5.71%) were conducted in africa, and remaining two (5.71%) were conducted in india, and australia. subsequently, we also divided the groups within the studies based on whose attitude was attempted to be changed. overall, there were 41 different groups tested but some studies intervened with more than one type of group, thus there are more groups than studies. the most frequent intervention group was college students, with 20 (48.78%). eight (19.51%) of the remaining groups were students in school, four (9.76%) were various types of professionals already working with people with disabilities, another four (9.76%) with the general public two (4.88%) were with teachers, and three others (7.32%) were mothers of children with intellectual disabilities, theme park employees, and wheelchair users due to a spinal cord injury. to answer the question what disabilities were the object of attitude change, we grouped the specific disabilities listed in the studies into six broad disability categories. because some studies measured the attitudes toward multiple types of disabilities, there were a total of 48 disabilities noted in the studies. the most frequently studied disability attitude was intellectual disabilities that included learning disabilities, with 15 (31.25%), nine (18.75%) were the disability population as a whole, eleven (22.92%) were physical disabilities such as spinal cord injury, cerebral palsy, spina bifida, and muscular dystrophy, six (12.5%) were on sensory disabilities such as vision and hearing impairments, another five (10.42%) were mental disability such as mental illness and autism, and the remaining two (4.17%) were tourette’s syndrome and communication disorders. the specific context of the results regarding used interventions for attitudinal change toward disabilities will be discussed in the next section. interventions for attitudinal change to answer the question of what types of interventions were used to change attitudes, we organized the data first by category and then by study. we grouped the interventions into categories based on type of interventions. the interventions varied from formal education, contact, simulations, combined instruction, and community based approaches. type of interventions. we next looked at the intervention data across studies. of the 35 studies, 13 (37.14%) combined instruction, which included any planned combination of formal instruction with contact or simulation, nine (25.71%) used only formal education, seven (20%) used only contact, two (5.71%) focused on simulations, and one study each used teacher support, marketing, counseling, or a film festival (11.43%). each group of interventions aimed to change attitudes toward disabilities. combined instruction. thirteen studies combined formal instruction and a behavioral component. these studies aimed to blend a cognitive intervention, which prepare participants by learning about medical conditions and personal experiences prior to engaging in a behavioral activity (contact or simulation). for instance, teachers in cairo participated in 12 sessions (60 minutes each), combined with working and providing training to people with intellectual disabilities in sheltered workshops (hassanein, 2015). in another study, medical students, in london, participated in a 14-week neurosciences course which included a three hour lecture on intellectual disabilities and an opportunity to participate in a threeweek placement at two learning disabilities services (sinai et al., 2013). using contact theory as a theoretical framework, wozencroft, pate and griffiths (2015) examined the impact of a service learning class on college students’ attitudes toward people with disabilities. as part of this class, students received lecture material and worked directly with people with disabilities in a week long therapeutic camp environment. in another study involving graduate and undergraduate students, a course curriculum along online learning component, lectures, team based problem solving, and client interviews, were used to change knowledge, skills, and attitudes toward individuals with intellectual disabilities (id) among healthcare students in canada (jones et al., 2015). to close the training, students participated in an interactive learning group to formulate a comprehensive assessment and treatment plan from the clinical vignettes. couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu castillo, y., & larson, a. attitudes towards people with disabilities ... | 44 indonesian counselor association (iki) | doi: 10.23916/0020200526120 five studies involved undergraduate students in different universities across the world. in a study in ireland, undergraduate dental students enrolled in a comprehensive, blended learning program involving lectures, experiential workshops (i.e. observing dental procedures), and access to informational resources (phadraig et al., 2015). in another study, undergraduate students received several preparatory lectures and seminars before interacting two to three times with a person with mild to moderate learning disabilities in a local day center or social enterprise unit (smith & forrester-jones, 2014). fourth year undergraduate medical students participated in a three hour communication skills training session to improve interactions and reduce communication issues with patients with intellectual disabilities (tracy & iacono, 2008). finally, israeli undergraduate social work students participated in a service learning program called ripple effect that included weekly interactions with people with disabilities (zychlinski et al., 2016). to change negative attitudes toward people with physical disability, ninth grade students in germany participated in a cognitive intervention, which provided information and stereotypes about physical disability, and a behavioral intervention of engaging in three paralympic disciplines under the instruction of athletes with disabilities (krahe & altwasser, 2006). in israel, middle school students without disabilities, who attended general education schools, participated in an inclusion program requiring 30-90 minute weekly or bi-weekly activities with students in special education classes (marom et al., 2007). students without disabilities received information about the specific disabilities prior interacting with students with disabilities in joint activities such as, sports, music, arts, volunteering, and social games. in another israeli study, 9th grade students from various junior high schools participated in a school year long leadership integration program which combined information about disabilities with opportunities for contact with individuals with disabilities (cohen et al., 2012). after four months in the program, the 9th grade students held workshops about prejudice, stigma, equal opportunities, and experiences with disabilities for the 8th grade students. one study combined an educational component with a behavioral activity using simulation. lewis (2011) used lecture-based awareness training and active impairment simulation activities to evaluate their influence on the attitudes of urban planning students in a canadian university. the training event consisted of three lectures followed by a simulation exercise where the students wore prosthetic devices (e.g. leg braces), used mobility equipment (e.g. wheelchairs, crutches), or wore goggles. the lectures addressed general topics related to disability and impairment, and accessible planning and design. another study used six digital brief interventions consisting of different combinations of education, indirect and imagine contact (lindau, amin, zambon, & scior, 2017). formal instruction nine studies used a form of training to improve participants’ attitudes toward disabilities. two studies offered a workshop lasting from 90 minutes to one day. tourism students in slovenia participated in a 90 minute training covering material about social and psychological dimensions of disabilities as well as financial opportunities for businesses to generate profit in the growing market of customizing tourism for people with disabilities (bizjak et al., 2011). in another study, a one-day disability awareness workshop was used to improve knowledge and attitudes toward guests with disabilities in theme parks (hall, 2008). the workshop offered two sessions: one covering general issues about disability followed by a second session about specific disability areas, including origin of attitudes, strategies, double disability, among others. as opposed to offering brief interventions, two studies opted for long educational engagements in academic settings. in jordan, nursing students attended a course on mental health and pathology to improve attitudes toward people with mental illness (hamaideh & mudallal, 2009). finally, rehabilitation students, with different professional backgrounds and nationalities, completed a semester long program with seminars and lectures to establish a positive attitude toward disability and working with people with disability (yazdani et al., 2016). another type of formal instruction used in five studies was the use of short videos about people with disabilities. in ireland, school aged children were exposed to audiovisual material promoting inclusion for children with down syndrome (gannon & mcgilloway, 2009) while in the uk students watched a video on paralympic athletes (ferrara et al., 2015). also in the uk, college students watched either a video of a rock band that included people with and without disabilities or a video about a hate crime committed against a person with an intellectual disability (walker & scior, 2013). the other two studies were carried out in the united states. flatt-flutz and phillips (2012) utilized a training video on empowerment of couns-edu  the international journal of counseling and education vol.5, no.2, 2020 attitudes towards people with disabilities ... | 45 indonesian counselor association (iki) | doi: 10.23916/0020200526120 individual with intellectual and developmental disability for direct support professionals in human services. lastly, holtz and tessman (2007) used short videos to increase elementary children’s knowledge and improve attitude toward a peer with tourette syndrome. contact seven studies used direct or indirect contact between participants and people with disabilities as an intervention to positively influence attitudes toward disabilities. in order to create an intervention that included equal-status contact and pursuit of common goals, sullivan and glidden (2014) required college swim team members to work together with special olympics swimmers to pursue swimming-related goals in 4 sessions over a 6-week period. in canada, volunteering for 4 to 10 months with children with physical or hearing impairments was used to decrease social distance and improve attitudes (fichten et al., 2005). in another study, personal narratives, which can teach and influence emotions, written by individuals with complex communication needs, were used to change the attitudes of undergraduate business majors (mccarthy et al., 2010). similarly, galli et al. (2015) explored the influence of direct and indirect contact on attitudes toward wheelchair users. participants were asked to interact with an individual with spinal cord injury in a 45-minute semi-structured conversation or to listen to a 45-minute audio about the experiences of wheelchair users. equally, community based groups listened to adults with disabilities sharing their personal narratives (gona, newton, hartley, & bunning, 2018). finally, a study in the united states used person-centered videos describing the life experiences of people with visible disabilities (lu, webber, romero, & chirino, 2018). staff, who provided services for adults with intellectual disabilities, participated in a half day training delivered by a trained professional and a person with an intellectual disability (id) (hutchinson et al., 2014). the who’s challenging who program incorporated two levels of contact with people with behavior challenges: direct contact with trainer with id (valued position) and workshop material focused on people with id and/or autism. simulation having participants act out being disabled for a period of time is considered simulation. in order to foster the development of positive attitudes toward persons with physical disability, amosun, wolmink and rosin (2005) followed two south african students who registered in a 4-week special training module as part of their medical training. a role-playing exercise was used as a single, active learning intervention requiring to assume a mobility limitation and use a wheelchair for five consecutive working days. students also maintained a journal to capture their everyday reflections about their simulation experience. undergraduate student in an american university participated in a three-phase mixed method design involving simulation activities during an abroad study experience (mckenney, 2018). sole interventions four studies involved provided an intervention that required participants to engage in a variety of activities or aimed to affect society at large. in a study, teachers in science, technology, engineering math (stem) classes participated in a program educating students with visual impairments to increase awareness and provide funding for supplemental adaptive resources (rule et al., 2011). in another study, kirkwood and stamm (2006) guided the design, distribution, and evaluation of an anti-stigma campaign regarding people with mental illness. a film festival was designed to provide authentic representation of people with disabilities living normal lives to help viewers see individuals with disabilities as people first (schwartz et al., 2010). lastly, counseling sessions were used to change attitudes of mothers of children with disabilities (saravanan & rangaswamy, 2012). next, outcomes of the interventions will be discussed. intervention outcomes some studies aimed to evaluate the utilization of interactive instruction type of interventions to improve attitudes toward people with disabilities. wozencroft, pate and griffiths (2015) reported that students’ attitudes positively changed after taking a course and remained constant after interacting with someone with a disability. the attitudes of students from different majors also positively changed when using interaction and education (bizjak et ap., 2010; lewis, 2011; mccarthy et al., 2010; smith & forresterjones, 2014; sullivan & glidden, 2014; yazdani et al., 2016). five studies tried to evaluate the outcomes of work training interventions that positively influenced attitudes (flatt-fultz & phillips, 2012; hall, 2008; hutchinson et al., 2014; hassanein, 2015; rule et al., 2011). communication training, simulation activities, and participation in a course helped improve attitudes toward disabilities among future medical professionals (amosun et al., 2005; hamaideh & couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu castillo, y., & larson, a. attitudes towards people with disabilities ... | 46 indonesian counselor association (iki) | doi: 10.23916/0020200526120 mudallal, 2009; jones et al., 2015; tracy & iacono, 2008). furthermore, a brief film-based digital intervention, showed to community based participants, had a small positive effects on attitudes to people with disabilities improved (lindau et al., 2017). likewise, videos with real-life experiences of people with visible disabilities positively influenced attitudes of undergraduate students (lu et al., 2018). in a couple of studies, involving adults (fichten et al., 2005), volunteer contact as well as direct interaction with a wheelchair user, were effective in enhancing attitudes (galli et al., 2015). similarly, direct contact between middle school israeli students without disabilities with those with disabilities helped to changed stereotypes (cohen et al., 2012; marom et al., 2007) as well as personal narratives improved recognition of the person and generated ideas for collective action in favor of disabilities (gona et al., 2018). in another study, 9th grade students’ attitudes positively changed as a result of leadership inclusion training and personal contact with people with disabilities (cohen et al., 2012). additionally, the use of visual media also led to positive changes among children and adults in small and large audiences (holtz & tessman, 2007; kirkwood & stamm, 2006; schwartz et al., 2010). in this review, four studies were identified as reporting no effect on attitudinal changes after implementing an intervention method with participants. in a study on school aged children, gannon and mcgilloway reported that girls tended to hold more favorable attitudes than boys toward children with learning disabilities (2009). compared to other studies, they found that having a friend or relative with down syndrome or watching an informative video about children with down syndrome made no differences in attitudes toward disabilities among participants. moreover, phadraig et al. (2015) reported that dental students reported no difference in attitudes toward disabilities before or after participating in a brief blended learning program involving lectures, experiential workshops and access to resources. sinai, strydom and hassiotis (2013) also reported that medical students had a better understanding of the definition of intellectual disability but there was no significant change in attitude after enrolling in the neurosciences course. finally, participation in a service learning program was unsuccessful to lead to significant changes in attitude (zychlinski et al., 2016). however, volunteering was correlated with negative attitudes toward disability while positive attitudes were significantly associated with prior positive attitudes among israeli students. couns-edu  the international journal of counseling and education vol.5, no.2, 2020 attitudes towards people with disabilities ... | 47 indonesian counselor association (iki) | doi: 10.23916/0020200526120 table 1. studies using interventions to change attitudes toward people with disabilities study intervention group type of intervention type of disability results amosun, s. l., volmink, l., & rosin, r. (2005) 2 university medical students in south africa (college) five days of disability simulation (simulation) physical disability – wheelchair user(physical) the two students reported improved attitudes bizjak, b. knezevic, m., & cvetreznik, s. (2010) 124 tourism students in slovenia (college) two disability education (formal instruction) disability in general (general) both forms of education led to improved attitudes cohen, r., roth, d., york, a., & neikrug, s. (2012) 164 9th grade students, leadership program in israel (pre-college) compared education and contact in a school year (combined instruction) intellectual disabilities(intellectual) significant improvement in attitudes among students ferrara, k., burns, j., & mills, h. (2015) 114 college students in the uk (college) video of paralympic and olympic performances (formal instruction) intellectual disabilities (intellectual) both groups had improved attitudes, and paralympic media had the greater improvement fichten, c. s., schipper, f., & cutler, n. (2005) 71 new adult volunteers in canada (volunteers) working with children (4 to 10month) (contact) children with physical or hearing impairments (hi)(physical, sensory) attitudes toward both groups of children improved with better attitudes toward hi flatt-fultz, e. & phillips, l. (2012) 43 direct support professionals in the us (professionals) empowerment video (formal instruction) intellectual and developmental disabilities (intellectual, general) more empowering attitudes after watching training video galli, g., lenggenhager, b., scivoletto, g., molinar, m., & pazzaglia, m. (2015). 85 wheelchairs users, physical therapists,people w/o disabilities in italy (professionals, public, other) interaction with wheelchair user and audio recording (contact) wheelchairs use due to a spinal cord injury(physical) having direct contact increased positive attitudes gannon, s. & mcgilloway, s. (2009) 118 8-11 year old children in ireland (pre-college) lecture with supporting media (formal instruction) children with down syndrome(intellectual) no significant improvement in attitudes couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu castillo, y., & larson, a. attitudes towards people with disabilities ... | 48 indonesian counselor association (iki) | doi: 10.23916/0020200526120 gona, j., newton, c., hartley, s., & bunning, k. (2018). 249 community members sub-saharan africa. personal narratives (contact) diverse disabilities improved recognition of pwd as fellow human beings. hall, e.(2008) 40 theme park employees in the us (other) a 1-day disability awareness workshop (formal instruction) diverse type of disability. (general) disability awareness workshop enhance knowledge and positive attitudes toward guests with disabilities hamaideh, s. h. & mudallal, r. (2009) 193 nursing students in jordan (college) mental health & pathology course (formal instruction) mental illness(mental) attitudes improved four of the five subscales hassanein, e. e. a. (2015) 18 teachers in egypt (teachers) education and contact intervention (combined instruction) intellectual disabilities(intellectual) participation in educational and contact intervention improved attitudes holtz, k. & tessman, g. (2007) 179 elementary school children us (pre-college) video-based intervention (formal instruction) tourette syndrome(other) video enhanced knowledge, positive attitudes, and behavioral intentions hutchinson, l. m., hastings, r. p., hunt, p. h., bowler, c. l., banks, m. e., & totsika, v. (2012) 76 staff members at disability service related agencies in the uk (professionals) trained by a person with an intellectual disability (contact) intellectual disabilities and/or autism(intellectual, mental) significant improvement in 3 of the 4 subscales (empowerment, selfefficacy, and empathy) jones, j., mcqueen, m., lowe, s., minnes, p., & rishke, a. (2015) 247 graduate students in canada (college) training curriculum and interview (combined instruction) iintellectual disabilities (intellectual) no significant change in attitudes kirkwood, a. & stamm, b. h. (2006). 341 community caregivers, gatekeepers, and teens in the us (professionals, public) anti-stigma social media marketing campaign (other) mental illness and the general disability population(mental, general) one year follow-up showed changes in attitudes and/or behaviors couns-edu  the international journal of counseling and education vol.5, no.2, 2020 attitudes towards people with disabilities ... | 49 indonesian counselor association (iki) | doi: 10.23916/0020200526120 krahe, b. & altwasser, c. (2006) 70 9th grade students in germany (pre-college) training materials plus interaction (combined instruction) physical disabilities(physical) only the cognitive-behavioral (contact) intervention produced signification positive results lewis, j. l. (2011). 200 students in canada (college) education & simulation (combined instruction) pysical & visual (physical, sensory) interventions improved attitudes, educational intervention better lindau, n., amin, t., zambon, a., & scior, k. (2017). 401 adults uk residents education with contact (combined instruction) intellectual disability(id) small positive effects on attitudes. lu, j., webber, w., romero, d., & chirino, c. (2018) 53 us undergraduate students person-centered videos (contact) diverse disabilities improved explicit attitudes marom, m., cohen, d., & naon, d. (2007) 170 10 to 12-year old children in israel (precollege) year-long information plus contact (combined instruction) id/cerebral palsy(intellectual, physical) only the intervention group had improved attitudes mccarthy, j., donofriohorwitz, l., & smucker, l. (2010). 109 business major students in the us (college) reading personal narratives (contact) communication disorders(other) reading narratives improved attitudes mckenney, a. (2018). 10 us participants (college) (simulation) activity physical & blindness(physical/sensory) positively affect people's attitudes and levels of empathy phadraig, c. m. g., nunn, j. h., tornsey, o., & timms, m. (2014) 109 undergraduate dental students in ireland (college) education and experiential activities (combined instruction) the general disability population(general) no improvement in attitudes rule, a., stefanich, g., boody, r., & peiffer, b. (2011) 15 science and mathematics teachers in the us (teachers) teacher support: adaptive equipment and consultation (other) visual impairments(sensory) positive changes in attitudes among teachers in stem classes. saravanan and rangaswamy (2012). 32 mothers of children with disabilities in india psychological counseling (other) intellectual disabilities(intellectual) mother’s attitudes became more positive towards their children with couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu castillo, y., & larson, a. attitudes towards people with disabilities ... | 50 indonesian counselor association (iki) | doi: 10.23916/0020200526120 (other) intellectual disability schwartz et al., (2010) 107 graduate students, faculty, and community members in the us (college) film festival (other) cerebral palsy, autism, fragile x, down syndrome & developmental disabilities(general) film can help to foster positive attitudes towards people with disabilities sinai, a., strydom, a., & hassiotis, a. (2013). 133 medical students in the uk (college) 14-week neurosciences course plus clinical placement (combined instruction) intellectual and learning disabilities (intellectual) medical students increased knowledge of definitions and favorable attitude towards people with id but there was no significant change in attitude smith, c. & forresterjones, r. (2014). 62 undergraduate students learning disabilities in the uk (college) lectures plus two to three contacts (combined instruction) mild to moderate learning disabilities(intellectual) change of attitude towards people with learning disabilities after experiencing direct contact sullivan, e., & glidden, l. (2014). 33 college swim team members in the us (college) swim program with special olympic swimmers (contact) intellectual and developmental disabilities(intellectual) participation in program increased positive attitudes tracy, j., & iacono, t. (2008). 128 undergraduate premedical students in australia (college) contact plus education (combined instruction) id, with some physical and/or sensory disabilities(intellectual, physical, sensory) significant positive change in attitude, better understanding and more comfortable feeling walker, j, & scior, k. (2013). 403 college students in the uk (college) 10-minute film (formal instruction) intellectual disabilities(intellectual) changed inclusion attitudes and social distance wozencroft, a., pate, j., & griffiths, h. (2015). 84 students in a service learning class in the us (college) contact plus education (combined instruction) diverse disability(physical, sensory, mental) significant change in attitudes at the end of the course yazdani, n., yazdani, f., & nobakht, l. (2016) 14 students in a rehabilitation master’s semester long lecture (formal instruction) the general disability population (general) students became more accepting of people with disabilities couns-edu  the international journal of counseling and education vol.5, no.2, 2020 attitudes towards people with disabilities ... | 51 indonesian counselor association (iki) | doi: 10.23916/0020200526120 program, uk (college) zychlinski, e., ben-ezla, m., & raz, y. . (2016). 150 social work students in israel (college) service learning course plus contact (combined instruction) the general disability population (general) no significant overall change in attitude. studies are alphabetically sorted category in parentheses couns-edu  the international journal of counseling and education vol.5, no.2, 2020 analysis of learning anxiety among senior high school students| 52 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526720 implications this systemic review identified 35 articles about intervention methods to change attitudes toward disabilities among different groups of individuals. in this review, most interventions were found to improve attitudes towards people with disabilities. professionals in the rehabilitation field would benefit from an understanding of the impact of interventions on attitudes and awareness about the harmful experience of those with disabilities in society. the research on these interventions demonstrated effective approaches to reduce attitudinal barriers toward people with disabilities. of the 35 studies included, 31 showed a positive attitudinal change among participants, and just four showed no changes in perceptions, behaviors or attitudes. only gannon and mcgilloway (2009), phadraig et al. (2015), sinai, strydom and hassiotis (2013), and zychlinski et al. (2016) identified no changes in attitudes. all the studies with positive results suggest that interventions increase awareness and perspectives on the experience of those with disabilities in society. for instance, participants explained that the experience of being in a wheelchair led to negative social interactions and physical barriers, which then caused feelings of inferiority and lowered self-esteem (amosun et al., 2005). an increased sense of awareness could help to positively change current misperceptions and improve attitudes towards people with disabilities (burke et al., 2013) the majority of the studies (24) were carried out in many countries around the world with eleven in the united states. while most people in the united states may seem to agree with the rights of people with disabilities, there is still discrimination and prejudice experienced by people with disabilities (smart, 2009). globally, social and legislative changes have also attempted to reduce discrimination towards people with disabilities. efforts to change stigma toward disabilities have been found to be effective, suggesting that contact between the general public and people with disabilities may positively change prejudicial attitudes, especially mental illness stigma (corrigan & penn, 2015). using interventions toward disabilities would likely decrease negative attitudes, thus potentially improving the quality of life and social inclusion of people with disabilities. these findings support evidence based practices that can be used by rehabilitation professionals to decrease stigma toward disabilities. if, as appears to be the case in this review, attitude intervention in all its various forms is almost always successful in improving attitudes, rehabilitation professionals and researchers should consider ways to incorporate these methods into practice. knowledge and contact seem useable tools to influence attitudes in a variety of interventions. the findings reported by fichten et al (2005) exemplified how volunteer contact had a great impact on reducing social distance while improving self-focused views of attitudes, comfort, and thoughts about disabilities, including more favorable views about people who have a hearing impairment. rehabilitation professionals and researchers can use information to increase knowledge and promote contact as useable tools to influence attitudes in a variety of social and educational settings. contact can help to improve attitudes but having people with and without disabilities work together to achieve a common goal can have long term impact on attitudes (johnson, 2006). rehabilitation professionals can structure activities with consumers and employers as part of the rehabilitation process. in the work settings, rehabilitation professionals and clients with disabilities work together but collaboration on goal achievement can offer opportunities to decrease prejudice and stigma toward disabilities. stigma can hinder goal attainment; however, involvement in evidence-based practices supports the achievement of life goals and reduces negative attitudes toward disability (corrigan, larson, & rusch, 2009). therefore, collaboration between stakeholders involved in the rehabilitation process – consumer, professionals, employers, among others -can contribute to promote inclusion and positive views of disabilities. nonetheless, sinai, strydom and hassiotis (2013) suggested that didactic teaching and limited exposure to people with intellectual disabilities increases knowledge but may not be enough to improve attitudes. with this finding, rehabilitation professionals and employers might want to assess their audience to determine a feasible intervention before assuming that just any intervention would be effective in attitudinal changes. in order to effectively generate a potential positive shift in attitude toward disabilities, rehabilitation professionals need to evaluate each intervention separately. while assessing the intervention for attitudinal change, the rehabilitation professional should consider the cognitive ability, developmental stage, emotional readiness, previous experiences, and motivation of the targeted audience. these considerations can increase the effectiveness of the applied intervention to reach the goal of enriched quality of life for people with disabilities. couns-edu  the international journal of counseling and education vol.5, no.2, 2020 analysis of learning anxiety among senior high school students| 53 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526720 although this systemic review contributes to the value of interventions to change attitudes, there are some important methodological limitations. the search utilized only relevant databases and not a review of reference lists, as recommended by bettany-slatnikov (2010a, 2010b). since it could be difficult to review each potential study, there is possible human error for excluding a feasible study. due to discovering the ubiquity of international research on attitude intervention, the resulting 35 articles analyzed in this review were deemed representative, if not exhaustive. another limitation is that the evidence comes mainly from cross-sectional attitude surveys using convenience and student samples. results should be interpreted with reasonable caution considering potential methodological limitation and external factors that could influence the outcomes. since 88% of the participant samples in this review showed a positive change in attitudes after being part of an intervention, rehabilitation professionals and instructors should keep these approaches in mind as an area of concern and attitudinal transformation. it is recommended that future research should migrate from attitude intervention with small samples to broader inquiries into what effect improved attitudes have on societal inclusion of people with disabilities. furthermore, research could also continue to assess interventions in community and vocational settings (bartram & cavanagh, 2019) as well as interaction focus on the human-animal bond (silcox, castillo, & reed, 2014). some of the studies reached larger audiences in public settings leading to a positive attitudinal change that could translate into opportunities for marginalized groups, improved policy, and voices for advocacy. as example of potential community impact, kirkwood and stamm (2006) explained that even though attitude changes were minimal in their study of idaho citizens, the mild decreases in stigma and increases in awareness of mental health services resulted in a rise in referrals for children with mental disorders. in addition, research could also evaluate external and internal factors to better identify ways to change attitudes toward disabilities with short and long term impact including vocational interventions. conclusions therefore, a valuable contribution of this research supports that interventions can change attitudes towards disability fostering inclusion, equity opportunities, and quality of life. there seems to be an implicit understanding that interventions can enhance attitudes towards disabilities decreasing barriers and increasing social connections. results highlight the role of attitudinal intervention with potential implication in vocational, recreational, social, and political arenas for people with disabilities. references amosun, s. l., volmink, l., & rosin, r. (2005). perceived images of disability: the reflections of two undergraduate medical students in a university in south africa on life in a wheelchair. disability and rehabilitation, 27(16), 961–966. http://doi.org/10.1080/09638280500030407 bartram, t., & cavanagh, j. (2019) re-thinking vocational education and training: creating opportunities for workers with disability in open employment. journal of vocational education & training, 71(3), 339– 349, doi: 10.1080/13636820.2019.1638168 bettany-saltikov, j. (2010a). learning how to undertake a systematic review: part 1. nursing standard, 24(50), 47–55. http://doi.org/10.7748/ns2010.08.24.50.47.c7939 bettany-saltikov, j. (2010b). learning how to undertake a systematic review: part 2. nursing standard, 24(51), 47–56. http://doi.org/10.7748/ns2010.08.24.50.47.c7939 bizjak, b., knezevic, m., & cvetreznik, s. (2011). attitude change toward guests with disabilities. reflections from tourism students. annals of tourism research, 38(3), 842–857. http://doi.org/10.1016/j.annals.2010.11.017 burke j., bezyak, j., fraser, r.t., pete, j., ditchman, n., & chan, f. (2013) employers' attitudes toward hiring and retaining people with disabilities: a review of the literature. the australian journal of rehabilitation counseling,19(1), 21–38. campbell f.k. (2012) stalking ableism: using disability to expose ‘abled’ narcissism. in: goodley d., hughes b., davis l. (eds) disability and social theory. palgrave macmillan, london. couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu castillo, y., & larson, a. attitudes towards people with disabilities ... | 54 indonesian counselor association (iki) | doi: 10.23916/0020200526120 cohen, r., roth, d., york, a., & neikrug, s. (2012). youth leadership program for changing self-image and attitude toward people with disabilities. journal of social work in disability & rehabilitation, 11(3), 197–218. http://doi.org/10.1080/1536710x.2012.704215 corrigan, p.w., & kosyluk, k.a. (2014). mental illness stigma: types, constructs and vehicles for changein p.w. corrigan (ed.), the stigma of disease and disability: understanding causes and overcoming (pp.35–56). washington, dc, us: american psychological association. corrigan, p. w., larson, j.e., & rusch, n. (2009). self-stigma and they "why try" effect: impact on life goals and evidence-based practices. world psychiatry, 8(2), 75–81. corrigan, p.w., morris, s.b., michaels, p.j., rafacz, j.d., & rusch, n. (2012). challenging the public stigma of mental illness: a meta-analysis of outcome studies. psychiatric services, 63, (10), 963–973. corrigan, p.w., & penn, d. l.(2015). lessons from social psychology on discredting psychiatric stigma. stigma and health, 1(s), 2–17). ditchman n., werner, s., kosyluk k., & corrigan, p. (2016). stigma and intellectual disability: potential application of mental illness research. rehabilitation psychology, 58(2), 206–216. de boer, a., pijl, s. j., & minnaert, a. (2012). students' attitudes toward peers with disabilities: a review of the literature. international journal of disability development and education, 59(4), 379–392. dot: 10.1080/1034912x.2012.723944 de boer, a., pijl, s. j., minnaert, a., & post, w. (2014). evaluating the effectiveness of an intervention program to influence attitudes of students towards peers with disabilities. journal of autism and developmental disorders, 44(3), 572-583. doi:10.1007/s10803-013-1908-6 dunst, c. j. (2014). meta-analysis of the effects of puppet shows on attitudes toward and knowledge of individuals with disabilities. exceptional children, 80(2), 136-148. doi:10.1177/001440291408000201 ferrara, k., burns, j., & mills, h. (2015). public attitudes toward people with intellectual disabilities after viewing olympic or paralympic performance. adapted physical activity quarterly, 32(1), 19–33. http://doi.org/10.1123/apaq.2014-0136 fichten, c. s., schipper, f., & cutler, n. (2005). does volunteering with children affect attitudes toward adults with disabilities? a prospective study of unequal contact. rehabilitation psychology, 50(2), 164– 173. http://doi.org/10.1037/0090-5550.50.2.164 flatt-fultz, e., & phillips, l. a. (2012). empowerment training and direct support professionals’ attitudes about individuals with intellectual disabilities. journal of intellectual disabilities : joid, 16(2), 119–25. http://doi.org/10.1177/1744629512443652 galli, g., lenggenhager, b., scivoletto, g., molinari, m., & pazzaglia, m. (2015). don’t look at my wheelchair ! the plasticity of longlasting prejudice. medical education, 1239–1247. http://doi.org/10.1111/medu.12834 gannon, s., & mcgilloway, s. (2009). children’s attitudes toward their peers with down syndrome in schools in rural ireland: an exploratory study. european journal of special needs education, 24(4), 455– 463. http://doi.org/10.1080/08856250903223104 gilbride, d., stensrud, r., ehlers, c., evans, e., & peterson, c. (2000). employers' attitudes toward hiring persons with disabilities and vocational rehabilitation services. journal of rehabilitation, 66(4), 17–23. gona, j., newton, c., hartley, s., & bunning, k. (2018). persons with disabilities as experts-by experience: using personal narratives to affect community attitudes in kilifi, kenya. bmc international health and human rights, 18(1), 18. green, s., davis, c., karshmer, e., marsh, p., & straight, b.(2005). living stigma: the impact of labeling, stereotyping, separation, status loss, and discrimination in the lives of individuals with disabilties and their families. sociaological inquiry, 75(2), 197–463. hall, e. w. (2008). changing the way guests interact with guests with disabilities. journal of disability http://dx.doi.org/10.1080/1034912x.2012.723944 couns-edu  the international journal of counseling and education vol.5, no.2, 2020 analysis of learning anxiety among senior high school students| 55 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526720 policy studies, 19(1), 15–23. hamaideh, s. h., & mudallal, r. (2009). attitudes of jordanian nurding students toward mental illness: the effect of teaching and contact on attitudes change. college student journal, 43(2), 335–346. hassanein, e. e. (2015). changing teachers’ negative attitudes toward persons with intellectual disabilities. behavior modification, 39(3), 367–389. http://doi.org/10.1177/0145445514559929 holtz, k. d., & tessman, g. k. (2007). evaluation of a peer-focused intervention to increase knowledge and foster positive attitudes toward children with tourette syndrome. journal of developmental and physical disabilities, 19(6), 531–542. http://doi.org/10.1007/s10882-007-9042-z hutchinson, l. m., hastings, r. p., hunt, p. h., bowler, c. l., banks, m. e., & totsika, v. (2014). who’s challenging who? changing attitudes toward those whose behaviour challenges. journal of intellectual disability research, 58(2), 99–109. http://doi.org/10.1111/j.1365-2788.2012.01630.x johnson, m. (2006). disability awareness: doing it right. louisville, ky: avocado press. jones, j., mcqueen, m., lowe, s., minnes, p., & rischke, a. (2015). interprofessional education in canada: addressing knowledge, skills, and attitudes concerning intellectual disability for future healthcare professionals. journal of policy and practice in intellectual disabilities, 12(3), 172–180. http://doi.org/10.1111/jppi.12112 kim, j., park, e., & snell, m. e. (2005). impact of information and weekly contact on attitudes of korean general educators and nondisabled students regarding peers with disabilities. mental retardation, 43(6), 401–415. kirkwood, a. d., & stamm, b. h. (2006). a social marketing approach to challenging stigma. professional psychology: research and practice, 37(5), 472–476. http://doi.org/10.1037/0735-7028.37.5.472 krahe, b., & altwasser, c. (2006). changing negative attitudes toward persons with physical disabilities: an experimental intervention. journal of community and applied social psychology, 16(1), 59–69. http://doi.org/10.1002/casp.849 krahn, g. l., walker, d. k., & correa-de-araujo, r. (2015). persons with disabilities as an unrecognized health disparity population. american journal of public health, 105(s2), s198-s206. doi:10.2105/ajph.2014.302182 lewis, j. l. (2011). student attitudes toward impairment: an assessment of passive and active learning methods in urban planning education. teaching in higher education, 16(2), 237–249. http://doi.org/10.1080/13562517.2010.524921 lindau, n., amin, t., zambon, a., & scior, k. (2018). the effect of brief digital interventions on attitudes to intellectual disability: results from a pilot study. journal of applied research in intellectual disabilities, 31(1), 106–113. livingston, j. d., & boyd, j.e. (2010). correlates and consequences of internalized stigma for people with mental illness: a systematic review and meta-analysis. social science & medicine, 71, 2150–2061. lu, j., webber, w., romero, d., & chirino, c. (2018). changing attitudes toward people with disabilities using public media: an experimental study. rehabilitation counseling bulletin, 61(3), 175–186. macmillan, m., tarrant, m., abraham, c., & morris, c. (2014). the association between children's contact with people with disabilities and their attitudes towards disability: a systematic review. developmental medicine & child neurology, 56(6), 529–546. doi:10.1111/dmcn.12326 marini, i., & stebnicki, m. a. (eds.). (2017). the psychological and social impact of illness and disability (7th ed.). new york, ny.: springer. marom, m., cohen, d., & naon, d. (2007). changing disability‐ related attitudes and self‐ efficacy of israeli children via the partners to inclusion programme. international journal of disability, development and education, 54(1), 113–127. http://doi.org/10.1080/10349120601149821 mccarthy, j. w., donofrio-horwitz, l. m., & smucker, l. m. d. (2010). the effects of reading personal narratives written by an individual who uses aac on the attitudes of pre-professionals in business. augmentative and alternative communication (baltimore, md. : 1985), 26(2), 61–74. couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu castillo, y., & larson, a. attitudes towards people with disabilities ... | 56 indonesian counselor association (iki) | doi: 10.23916/0020200526120 http://doi.org/10.3109/07434618.2010.481562 mckenney, a. (2018). attitude changes following participation in disability simulation activities. therapeutic recreation journal, 52(3), 215–236. moore, d., & nettelbeck, t. (2013). effects of short-term disability awareness training on attitudes of adolescent schoolboys toward persons with a disability. journal of intellectual & developmental disability, 38(3), 223-231. doi:10.3109/13668250.2013.79053 phadraig, c. m. g., nunn, j. h., tornsey, o., & timms, m. (2015). does special care dentistry undergraduate teaching improve dental student attitudes toward people with disabilities? european journal of dental education, 19(2), 107–112. http://doi.org/10.1111/eje.12110 rabenschlag, f., schusterschitz, c., conca, a., knuf, a., needham, i., & hoffmann, h. (2012). influence of single peer interventions on the recovery attitude of persons with a psychiatric disability. scandinavian journal of caring sciences, 26(4), 755–760. doi:10.1111/j.1471-6712.2012.00995.x rao, s.(2004). faculty attitudes and students with disabilities in higher education: a literatura review. college student journal, 38(2), 191–198. reina, r., lópez, v., jiménez, m., garcía-calvo, t., & hutzler, y. (2011). effects of awareness interventions on children's attitudes toward peers with a visual impairment. international journal of rehabilitation research. internationale zeitschrift fur rehabilitationsforschung. revue internationale de recherches de readaptation, 34(3), 243. rose, j., gallivan, a., wright, d., & blake, j. (2014). staff training using positive behavioural support: the effects of a one-day training on the attributions and attitudes of care staff who work with people with an intellectual disability and challenging behaviour. international journal of developmental disabilities, 60(1), 35–42. http://doi.org/10.1179/2047387713y.0000000020 rule, a. c., stefanich, g. p., boody, r. m., & peiffer, b. (2011). impact of adaptive materials on teachers and their students with visual impairments in secondary science and mathematics classes.international journal of science education, 33(6), 865–887. http://doi.org/10.1080/09500693.2010.506619 saravanan, c., & rangaswamy, k. (2012). effectiveness of counselling on the attitudes of mothers toward their children with intellectual disability. asia pacific journal of counselling and psychotherapy, 3(1), 82– 94. http://doi.org/10.1080/21507686.2011.648648 schwartz, d., blue, e., mcdonald, m., giuliani, g., weber, g., seirup, h., … perkins, a. (2010). dispelling stereotypes: promoting disability equality through film. disability & society, 25(7), 841–848. http://doi.org/10.1080/09687599.2010.520898 silcox, d., castillo, y.a., & reed, b. (2014). the human-animal bond: applications for rehabilitation professionals. journal of applied rehabilitation counseling, 45(3), 27–37. sinai, a., strydom, a., & hassiotis, a. (2013). evaluation of medical students attitudes toward people with intellectual disabilities: a naturalistic study in one medical school. advances in mental health and intellectual disabilities, 7, 18–26. http://doi.org/10.1108/20441281311294666 smart, j. (2009). disability, society, and the individual (2nd ed.). austin, tx: pro-ed. smith, c., & forrester-jones, r. (2014). experiential learning: changing student attitudes toward learning disability. tizard learning disabilities review, 19(3), 110–117. sullivan, e., & glidden, l. m. (2014). changing attitudes toward disabilities through unified sports. intellectual and developmental disabilities, 52(5), 367–378. http://doi.org/10.1352/1934-9556-52.5.367 swaim, k. f., & morgan, s. b. (2001). children's attitudes and behavioral intentions toward a peer with autistic behaviors: does a brief educational intervention have an effect? journal of autism and developmental disorders, 31(2), 195–205. tavares, w. (2011). an evaluation of the kids are kids disability awareness program: increasing social inclusion among children with physical disabilities. journal of social work in disability and rehabilitation, 10, 25–35. couns-edu  the international journal of counseling and education vol.5, no.2, 2020 analysis of learning anxiety among senior high school students| 57 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020200526720 taylor, h., krane, d., & orkis, k. (2010). the ada, 20 years later. new york: harris interactive (conducted for the kessler foundation and national organization on disability). tracy, j., & iacono, t. (2008). people with developmental disabilities teaching medical students--does it make a difference? journal of intellectual & developmental disability, 33(january 2015), 345–348. http://doi.org/10.1080/13668250802478633 verdonschot, m.m., de witte, l.p., reichrath, e., buntinx, w.h., & curfs, l.m. (2009). community participation of people with an intellectual disability: a review of empirical findings. journal of intellectual disability research, 53(4), 303–318. vignes, c.v., godeau, e., sentenac, m., coley, n., navarro, f., grandjean, h., & arnaud. c. (2009). determinants of students’ attitudes toward peers with disabilities. developmental medicine and child neurology 51, 473–479. doi: 10.1111/j.1469-8749.2009.03283.x. walker, j., & scior, k. (2013). tackling stigma associated with intellectual disability among the general public: a study of two indirect contact interventions. research in developmental disabilities, 34(7), 2200–2210. http://doi.org/10.1016/j.ridd.2013.03.024 werner, s., corrigan, p., ditchman, n., & sokol, k. (2012). stigma and intellectual disability: a review of measures and future directions. research in developmental disabilities, 33,748–65. doi:10.1016/j.ridd.2011.10.009 wozencroft, a. j., pate, j. r., & griffiths, h. k. (2015). experiential learning and its impact on students’ attitudes toward youth with disabilities. journal of experiential education, 38(2), 129–143. http://doi.org/10.1177/1053825914524363 yazdani, n., yazdani, f., & nobakht, l. (2016). reflective self-awareness exercise ; steps toward changing students’ attitudes toward disability. international journal of therapies and rehabilitation, 5(2). http://doi.org/10.5455/ijtrr.000000122 zychlinski, e., ben-ezra, m., & raz, y. h. (2016). changing attitudes about disability : the impact of the “accessible community” program. journal of socail work, 16(6), 742–757. http://doi.org/10.1177/1468017315589871 couns-edu the international journal of counseling and education vol.7, no.1, 2022, pp. 27-31 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220735910 received on 15/02/2022; revised on 20/03/2022; accepted on 23/04/2022; publishedon:19/05/2022 27 the effectiveness of art therapy to reduce academic stress among students during online learning linda fitria 1 , ananda maha putri 1 , rima pratiwi fadli 2 , ifdil ifdil 2*) 1 universitas putra indonesia yptk padang, indonesia, 2 universitas negeri padang, indonesia *)corresponding author, e-mail: ifdil@konselor.org abstract many changes have occurred as a result of the covid-19 pandemic and also be seen in the sphere of education, as learning methods are being transitioned from offline to online learning. these changes cause academic stress among students. academic stress results in a drop in student learning motivation, and failure to complete lecture assignments on time. the researcher used this phenomena to conduct a one-design group experimental investigation on five academically challenged teenagers. art therapy was utilized as the intervention, with an academic stress scale tool used to measure its effectiveness. during covid-19, data collection and intervention operations are carried out directly through the use of health protocols. the student-t test is used to analyze the data with the help of jeffreys' amazing statistics program software. according to the findings of the study, an art therapy intervention was beneficial in reducing student academic stress in online learning. keywords: academic stress, art therapy, covid-19, online learning, jasp analysis. how to cite: fitria, l., putri, a., fadli, r., & ifdil, i. (2022). the effectiveness of art therapy to reduce academic stress among students during online learning. couns-edu: the international journal of counseling and education, 7(1). doi:http://dx.doi.org/10.23916/0020220735910 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction a study of student stress and motivation found no link between academic achievement and student stress and motivation (tus, 2020). academic stress has been shown to affect and lower student performan (crego, carrillo-diaz, armfield, & romero, 2016; kötter, wagner, brüheim, & voltmer, 2017). previous studies on how to deal with academic stress used rational coping mechanisms such problem solving, giving positive feedback, and seeking social support (crego et al., 2016). another study discovered a link between academic stress, coping methods, and academic success (bello & gumarao, 2016). female students, when considered from the perspective of gender, are at a greater risk of becoming trapped in a vicious cycle of stress and low academic performance (kötter et al., 2017). individuals with high emotional intelligence are less likely to experience academic stress (ranasinghe, wathurapatha, mathangasinghe, & ponnamperuma, 2017). high self-satisfaction is linked to emotional intelligenc (gupta, singh, & kumar, 2017). individual inability, fear of failure, difficulties forming interpersonal relationships with teachers, poor teacher-student relationships, and inadequate learning facilities are all sources of academic stress (reddy, menon, & thattil, 2018). academic stress develops into a problem that threatens students' psychological well-being and mental health (reddy et al., 2018). academic stress is also produced by cultural characteristics such as race and ethnicity, according to a study (gougis, 2020). the findings http://dx.doi.org/10.23916/0020220735910 couns-edu  vol.7, no.1, 2022 available online: http://journal.konselor.or.id/index.php/counsedu fitria, l., et all. the effectiveness of art therapy to reduce academic ... | 28 indonesian counselor association (iki) | doi: 10.23916/0020220735910 suggest that academic stress lowers students' willingness to learn and interferes with their cognitive processes during learning. high academic stress and poor learning results are associated with high levels of weariness (rui gomes, simães, morais, & couto, 2022). excessive parental intervention can cause academic stress (jeong, ferguson, & lee, 2019). as a result of this academic stress, students' learning results, as well as their ability to self-efficacy and resilience, might be negatively impacted (frazier, gabriel, merians, & lust, 2019). individuals who are under a lot of academic stress have poor academic achievements and are more likely to burnout (rui gomes et al., 2022). students who study while working had reduced academic stress than students who do not work, according to the findings (barros, sacau-fontenla, & fonte, 2022). individuals who are subjected to academic stress may develop depression (fu, ren, & liang, 2022). academically stressed students require social support from their parents in the form of parent-child contact (fu et al., 2022). according to other studies, parents who develop communication with their children can lessen academic stress (jeong et al., 2019). stress can lead to weariness, burnout, anxiety, a weakened immune system, and organ damage in people (martin et al., 2018). this can be understood to mean that stress has an affect on the individual's bodily well-being as well as their psychological well-being. academic stress has an effect on people's psychological health and well-being, as can be observed from the explanation above. as a result, treatment for this illness is necessary. art therapy is one of the intervention techniques for dealing with academic stress. according to research, adopting art therapy, particularly art modalities, reduces stress levels significant (martin et al., 2018). art therapy is most commonly utilized to help cancer patients. (!!! invalid citation !!!). art therapy is also used to treat autistic children (emery, 2004; schweizer, spreen, & knorth, 2017), children with post-traumatic stress disorder (chapman, morabito, ladakakos, schreier, & knudson, 2001; ugurlu, akca, & acarturk, 2016), children who have been exposed to trauma (eaton, doherty, & widrick, 2007; elbrecht, 2019; hermann, 2021; schouten, de niet, knipscheer, kleber, & hutschemaekers, 2015), anxiety (dionigi & gremigni, 2017), and depression (gussak, 2007). individual mental health is currently being treated with creative art therapy (chiang, reid-varley, & fan, 2019). in terms of art therapy, no specific research has been found to address academic stress; instead, the majority of research continues to focus on stress in general. as a result, researchers in this study looked into the usefulness of art therapy in reducing academic stress in students. method this study employs a quasi-experimental design and an experimental technique. the participants in this study are students who are under a lot of academic pressure. the academic stress scale was utilized as the instrument. the research subject was directly involved in the data collection process. art therapy instruments are used in direct interventions, which are carried out in compliance with the covid-19 transmission prevention strategy. jeffreys' amazing statistics program program was used to analyze research data. the following link osf.io/ms4ua/ will take you to the research data. results and discussions the following is a summary of the research findings based on the analysis. table 1. data normality test w p pre-test post-test 0.928 0.583 note. significant results suggest a deviation from normality. the assumption of data normality (shapiro-wilk) is significant, as seen in table 1. this shows that the data is dispersed normally. the methodology used afterwards for significant results is the student's ttest. https://osf.io/ms4ua/ couns-edu  the international journal of counseling and education vol.7, no.1, 2022 the effectiveness of art therapy to reduce academic ... | 29 indonesian counselor association (iki) | doi: 10.23916/0020220735910 tabel 2. paired samples t-test measure 1 measure 2 t df p mean difference se difference cohen's d pre-test post-test 5.616 4 0.005 47.800 8.511 2.512 note. student's t-test. according to the results of the paired sample t-test, there was a significant difference in academic stress before and after art therapy session. the average difference between before and after art therapy intervention, which is 47,800, demonstrates this. a large effect is indicated by cohen's d value. academic stress levels were lower before and after art therapy intervention, according to descriptive and plot data. tabel 3. descriptive & bayesian analysis descriptives n mean sd se pre-test 5 137.000 19.558 8.746 post-test 5 89.200 1.483 0.663 bayesian wilcoxon signed-rank test measure 1 measure 2 bf₁₀ w rhat pre-test post-test 4.194 0.000 1.034 note. result based on data augmentation algorithm with 5 chains of 1000 iterations. pre-test post-test prior and posterior figure 1 <bayesian analysis> according to the findings, after receiving an art therapy intervention, the average responder saw a 47,800 (se: 8,511) decrease in academic stress levels. academic stress levels were found to be significantly lower (t (4) = 5,616 in a paired sample t-test). cohen's d value revealed a significant effect. art therapy can be used as a non-verbal intervention to assist clients to convey their experiences (emery, 2004; gilroy & lee, 2019) using art or art equipment, and it can be utilized to overcome individual psychiatric disorders. art therapy can help people become more self-aware and stimulate growth (emery, 2004; gilroy & lee, 2019). the intervention's art therapy proved to be beneficial in healing the individual's physical and psychological issues (meghani et al., 2018). another research showed that art therapy can not only be used to address physical difficulties but can also be utilized to cure burnout, anxiety, and depression in clients (tang et al., 2019). art therapy is beneficial as a psychological therapist intervention because it works by producing calm and gaining access to subconscious memories, which allows it to study individual cognition and couns-edu  vol.7, no.1, 2022 available online: http://journal.konselor.or.id/index.php/counsedu fitria, l., et all. the effectiveness of art therapy to reduce academic ... | 30 indonesian counselor association (iki) | doi: 10.23916/0020220735910 improve emotion control (abbing et al., 2018). this treatment can assist individuals in opening up and exploring their psychological problems (rowe et al., 2017). academic stress is predicted by elements that produce it, such as life satisfaction, locus of control, and gender. the use of art therapy investigates the predicted conditions that research participants face (karaman, lerma, vela, & watson, 2019). art therapy can be an alternate remedy for school counselors, therapists, and psychological specialists to cope with academic stress difficulties that occur in schools and higher education, as explained above. conclusions art therapy was determined to be useful in dealing with academic stress difficulties based on the outcomes of the study. this treatment can assist clients in opening up and exploring their feelings in relation to their concerns. academic stress circumstances that are owned by individuals who utilize art therapy can be used to investigate the origins of academic stress in clients. acknowledgments the yayasan universitas putra indonesia yptk padang, the lppm universitas putra indonesia yptk padang, and the chancellor of the universitas putra indonesia foundation yptk padang would like to express their gratitude to the authors. with the help offered, the author will be able to complete this art therapy research grant. references abbing, a., ponstein, a., van hooren, s., de sonneville, l., swaab, h., & baars, e. (2018). the effectiveness of art therapy for anxiety in adults: a systematic review of randomised and nonrandomised controlled trials. plos one, 13(12), e0208716. barros, c., sacau-fontenla, a., & fonte, c. (2022) anxiety, depression and stress among university students: the mediator role of work in time of covid-19: the mediator role of work in time of covid-19. vol. 406. studies in systems, decision and control (pp. 545-554). bello, d. l., & gumarao, m. (2016). stress, coping strategies, and academic performance of dentistry students. aup research journal, 19, 37-41. chapman, l., morabito, d., ladakakos, c., schreier, h., & knudson, m. m. (2001). the effectiveness of art therapy interventions in reducing post traumatic stress disorder (ptsd) symptoms in pediatric trauma patients. art therapy, 18(2), 100-104. chiang, m., reid-varley, w. b., & fan, x. (2019). creative art therapy for mental illness. psychiatry research, 275, 129-136. crego, a., carrillo-diaz, m., armfield, j. m., & romero, m. (2016). stress and academic performance in dental students: the role of coping strategies and examination‐related self‐efficacy. journal of dental education, 80(2), 165-172. dionigi, a., & gremigni, p. (2017). a combined intervention of art therapy and clown visits to reduce preoperative anxiety in children. journal of clinical nursing, 26(5-6), 632-640. eaton, l. g., doherty, k. l., & widrick, r. m. (2007). a review of research and methods used to establish art therapy as an effective treatment method for traumatized children. the arts in psychotherapy, 34(3), 256-262. elbrecht, c. (2019). healing trauma with guided drawing: a sensorimotor art therapy approach to bilateral body mapping: north atlantic books. emery, m. j. (2004). art therapy as an intervention for autism. art therapy, 21(3), 143-147. frazier, p., gabriel, a., merians, a., & lust, k. (2019). understanding stress as an impediment to academic performance. journal of american college health, 67(6), 562-570. fu, y., ren, w., & liang, z. (2022). perceived academic stress and depressive symptoms among chinese adolescents: a moderated mediation analysis of overweight status. journal of affective disorders, 296, 224-232. doi: 10.1016/j.jad.2021.09.060 gilroy, a., & lee, c. (2019). art and music: therapy and research: routledge. gougis, r. a. (2020). the effects of prejudice and stress on the academic performance of black-americans the school achievement of minority children (pp. 145-158): routledge. couns-edu  the international journal of counseling and education vol.7, no.1, 2022 the effectiveness of art therapy to reduce academic ... | 31 indonesian counselor association (iki) | doi: 10.23916/0020220735910 gupta, r., singh, n., & kumar, r. (2017). longitudinal predictive validity of emotional intelligence on first year medical students perceived stress. bmc medical education, 17(1), 1-6. gussak, d. (2007). the effectiveness of art therapy in reducing depression in prison populations. international journal of offender therapy and comparative criminology, 51(4), 444-460. hermann, c. (2021). bonsai as a group art therapy intervention among traumatized youth in k wa z ulu‐n atal. psych journal, 10(2), 177-186. jeong, e. j., ferguson, c. j., & lee, s. j. (2019). pathological gaming in young adolescents: a longitudinal study focused on academic stress and self-control in south korea. journal of youth and adolescence, 48(12), 2333-2342. karaman, m. a., lerma, e., vela, j. c., & watson, j. c. (2019). predictors of academic stress among college students. journal of college counseling, 22(1), 41-55. kötter, t., wagner, j., brüheim, l., & voltmer, e. (2017). perceived medical school stress of undergraduate medical students predicts academic performance: an observational study. bmc medical education, 17(1), 1-6. martin, l., oepen, r., bauer, k., nottensteiner, a., mergheim, k., gruber, h., & koch, s. c. (2018). creative arts interventions for stress management and prevention—a systematic review. behavioral sciences, 8(2), 28. meghani, s. h., peterson, c., kaiser, d. h., rhodes, j., rao, h., chittams, j., & chatterjee, a. (2018). a pilot study of a mindfulness-based art therapy intervention in outpatients with cancer. american journal of hospice and palliative medicine®, 35(9), 1195-1200. ranasinghe, p., wathurapatha, w., mathangasinghe, y., & ponnamperuma, g. (2017). emotional intelligence, perceived stress and academic performance of sri lankan medical undergraduates. bmc medical education, 17(1), 1-7. reddy, k. j., menon, k. r., & thattil, a. (2018). academic stress and its sources among university students. biomedical and pharmacology journal, 11(1), 531-537. rowe, c., watson-ormond, r., english, l., rubesin, h., marshall, a., linton, k., . . . eng, e. (2017). evaluating art therapy to heal the effects of trauma among refugee youth: the burma art therapy program evaluation. health promotion practice, 18(1), 26-33. rui gomes, a., simães, c., morais, c., & couto, a. (2022) occupational stress and cognitive appraisal profiles as predictors of students’ burnout. vol. 406. studies in systems, decision and control (pp. 505520). schouten, k. a., de niet, g. j., knipscheer, j. w., kleber, r. j., & hutschemaekers, g. j. (2015). the effectiveness of art therapy in the treatment of traumatized adults: a systematic review on art therapy and trauma. trauma, violence, & abuse, 16(2), 220-228. schweizer, c., spreen, m., & knorth, e. j. (2017). exploring what works in art therapy with children with autism: tacit knowledge of art therapists. art therapy, 34(4), 183-191. tang, y., fu, f., gao, h., shen, l., chi, i., & bai, z. (2019). art therapy for anxiety, depression, and fatigue in females with breast cancer: a systematic review. journal of psychosocial oncology, 37(1), 7995. tus, j. (2020). academic stress, academic motivation, and its relationship on the academic performance of the senior high school students. asian journal of multidisciplinary studies, 8(11). ugurlu, n., akca, l., & acarturk, c. (2016). an art therapy intervention for symptoms of post-traumatic stress, depression and anxiety among syrian refugee children. vulnerable children and youth studies, 11(2), 89-102. couns-edu the international journal of counseling and education vol. 6, no. 4 2021, pp. 169-171 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210639940 received on 26/09/2021; revised on 19/10/2021; accepted on 23/11/2021; published on: 30/12/2021 169 is cognitive behavior therapy effective in treatment of game addiction among indonesian adolescents during covid-19 outbreak? berru amalianita 1 , yola eka putri 1 , rima pratiwi fadli 1 , linda fitria 2 , ifdil ifdil 3*) 1indonesian institute for counseling, education, and therapy, padang, indonesia, 2universitas putra indonesia yptk padang, indonesia, 3department of guidance and counseling, faculty of education, universitas negeri padang, west sumatera, indonesia *)corresponding author, e-mail: ifdil@konselor.org abstract the purpose of this article is to investigate the efficacy of cognitive behavior therapy (cbt) in treating gaming addiction among indonesian teenagers during the covid-19 epidemic. in this context, teenagers. by a comprehensive review of the literature, we examine the existing data on the efficacy of cbt in treating gaming addiction among indonesian adolescents, in terms of the problem's evolution before and after the covid-19 epidemic. during the covid-19 epidemic, our study will expose the present situation of gaming addiction among indonesian teenagers and investigate the efficacy of cbt in treating it. in addition, this work will be valuable for shedding light on future research in this field. keywords: cognitive behavior therapy, game addiction, covid-19 how to cite: amalianita, b., putri, y. e., fadli, r. p., fitria, l., & ifdil, i. (2021). is cognitive behavior therapy effective in treatment of game addiction among indonesian adolescents during covid19 outbreak?. couns-edu: the international journal of counseling and education, 6(4), 169–171. https://doi.org/10.23916/0020210639940 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. dear to editor indonesia is a country that is currently facing the covid-19 outbreak. indonesia has become the country with the highest covid-19 cases in asia; during march 2021, the number of covid-19 cases in indonesia reached 1.51 million. the government seeks to make efforts to handle and prevent covid-19 by implementing large-scale social restrictions and policies for working from home and distance learning as contained in indonesian republican government regulation number 12 of 2020 and circular letter number 15 of 2020 concerning guidelines for organizing learning from home in an emergency the spread of covid19 (azhari & fajri, 2022; ifdil, fadli, suranata, zola, & ardi, 2020). one of these efforts is to urge the public to reduce activities outside the home and to do learning activities from home. one of the policies is that schools in indonesia are urged to carry out online learning to prevent virus transmission in the school environment. in this case, the school applies internet-based learning methods using various platforms that are carried out asynchronously or synchronously (asvial, mayangsari, & yudistriansyah, 2021). learning activities that are only carried out online cause boredom and stress, so that adolescents need the consolation to reduce. the activity that many adolescents choose as consolation during the covid19 pandemic is playing games (syahniar, et al., 2018). based entirely on the study, the percentage of online game users during the covid-19 pandemics has increased significantly by up to 75 percent. there are 50.8 couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu amalianita, b., et al. is cognitive behavior therapy effective in treatment of game … | 170 indonesian counselor association (iki) | doi: 10.23916/0020210639940 million in the world using mobile games in 2020 (king, delfabbro, billieux, & potenza, 2020; kostov, 2020). that causes online game application usage and downloads to have increased. unwittingly, many adolescents that frequently access online games show indications of addiction. adolescents spend a lot of time playing online games where there is a process of increasing play intensity, which affects adolescent behavior to become maladaptive. the world health organization (who) and the american psychiatric association (apa) have determined that online game addiction is included in the diagnosis of a mental disorder known as internet gaming disorder (bányai, et al., 2021). game addiction among adolescents in indonesia is still considered a new phenomenon and is not yet considered a serious problem. however, the number is increasing, and its impact on adolescents' physical, congenital, and psychological conditions should not be underestimated (saddhono, setyawan, raharjo, & devilito, 2020). based epidemiological and clinical studies have shown that there is damage in the brain of game addicts, especially in the prefrontal cortex, which functions to control themselves and their behavior. this part can be damaged due to game addiction that makes addicts unable to control themselves and their behavior. this area is responsible for self-control, behavior, and the impulses that give rise to the so-called neurotransmitter dopamine, making him feel happy or satisfied. in addition to behaving impulsively, in general, adolescents who are addicted to games lose focus while doing something, which results in decreased performance and productivity. meanwhile, unstable emotions also often harm relationships, so that most game addicts show anti-social attitudes and lead to maladaptive behavior in their lives. a form of psychotherapy treatment that can be used to reduce game addiction is cognitive behavior therapy. several studies prove that cognitive behavior therapy can reduce online game addiction in patients diagnosed with internet gaming disorder. cognitive behavior therapy can increase motivation to stop playing online games, control repetitive behavior, and strengthen diversion decision-making. individuals who are dependent on something, then they already have a certain mindset. therefore, cognitive behavior therapy is used to modify negative thoughts to be substituted for a more positive mindset (narullita & yuniati, 2020). this method is carried out by modifying the environment to reduce the patient's motivation to inhibit dependence by multiplying and modifying thoughts and behavior. there are other fun activities besides games by exploring actual activities that can make you happy, such as exercising, cooking, etc. in indonesia, public awareness about game addiction's impact is still low, so this is considered a less severe phenomenon. in contrast, the impact is hazardous for physical health, cognitive and psychological, as well as causing maladaptive behavior. in this case, the indonesian government needs to have a national policy to anticipate game addiction's impact on indonesian adolescents to protect the quality of human resources in the future. the government can provide policies in the form of laws limiting game hours. the government can synergize and collaborate with several practitioners such as counselors, psychologists, psychiatrists, social workers and doctors, and other related parties to be able to provide socialization to the public about game addiction so that indonesian people have knowledge and insight about the impact and prevention of dependence on games, which aims to reduce cases of game addiction among adolescents in indonesia during the covid-19 outbreak. references asvial, m., mayangsari, j., & yudistriansyah, a. (2021). behavioral intention of e-learning: a case study of distance learning at a junior high school in indonesia due to the covid-19 pandemic. international journal of technology, 12(1), 54-64. azhari, b., & fajri, i. (2022). distance learning during the covid-19 pandemic: school closure in indonesia. international journal of mathematical education in science and technology, 53(7), 1934-1954. bányai, f., zsila, á., kökönyei, g., griffiths, m. d., demetrovics, z., & király, o. (2021). the moderating role of coping mechanisms and being an e-sport player between psychiatric symptoms and gaming disorder: online survey. jmir mental health, 8(3), e21115. ifdil, i., fadli, r. p., suranata, k., zola, n., & ardi, z. (2020). online mental health services in indonesia during the covid-19 outbreak. asian journal of psychiatry, 51, 102153. king, d. l., delfabbro, p. h., billieux, j., & potenza, m. n. (2020). problematic online gaming and the covid-19 pandemic. journal of behavioral addictions, 9(2), 184-186. couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 is cognitive behavior therapy effective in treatment of game … | 171 indonesian counselor association (iki) | doi: 10.23916/0020210639940 kostov, a. (2020). effectiveness of video advertisements in free mobile games in the generation z market segment. knowledge-international journal, 38(5), 1259-1264. narullita, d., & yuniati, e. (2020). the effect of cognitive behaviour therapy (cbt) and acceptance commitment therapy (act) to reduce of game online addiction in adolescents. paper presented at the international conference on science, technology & environment (icoste). saddhono, k., setyawan, b., raharjo, y., & devilito, r. (2020). the diagnosis of online game addiction on indonesian adolescent using certainty factor method. ingénierie des systèmes d inf., 25(2), 191-197. syahniar, s., maysitoh, m., ifdil, i., ardi, z., yendi, f., rangka, i., et al. (2018). social media fear of missing out: psychometrics evaluation based on indonesian evidence. paper presented at the journal of physics: conference series. couns-edu ¨the international journal of counseling and education vol. 07, no. 04, 2022 | p-issn: 2548-348xe-issn: 2548-3498 doi: 10.23916/0020220742140 received on 12/11/2022; revised on 13/12/2022; accepted on 13/12/2022 171 comparison of burnout based on gender and part-time work among higher education students aprezo pardodi maba*) institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia *)corresponding author, +e-mail: aprezopm@gmail.com abstract with an emphasis on gender disparities and part-time employment status, this study explores the causes of burnout among college and university students. the academic world is increasingly concerned about burnout, which is characterized by excessive exhaustion and a loss of interest in academic pursuits. in this study, which involved university students from lampung, indonesia, indicated that gender is crucial in determining how burnout affects students. burnout is also more likely when part-time occupations are required due to increased economic hardships. the results highlight the significance of comprehending and resolving the particular difficulties experienced by various student groups in order to promote a supportive learning environment and improve student wellbeing. keywords: burnout, gender, part-time work how to cite: maba, a. p. (2022). comparison of burnout based on gender and part-time work among higher education students. couns-edu: international journal of counseling and education, 7(4). doi: 10.23916/0020220742140 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction burnout in a college or university setting refers to extreme exhaustion and a loss of interest in learning (leupold et al., 2020). this includes not only feeling exhausted from a lot of studying, but also depressed and unwilling to study or attend class. this may occur when students put too much pressure on themselves to achieve high grades, put in too much work, or both. students who are burned out may find it challenging to perform well in class (lackritz, 2004). early symptom recognition is crucial, as is figuring out how to feel well. it is advantageous for students to take pauses and indulge in calming activities when they become weary from academic work (rada & johnson-leong, 2004). solutions can be found through talking about problems with peers, getting advice from teachers, or contacting family (maba, 2022). students frequently experience difficulties, and getting help can be very important. putting one's health first is just as important as doing well in school. in a study involving college students from italy and russia, it was discovered that gender affects how burnout affects pupils. according to the study, male and female students handle stress in different ways and have distinct motives. according to some research, female students may have a greater internal motivation to learn, whereas male students may be more impacted by external influences. different levels of fatigue and stress at school may result from these variations in motivation and coping. this demonstrates how providing the appropriate support depends on knowing how men and women deal with the pressures of education (borgogni et al., 2022). burnout among students is significantly influenced by financial strains and costs. high prices for tuition, living expenses, or other financial problems can make students more stressed than usual (arizona et al., 2019). when this stress is compounded with academic demands and other commitments, it can lead mailto:aprezopm@gmail.com couns-edu ¨ vol. 07, no. 04, 2022 available online: http://journal.konselor.or.id/index.php/counsedu maba comparison of burnout based on gender… | 172 indonesian counselor association (iki) | doi: 10.23916/0020220742140 to burnout in students (madigan & curran, 2021). for instance, a study discovered that students with greater financial strains, such as those who take on part-time jobs to pay for their school, were more likely to exhibit signs of burnout. this implies that controlling financial stress is essential to minimizing student burnout (rezaei, 2014). the causes of student burnout have been identified by research in numerous ways. gender disparities are important because male and female students have different motives and ways of managing stress. males may be influenced by external influences, whereas females may be more driven by internal impulses, resulting in differing stress responses (borgogni et al., 2022). additionally, students' stress levels are heightened by financial demands including high tuition costs and the requirement for part-time employment (rijavec et al., 2017). in order to promote student wellbeing, it is crucial to address both gender-specific and financial pressures in academic settings. those facing larger economic hardships are more likely to experience burnout (rezaei, 2014). in the academic world, there is growing worry over the rising incidence of student burnout (walburg, 2014; madigan & curran, 2021). there is an urgent need to look deeper into these links given the mounting evidence that factors like gender and financial demands greatly influence students' experiences of burnout. it's important to comprehend how these factors interact and contribute to burnout. it not only illuminates the root reasons but also directs educational organizations in creating focused interventions. institutions can build a more supportive learning environment, improving academic performance and student well-being, by addressing the unique demands and difficulties faced by various student groups. this study examines the differences in burnout or fatigue caused by coursework between male and female students and students who work part-time. i'm curious to know if these factors lead to different levels of fatigue among the pupils. the findings will aid schools in better understanding student struggles and how to support them. methods data and sample characteristics this study used data consisting of students who completed a survey conducted by akla et al. (2022). a total of 1129 (females were 765 and males were 364) respondents identified in the data set with average age was 20.03 years old and deviation of 1.56. variables before conducting analysis, all variables grouped in to two blocks, namely independent and dependent variables. the independent variables were gender, expenditure, and part-time work. the options for independent variables specifically gender was male and female, spendings in one month were <500,000; 500,000 – 1,000,000; 1,000,000 – 1,500,000; 1,500,000 – 2,000,000; & >2,000,000, and lastly part-time job were yes and no. in the other hand, the dependent variable was burnout. the instrument utilized was the bbi-9 (salmela-aro et al., 2011). this is a self-reported measure consist of 10 items and three dimensions (feeling exhaustion, cynicism, and reduced efficacy related to school). there were fourpoint scale ranging from 1 to 4. data analysis the data were analyzed using spss 26. firstly, author conduct a descriptive analysis for the demographical characteristics of the participants. then, author conduct a non-parametric test with mann whitney test. this test will seek the mean differences of burnout between group of gender, spendings, and part-time job. results and discussions results in the study conducted, a total of 1,129 participants were surveyed. out of these, a majority were females, numbering 765, while 364 were males. the participants had an average age of 20.03 years, with a couns-edu ¨ the international journal of counseling and education vol. 07, no. 04, 2022 comparison of burnout based on gender… | 173 indonesian counselor association (iki) | doi: 10.23916/0020220742140 slight age variation of 1.56 years. when it came to their monthly expenses, 320 participants reported spending less than 500,000. a significant portion, 581 participants, had expenses ranging between 500,000 to 1,000,000. meanwhile, 170 participants spent between 1,000,000 to 2,000,000, 33 participants between 2,000,000 to 3,000,000, and 25 participants reported expenses exceeding 3,000,000. in terms of employment, 206 participants held part-time jobs, whereas a larger group of 923 participants did not. table 1. participants characteristic (n = 1,129) variables n sex (1) female (2) male age expenses (1) <500,000 (2) 500,000 – 1,000,000 (3) 1,000,000 – 2,000,000 (4) 2,000,000 – 3,000,000 (5) >3,000,000 part-time job (1) yes (2) no 765 364 m = 20.03; sd = 1.56 320 581 170 33 25 206 923 table 2. the differences of burnout based on sex and part-time job statistics sex part-time job 1 2 1 2 m 32.83 31.19 27.96 32.56 sd 11.87 11.58 10.90 11.70 z -2.187 -5.205 p 0.029 0.000 note: sex (1) = female; sex (2) = male; part-time job (1) = yes; part-time job (2) = no. in the study, there were noticeable differences in burnout levels based on sex and part-time job status. for gender, female participants had an average burnout score of 31.19 with a variation of 11.58, while male participants had a slightly higher average score of 32.83 with a variation of 11.87. this difference was statistically significant with a z-value of -2.187 and a p-value of 0.029. when considering part-time job status, those with a part-time job had an average burnout score of 27.96 with a variation of 10.90. in contrast, those without a part-time job had a higher average score of 32.56 with a variation of 11.70. this difference was also statistically significant, with a z-value of -5.205 and a p-value of 0.000, indicating a strong association between part-time job status and burnout levels. discussion the results of this study provided light on the complex interaction among participant gender, parttime employment status, and burnout. first, although small, gender-based disparities in burnout levels are notable. comparing female participants to male participants, female individuals showed slightly lower levels of burnout (borgogni et al., 2022). different coping methods, support networks, or gender-specific cultural expectations could all be to blame for this. previous studies have shown that women may adopt coping mechanisms that are more emotion-focused, which may help to lessen the symptoms of burnout (shin et al., 2014). the causes of the disparities that were found in this study need to be investigated further, though. the participants with and without part-time jobs showed a more apparent variation in burnout levels. part-time workers reported much lower levels of burnout (rezaei, 2014). this could initially appear contradictory because one might anticipate that taking on more work would result in increased stress and exhaustion. but it's possible that having a part-time job gives students a sense of direction, financial freedom, or a vacation from academic obligations, which might serve as preventative measures against couns-edu ¨ vol. 07, no. 04, 2022 available online: http://journal.konselor.or.id/index.php/counsedu maba comparison of burnout based on gender… | 174 indonesian counselor association (iki) | doi: 10.23916/0020220742140 burnout. students without part-time jobs, on the other hand, may experience financial hardships or a lack of engagement (mcinnis, 2002), which can exacerbate feelings of burnout. the part-time job status's considerable statistical association with burnout highlights how significant it is. when creating student support systems, educational institutions and legislators might take this into account. financial assistance or flexible part-time employment options could be offered as potential cures for student burnout. conclusions while both gender and the presence of part-time employment affect burnout levels, the latter seems to have a stronger impact. future studies should investigate the underlying causes of these observations in greater detail and consider potential interventions to promote student well-being. acknowledgments i want to express my deep gratitude to dr. akla of the institut agama islam negeri metro for allowing me to use their research data again. i also want to take this chance to express my sincere gratitude to the iaimnu metro lampung research center for their assistance. references akla, a. (2022). burnout, depression, and language acquisition. borgogni, l., consiglio, c., alessandri, g., & schaufeli, w. b. (2022). gender and country differences in academic motivation, coping strategies, and academic burnout in a sample of italian and russian first-year university students. sciencedirect. lackritz, j. r. (2004). exploring burnout among university faculty: incidence, performance, and demographic issues. teaching and teacher education, 20(7), 713-729. leupold, c. r., lopina, e. c., & erickson, j. (2020). examining the effects of core self-evaluations and perceived organizational support on academic burnout among undergraduate students. psychological reports, 123(4), 1260-1281. maba, a. p. (2022). youth help-seeking intention during the covid-19 pandemic: comparison of infection rate in living area. bulletin of counseling and psychotherapy, 4(3), 679-686. madigan, d. j., & curran, t. (2021). does burnout affect academic achievement? a meta-analysis of over 100,000 students. educational psychology review, 33, 387-405. mcinnis, c. (2002). signs of disengagement? responding to the changing work and study patterns of full-time undergraduates in australian universities. in higher education in a globalising world: international trends and mutual observations a festschrift in honour of ulrich teichler (pp. 175-189). dordrecht: springer netherlands. nurlela, n., & jannati, z. (2019). relaxation technique within group counseling to reduce student's anxiety on facing exam. islamic guidance and counseling journal, 2(1), 33-39. rada, r. e., & johnson-leong, c. (2004). stress, burnout, anxiety and depression among dentists. the journal of the american dental association, 135(6), 788-794. rezaei, s. (2014). the prevalence of burnout and its association with types of capital among female nurses in west of iran. jundishapur journal of health sciences. rijavec, m., ljubin golub, t., jurčec, l., & olčar, d. (2017). working part-time during studies: the role of flow in students’ well-being and academic achievement. croatian journal of education: hrvatski časopis za odgoj i obrazovanje, 19(sp. ed. 3), 157-175. couns-edu ¨ the international journal of counseling and education vol. 07, no. 04, 2022 comparison of burnout based on gender… | 175 indonesian counselor association (iki) | doi: 10.23916/0020220742140 salmela-aro, k., näätänen, p., & nurmi, j. e. (2004). the role of work-related personal projects during two burnout interventions: a longitudinal study. work and stress, 18(3), 208–230 shin, h., park, y. m., ying, j. y., kim, b., noh, h., & lee, s. m. (2014). relationships between coping strategies and burnout symptoms: a meta-analytic approach. professional psychology: research and practice, 45(1), 44. walburg, v. (2014). burnout among high school students: a literature review. children and youth services review, 42, 28-33. couns-edu the international journal of counseling and education vol.6, no.3, 2021, pp. 110-119 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210633120 received on 06/20/2021; revised on 07/16/2021; accepted on 08/22/2021; publishedon:09/25/2021 110 daily spiritual experience in indonesian elite athletes: able-bodied and disabilities davi sofyan *) universitas majalengka, indonesia *)corresponding author, e-mail: davisofyan@unma.ac.id abstract spirituality is the individual's belief in the existence, presence and involvement of transcendent divine beings in everyday life. this belief is accompanied by activities that aim to get closer to the transcendent figure (god). the aim of this research is to describe the level of daily spiritual experience in the elite able-bodied athletes and with disabilities, compare the spiritual experience level of the elite athletes of able-bodied and with disabilities, describe the socio-demography of elite athletes able-bodied and with disabilities. to support the study, we used a descriptive analysis method of 10 elite athletes consisting of five elite athletes with able-bodied athletes and five elite athletes with disabilities. the daily spiritual experiences scale was used in this study to measure daily spiritual experiences. the univariate test model was used to test the relationship between sociodemographic factors and the daily spiritual experiences scale score. the results show that of the 10 respondents have a different average score of daily spiritual experiences. five able-bodied athletes show a very high spiritual level, while two athletes with disabilities exhibit a very high spiritual level and three people with a high spiritual level. further research is needed to conduct in-depth studies related to the daily spiritual experience in athletes by combining and analyzing quantitative and qualitative data. keywords: spiritual, daily spiritual experience, elite athlete, able-bodied, disability how to cite: sofyan, d. (2021). daily spiritual experience in indonesian elite athletes: able-bodied and disabilities. couns-edu: the international journal of counseling and education, 6(3). doi:http://dx.doi.org/10.23916/0020210633120 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction a person's beliefs and religions have historically been closely related to body techniques, character and body practices (benn & dagkas, 2013). an exhilarating experience in sport itself is a form of worship (white, 2018). the meaning of sports in our personal lives is an expression of spirituality, there are times when it goes up and sometimes it goes down (hutch, 2012), it should not be considered something separate from the body (noaparast, 2013). life is seen spiritually as decline and renewal parallel to sporting activity as failure and domination (hutch, 2012). sport and spirituality are developing fields of academic study (smith, 2019). reference has often been made to bodies of data linking religious variables with mental and physical health outcomes (underwood & teresi, 2002). every professional must respect the authenticity and spiritual needs of the personality, so that he can remember the preparation for concrete activities in physical education, sports training, or sporting performances (jirásek, 2015). from this belief, it is clear that the spiritual aspect cannot be ignored in sports activities, especially in elite athletes with very heavy pressure and challenges. http://dx.doi.org/10.23916/0020210633120 couns-edu  the international journal of counseling and education vol.6, no.3, 2021 daily spiritual experience in indonesian elite athletes … | 111 indonesian counselor association (iki) | doi: 10.23916/0020210633120 although there have been no previous studies using the dses on elite athletes, many qualitative studies have explored the spiritual meaning felt by elite athletes. the former athlete who shared his personal story of finding spiritual meaning while running has maintained a strong runner identity after the transition and continues to run even though their competitive abilities have decreased (n. ronkainen & ryba, 2012), simply follow the footsteps and enjoy running without performing for anyone apart from god and yourself (cronshaw & parker, 2018). this introspective spiritual experience results from the physical and emotional struggles of running (meyer & johnson, 2018). the nature of sport in turn encourages a number of spiritual practices (hoven & kuchera, 2016). someone is involved in brazilian jiu jitsu to pursue spirituality (pope, 2019). the flow of personal and spiritual meaning in sports includes, among others, a spiritual journey (n. j. ronkainen et al., 2015). elite sports are always inflated with a tone of praise that gives birth to sports heroes, as a strategy to keep the emotional ethos of competition high and to encourage the sports business industry (silva & howe, 2012). modern sports have become an extraordinary magnet in the joints of human life, even for some groups considered to be a religion that has a very strong influence (sofyan et al., 2021). religious belief and spirituality are standard constructs of the paralympic sports culture (howe & parker, 2014). the context of paralympic sports (disability) presents another unique area that deserves investigation, especially as paralympic athletes (with disabilities) experience different challenges from able-bodied athletes in pursuit of superior sports performance (de cruz et al., 2017). tension arises when the "deformed body" is expected to adapt to normal sports practices (fitzgerald, 2012). disability is often equated with inferiority and deficiency rather than neutral differences which may require adaptation (kiuppis, 2016). athletes with disabilities compete at the elite level who are equal to their peers who are not disabled (wareham et al., 2017). athletes with disabilities consider that their commitment to sport is what defines them as athletes, regardless of their disability status (pack et al., 2016). as far as we know, there have been no studies of daily spiritual experiences in elite athletes. the main objective of this study is to describe the daily spiritual experience level of elite able-bodied athletes and disabilities, to compare the spiritual experience levels of the elite able-bodied athletes and with disabilities and to describe the socio-demography of the spiritual experiences of the elite able-bodied athletes and with disabilities. whether we realize it or not, for many people to identify themselves as someone who is religious or not, with various contexts of life they live. however, spiritual values must exist in each individual so that they can feel transcendent things. spiritual, of course, is very much needed and even every human being must have, including the elite athletes of able-bodied and disabilities. spirituality is an important dimension in life that gives strength to the presence of other forces that control itself to achieve success, so that every human being is aware that we do not stand alone and of course need help and servitude to god. our study tries to fill the gaps in our knowledge of the spiritual experiences of elite athletes by using the dses developed by underwood and teresi. it measures experiences of relationship with and awareness of the divine or transcendent (underwood, 2006). the goal of this instrument is to obtain a measure of various qualities of the spiritual life as it plays out in the experiential and emotional details of daily life (underwood, 2011). the dses is a 16-item, self-report measure of perceived awareness of the transcendent (i.e., god, the divine) as manifested in daily life activities (s. lee et al., 2018; underwood, 2006). a relationship with the transcendent appears to be enriching and important in and of itself, independent of any religious association (khanna & greyson, 2014). findings have linked various aspects of religiousness and spirituality with a broad array of health outcomes, including mental health, physical health, and mortality risk (ellison & fan, 2008). since its publication in 2002, the scale has been widely used in social science research, resulting in more than 200 published studies, more than 40 translations, and more than 500 citations of underwood and teresi‟s (2002) article (kim et al., 2016). many consider spirituality to be an important psychological aspect of overall well-being with the potential to influence mental and physical health (mccauley et al., 2008). couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu sofyan, d. daily spiritual experience in indonesian elite athletes … | 112 indonesian counselor association (iki) | doi: 10.23916/0020210633120 method participants the population in this study amounted to 27 people consisting of 10 male and 17 female. 27 participants embracing different religions, 23 are muslim, two are christian, one is catholic, and one is buddhist. the formal education participants are two masters, 10 undergraduates, and 15 high school students. employment status, namely 12 civil servants, two candidates for civil servants, one tni / polri, 14 people have not worked. population sports are three able-bodied athletes, four disabled athletes, an able-bodied bicycle racing person and a disabled person, six able-body judo, three from kurash, one person sepak takraw, one person basketball, one person swimming, three person soccer. sampling procedures in this study, the sampling procedure used non-probability sampling techniques with purposive sampling type. to make it easier to determine the sample, we limit the sample criteria. these criteria include: 1) having a religion that is embraced as a personal belief, 2) the minimum education level of school wins over and a maximum of a doctorate degree, 3) minimum achievement of winning an international championship (at least the sea games), 4) the sample is willing to fill out a questionnaire. participants were selected according to predetermined criteria in order to achieve the aims and objectives of the study with 10 participants. to obtain a sample in this study, we were assisted by two former national athletes. the selection of the ten athletes to become participants was on the basis that the participants were former athletes or athletes who were still active who had defended indonesia who played internationally. for information on the achievements of participants in this study can be seen in table 1. table 1 <participants' achievement info> athlete identity achievement 001 gold medal sea games 2007 & 2009 002 silver medal asian games 2018 & gold medal sea games 2019 003 silver medal asian games 2018 004 silver medal asian games 2018 005 gold medal sea games 2003, 2005, 2007 006 gold medal & silver medal asian para games 2018 007 gold medal dubai world para athletic 2019 008 gold medal asian para games 2018 009 silver medal asian para games 2018 010 gold medal asean para games 2017 source: personal research data materials and apparatus in this study, the instrument used was the dses. the psychometric properties of 16 original statement items have been established, and have been shown to be a valid and reliable measure of the dses construct (idler et al., 2003; skarupski et al., 2010; underwood & teresi, 2002). dses is a reporting scale for assessing experiences related to transcendence in everyday life. daily spiritual experiences scale was developed using extensive qualitative testing in various groups. it includes constructs such as awe, gratitude, compassion, love related to transcendence, also includes measures of awareness of discernment/inspiration and a deep sense of inner peace. the first 15 items were answered on a likert-type scale, with scores ranging from 6 (many times a day), 5 (every day), 4 (almost every day), 3 (several days), 2 (occasionally) and 1 (never or almost never). item 16, generally stating how close you feel to god? is answered on a 4-point scale (1 = not at all close, 2 = rather close, 3 = very close, and 4 = always close). the total score is obtained by adding up the scores of the 16 items, which can vary from 16 to 94.a score between 16 and 36 indicates a relatively poor (low) spiritual level, a score between 37 and 56 indicates moderate spiritual level, a score between 57 and 76 indicates a spiritual level. spiritual level, and a score between 77 and 94 indicates a very high spiritual level (salehi et al., 2016). data analysis couns-edu  the international journal of counseling and education vol.6, no.3, 2021 daily spiritual experience in indonesian elite athletes … | 113 indonesian counselor association (iki) | doi: 10.23916/0020210633120 in this study, the data analysis we used was with the help of spss 21 software to make it easier to describe the research data. the statistics used are univariate tests to check the level of daily spiritual experiences for our participants. we also used the independent sample t-test or wilcoxon test to compare the mean differences between elite able-bodied athletes and disabilities. we also use linear regression to model variables associated with daily spiritual experiences scores. results and discussions result participant socio-demography from the participant's socio-demography, we can conclude through several descriptive analyzes. first, in terms of religion, the number of participants who are muslim is far more (dominant) than other religions. this is based on the fact that the number of followers of islam in indonesia is very dominant compared to adherents of other religions. indonesia is a country with the largest muslim religion in the world. second, almost 80% of the participants are government employees. this shows that there is more attention from the indonesian government for athletes who have made the nation and state proud at the international level by providing job guarantees to be employed in government institutions / agencies. third, related to the sample education level. if you look at the level of education, it turns out that elite athletes are aware of education, this shows that education plays an important role in the development of science and can support athletes' careers. the basis is that being an athlete is limited in time, after not being an athlete, a steady job is one that can sustain a decent life for athletes in the future. table 2 shows the socio-demography of the 10 participants in our study. table 2 <participant socio-demographies> items frequency (n=10) able-bodied (n=5) disabilities (n=5) religion islam 8 3 5 christian 1 1 catholic 1 1 gender male 6 3 3 female 4 2 2 level of education magister 2 2 bachelor 3 2 1 senior high school 5 1 4 job government employees 6 5 1 candidate government employees 2 2 not yet working 2 2 sport athletics 7 3 4 bike racing 2 1 1 judo 1 1 source: personal research data athlete spirituality level the main objectives of this study are to describe the daily spiritual experience level of elite ablebodied athletes and disabilities, to compare the spiritual experience levels of able-bodied athletes and disabilities and to examine sociodemographic correlations of spiritual experiences using the dses. we found a daily spiritual experience level that was 70% very high in our population which illustrates that the participants have daily spiritual experiences or even many times a day. for able-bodied athletes, all athletes experience and experience spiritual experiences in each of their sports activities both during training and in competition, two athletes with disabilities experience and experience very high spiritual couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu sofyan, d. daily spiritual experience in indonesian elite athletes … | 114 indonesian counselor association (iki) | doi: 10.23916/0020210633120 experiences when practicing or competing, this is related to the scope of research in sports field. while 30% have a spiritual level in the high category and all are athletes with disabilities. for moe details, see tables 3 and 4. table 3 <spiritual level of able-bodied athletes> frequency percent valid percent cumulative percent valid very high 5 100.0 100.0 100.0 table 4 <spiritual levels of athletes with disabilities> frequency percent valid percent cumulative percent valid high 3 60.0 60.0 60.0 very high 2 40.0 40.0 100.0 total 5 100.0 100.0 analyze participant’s answer item dses is a reporting scale for assessing experiences related to transcendence in everyday life. the dses was developed using extensive qualitative testing in various groups. includes constructs such as awe, gratitude, compassion, love related to transcendence. it also includes a measure of awareness of discernment / inspiration and a deep sense of inner peace. figure 1 shows a scale graph of daily spiritual experiences. figure 1. graph scale 6 of the distribution of respondents' answers item: relationship. 1. i feel god's presence, 2. i experience a connection with god throughout my life. related to this, the results of the questionnaire show that god's presence and connection with god for the elite able-bodied athletes and with disabilities are very close, so that everyday phenomena can be used as a reflection in getting closer to god. item: joy, a transcendent sense of self. 3. during worship, or other times in contact with god, i feel joy, which lifts me from my daily affairs. regarding worship, several religions differ in the amount of obligatory worship. for muslims themselves, one of the obligatory prayers, namely 'shalat', is carried out five times a day without being added to the 'sunnah' worship, meaning that from waking up to going to sleep, muslims always pray. for the elite muslim athletes, worship is not used as a burden even though it may conflict with training and competition times. item: strength and comfort. 4. i find strength in my religion or spirituality, 5. i find comfort in my religion or spirituality. all athletes show that religion has a very vital role in every individual, meaning that humans need god, not the other way around. humans without religion will feel emptiness in their hearts. this is indicated by their embracing one of the religions according to their beliefs, even though it is sometimes influenced by the religion of the parents who gave birth. couns-edu  the international journal of counseling and education vol.6, no.3, 2021 daily spiritual experience in indonesian elite athletes … | 115 indonesian counselor association (iki) | doi: 10.23916/0020210633120 item: peace. 6. i feel a deep inner peace or harmony. the results show that not all athletes experience inner peace several times a day. it could be intrinsic and extrinsic factors such as the training ground, family problems, financial matters, defeats, injuries and so on. big or small it will have an impact on feelings of peace. however, if the spiritual level of the athlete is good, of course it can control feelings that can interfere with achieving a sense of peace. item: divine help. 7. i ask for god's help in the middle of my daily activities. all athletes claim that they always ask for god's help in the midst of daily activities, maybe when they are going, are and have been training even during competitions, this is the umpteenth proof that humans need god not the other way around. item: divine guidance. 8. i feel guided by god in the midst of my daily activities. most athletes feel guided by god. elite athletes feel that god provides instructions for exercising both during training and competing. item: perception of divine love. 9. i feel god's love for me directly, 10. i fall in love with god through other people. the results showed that elite athletes felt god's love directly. as for falling in love through other people, the results show that not all athletes experience it, but they experience it themselves. certain events that may cause an athlete to naturally fall in love with god, for example, when an athlete experiences a failure or victory while competing. item: a feeling of awe. 11. i am spiritually touched by the beauty of god creation. for the elite, able-bodied athletes are not so foreign to be able to carry out sports activities with beautiful, fast, strong, powerful movements. but it would be amazing if it was an elite athlete with a disability. spiritually, of course, we should be grateful for god's gift to us, and of course we will feel touched by god's creation which is lacking but is able to carry out normal people's activities. items: gratitude and appreciation. 12. i feel grateful for the blessings bestowed on me. the results showed that all athletes felt grateful for god's blessings and gifts. the indicators include, among others, they continue to exercise diligently to keep the body healthy, maintain and increase the quantity and quality of exercise in order to be able to display their best ability to make personal, family, nation and state proud. item: love. 13. i give unconditional care for others. 14. i accept other people even when they do wrong things. the results show that every day athletes give unconditional attention, meaning that they are at a high spiritual level because they do not expect favors from others. even they still accept other people even though they are wrong. this shows that a high spiritual level can have an impact on the psyche of the athlete. item: unity and closeness. 15. i want to be closer to god or be beside him. the results show that all athletes every day want to be closer to god. this implies that they believe that god is an almighty and all-powerful being, so that it is god who deserves to be worshiped and exalted. figure 2. distribution of respondents' answers item: unity and closeness. 16. in general, how close you are to god. 60% of participants (five able-bodied athletes and an athlete with disabilities) answered that they were always close to god, 30% of participants (three with disabilities) gave answers that they were very close to god, and 10% of participants with disabilities gave answers that they were somewhat close to god. discussion socio-demography relationship with spirituality there is little research on the spiritual experiences of able-bodied athletes and with disabilities. we found that the spiritual level of athletes was 70% very high, while 30% of athletes at a high level of spiritual couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu sofyan, d. daily spiritual experience in indonesian elite athletes … | 116 indonesian counselor association (iki) | doi: 10.23916/0020210633120 experience. this shows that athletes both able-bodied and with disabilities experience and feel the presence of god in every activity. they also claim to have at least a few spiritual experiences each day. first, the relationship between the level of formal education and the spiritual. there is a very long tradition among religions that considers spirituality only as 'spiritual', as opposed to physical effort (noaparast, 2013). the education of the elite able-bodies athletes shows that spiritual experiences are at a very high level. there was no significant difference in the level of education for the able-bodied athletes in the spiritual experience of athletes, meaning that the sample experienced spiritual experiences several times a day. meanwhile, the elite athletes with disabilities show that there are quite unique differences with the distribution of high to very high spiritual experiences. that is, a higher level of education does not guarantee a very high spiritual experience. it is evident that, the level of education is quite high but the spiritual experience is also high, not very high. this shows that the relationship between the two is low. second, the relationship between gender and spirituality. gender and spirituality are considered as integral factors in all aspects of human development, which affect our minds and bodies (bosacki et al., 2011). spirituality is an individual and open approach in finding meaning and purpose in life (büssing et al., 2010). there is a growing demand for more moral and spiritual education for boys (engebretson, 2006). men are more likely to emphasize charity involvement, religious skepticism, and spiritual / religious growth, while women tend to show inner balance, aesthetic-based spiritual experiences, spiritual pursuits, and the self-concept of compassion (s. lee et al., 2018). religious and spiritual experiences are constructed differently for girls and boys (s. lee et al., 2018). spiritual struggles are more likely to undermine women's spiritual self-assessment than men (bryant, 2007). the results also reinforce gender differences in assessments of spirituality. regardless of age, girls scored higher than boys on all spirituality scales we employed; spiritual well-being, spiritual beliefs, and spiritual experiences (m. t. lee et al., 2014)). male students showed a moderate level of spirituality, with females showing a higher measure of spirituality than males (anye et al., 2013). in the elite able-bodied athletes, the results of the dses score indicate that the spiritual experience of the elite able-bodied athletes is at a very high level. this means that there is no significant difference between the gender of able-bodied athletes in spiritual experiences. whereas for the elite athletes with disabilities, all female participants in the elite athletes with disabilities have high spiritual experiences. this means that female athletes with disabilities feel something different so that it can be traced using qualitative methods. third, the relationship between religion and spirituality. spirituality represents everything that is good, liberates, and encourages individuality, whereas religion will represent everything that is bad, hinders, and hinders independent thinking (bauer & johnson, 2018). spirituality and religion may be related, but not the same. spirituality can add meaning to religious practices and religious practices can deepen spirituality (ganga & kutty, 2013). a study conducted reported that, hindus, only 20% agreed that being religious means following a religious leader; muslim (76%) and christian (56%) (ganga & kutty, 2013). in consecutive harris polls in the united states, 90% of people claimed to believe in god (king, 2014). spirituality and religion seem closely related (mackenzie, 2020). spirituality talks about selftranscendence, the religion of responsibility (eisenberg, 2019). every effort to keep the heart clean will purify the heart from anything other than god (bolandhematan, 2019). the religions practiced by the participants are islam, christianity and catholicism. different religions are only found in elite participants of able-bodied athletes. all of the participants showed a very high spiritual level. this means that every religion adopted has a very strong relationship with the athlete's spiritual experience. conclusions our results show that the able-bodied athletes' elite and two disabled athletes have a very high spiritual level, while the three elite athletes with disabilities have a high spiritual level. our research results also show that most of the participants felt and experienced spiritual experiences several times a day. the daily spiritual experience scale (dses) is a valid and reliable instrument for measuring the spiritual experiences of elite able-bodied athletes and disabilities in our study participants. our results also show that the religious differences of each participant do not have a subjective impact on spiritual experiences. couns-edu  the international journal of counseling and education vol.6, no.3, 2021 daily spiritual experience in indonesian elite athletes … | 117 indonesian counselor association (iki) | doi: 10.23916/0020210633120 the limitation in this study is that the sample used is too small so that it does not describe the state of the elite athletes' daily spiritual experiences. recommendations for further research are the use of largescale samples so that they can be used as reference materials for coaches, sports organizations and the government to pay more attention to the spiritual aspect as a component in the development and improvement of athlete achievement. references anye, e. t., gallien, t. l., bian, h., & moulton, m. (2013). the relationship. journal of american college health, 61(7), 414–421. https://doi.org/10.1080/07448481.2013.824454 bauer, a. s., & johnson, t. j. (2018). conceptual overlap of spirituality and religion: an item content analysis of several common measures. journal of spirituality in mental health, 21(1), 14–36. https://doi.org/10.1080/19349637.2018.1437004 benn, t., & dagkas, s. (2013). the olympic movement and islamic culture: conflict or compromise for muslim women? international journal of sport policy and politics, 5(2), 281–294. https://doi.org/10.1080/19406940.2012.656677 bolandhematan, k. (2019). spiritual education in islamic tradition: revisiting ghazali‟s “deliverance.” religious education, 114(2), 110–129. https://doi.org/10.1080/00344087.2018.1560585 bosacki, s. l., moore, k., talwar, v., & park-saltzman, j. (2011). preadolescents gendered spiritual identities and self-regulation. journal of beliefs and values, 32(3), 303–316. https://doi.org/10.1080/13617672.2011.627679 bryant, a. n. (2007). gender differences in spiritual development during the college years. sex roles, 56(11–12), 835–846. https://doi.org/10.1007/s11199-007-9240-2 büssing, a., föller-mancini, a., gidley, j., & heusser, p. (2010). aspects of spirituality in adolescents. international journal of children’s spirituality, 15(1), 25–44. https://doi.org/10.1080/13644360903565524 cronshaw, d., & parker, s. (2018). embodied spiritual practices on the run: six exercises for a spirituality of running. practical theology, 12(3), 239–249. https://doi.org/10.1080/1756073x.2018.1540508 de cruz, n. p., spray, c. m., & smith, b. (2017). implicit beliefs of disability and elite sport: the paraathlete experience. qualitative research in sport, exercise and health, 11(1), 69–91. https://doi.org/10.1080/2159676x.2017.1384753 eisenberg, s. s. (2019). the strings on david‟s harp: religious ritual as a container for spirituality. international journal of children’s spirituality, 24(1), 20–28. https://doi.org/10.1080/1364436x.2019.1619532 ellison, c. g., & fan, d. (2008). daily spiritual experiences and psychological well-being among us adults. social indicators research, 88(2), 247–271. https://doi.org/10.1007/s11205-007-9187-2 engebretson, k. (2006). identity, masculinity and spirituality: a study of australian teenage boys. journal of youth studies, 9(1), 91–110. https://doi.org/10.1080/13676260500523663 fitzgerald, h. (2012). paralympic athletes and “knowing disability.” international journal of disability, development and education, 59(3), 243–255. https://doi.org/10.1080/1034912x.2012.697721 ganga, n. s., & kutty, v. r. (2013). influence of religion, religiosity and spirituality on positive mental health of young people. mental health, religion and culture, 16(4), 435–443. https://doi.org/10.1080/13674676.2012.697879 hoven, m., & kuchera, s. (2016). beyond tebowing and superstitions: religious practices of 15-year-old competitive athletes. international journal of children’s spirituality, 21(1), 52–65. https://doi.org/10.1080/1364436x.2016.1150814 howe, p. d., & parker, a. (2014). disability as a path to spiritual enlightenment: an ethnographic account of the significance of religion in paralympic sport. journal of disability and religion, 18(1), 8– 23. https://doi.org/10.1080/15228967.2014.868988 hutch, r. (2012). sport and spirituality: mastery and failure in sporting lives. practical theology, 5(2), 131–152. https://doi.org/10.1558/prth.v5i2.131 idler, e. l., musick, m. a., ellison, c. g., george, l. k., krause, n., ory, m. g., pargament, k. i., powell, l. h., underwood, l. g., & williams, d. r. (2003). measuring multiple dimensions of religion and spirituality for health research. research on aging, 25(4), 327–365. https://doi.org/10.1177/0164027503025004001 couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu sofyan, d. daily spiritual experience in indonesian elite athletes … | 118 indonesian counselor association (iki) | doi: 10.23916/0020210633120 jirásek, i. (2015). religion, spirituality, and sport: from religio athletae toward spiritus athletae. quest, 67(3), 290–299. https://doi.org/10.1080/00336297.2015.1048373 khanna, s., & greyson, b. (2014). daily spiritual experiences before and after near-death experiences. psychology of religion and spirituality, 6(4), 302–309. https://doi.org/10.1037/a0037258 kim, s. h., martin, b. j., & nolty, a. t. (2016). the factor structure and measurement invariance of the daily spiritual experiences scale. international journal for the psychology of religion, 26(3), 240–251. https://doi.org/10.1080/10508619.2015.1029404 king, m. (2014). the challenge of research into religion and spirituality (keynote 1). journal for the study of spirituality, 4(2), 106–120. https://doi.org/10.1179/2044024314z.00000000026 kiuppis, f. (2016). inclusion in sport: disability and participation. sport in society, 21(1), 1–18. https://doi.org/10.1080/17430437.2016.1225882 lee, m. t., veta, p. s., johnson, b. r., & pagano, m. e. (2014). daily spiritual experiences and adolescent treatment response. alcoholism treatment quarterly, 32(2–3), 271–298. https://doi.org/10.1080/07347324.2014.907029 lee, s., jirásek, i., veselský, p., & jirásková, m. (2018). gender and age differences in spiritual development among early adolescents. european journal of developmental psychology, 16(6), 680–696. https://doi.org/10.1080/17405629.2018.1493990 mackenzie, s. (2020). “is all in all”: exploring spirituality with people with expressive aphasia using a phenomenological approach. journal of disability and religion, 0(0), 1–16. https://doi.org/10.1080/23312521.2020.1776189 mccauley, j., tarpley, m. j., haaz, s., & bartlett, s. j. (2008). daily spiritual experiences of older adults with and without arthritis and the relationship to health outcomes. arthritis care and research, 59(1), 122–128. https://doi.org/10.1002/art.23246 meyer, a. r., & johnson, e. j. (2018). one dark night with the sole: examining spiritual sport experiences amongst recreational endurance runners. sport in society, 21(11), 1758–1776. https://doi.org/10.1080/17430437.2017.1417985 noaparast, k. b. (2013). physical and spiritual education within the framework of pure life. international journal of children’s spirituality, 18(1), 46–61. https://doi.org/10.1080/1364436x.2012.741062 pack, s., kelly, s., & arvinen-barrow, m. (2016). “i think i became a swimmer rather than just someone with a disability swimming up and down:” paralympic athletes perceptions of self and identity development. disability and rehabilitation, 39(20), 2063–2070. https://doi.org/10.1080/09638288.2016.1217074 pope, m. (2019). flow with the go: brazilian jiu jitsu as embodied spirituality. practical theology, 12(3), 301–309. https://doi.org/10.1080/1756073x.2019.1595319 ronkainen, n. j., tikkanen, o., littlewood, m., & nesti, m. s. (2015). an existential perspective on meaning, spirituality and authenticity in athletic careers. qualitative research in sport, exercise and health, 7(2), 253–270. https://doi.org/10.1080/2159676x.2014.926970 ronkainen, n., & ryba, t. v. (2012). „that is why i gave in to age my competitive ability, but not my soul!‟ a spiritual journey in endurance running. journal for the study of spirituality, 2(1), 10– 28. https://doi.org/10.1558/jss.v2i1.10 salehi, m., hosseinigolafshani, s. z., azimian, j., & oveisi, s. (2016). daily spiritual experience level : comparison between healthy adults and hemodialysis patients. international journal of novel research in healthcare and nursing, 3(3), 43–48. silva, c. f., & howe, p. d. (2012). the (in)validity of supercrip representation of paralympian athletes. journal of sport and social issues, 36(2), 174–194. https://doi.org/10.1177/0193723511433865 skarupski, k. a., fitchett, g., evans, d. a., & mendes de leon, c. f. (2010). daily spiritual experiences in a biracial, community-based population of older adults. aging and mental health, 14(7), 779–789. https://doi.org/10.1080/13607861003713265 smith, z. t. (2019). re-telling the “story so far”: reconsidering sport and spirituality in light of the new age. quest, 71(4), 497–516. https://doi.org/10.1080/00336297.2019.1578670 sofyan, d., saputra, y. m., nurihsan, j., & kusmaedi, n. (2021). islamic solidarity games (isg): historical perspective. journal sport area, 6(2), 201–208. https://doi.org/10.25299/sportarea.2021.vol6(2).6476 underwood, l. g. (2006). ordinary spiritual experience: qualitative research, interpretive guidelines, and population distribution for the daily spiritual experience scale. in archive for the psychology of religion/archiv fur religionpsychologie (vol. 28, issue 1). http://www.dsescale.org/ordspirexp.pdf couns-edu  the international journal of counseling and education vol.6, no.3, 2021 daily spiritual experience in indonesian elite athletes … | 119 indonesian counselor association (iki) | doi: 10.23916/0020210633120 underwood, l. g. (2011). the daily spiritual experience scale: overview and results. religions, 2(1), 29– 50. https://doi.org/10.3390/rel2010029 underwood, l. g., & teresi, j. a. (2002). the daily spiritual experience scale: development, theoretical description, reliability, exploratory factor analysis, and preliminary construct validity using healthrelated data. annals of behavioral medicine, 24(1), 22–33. https://doi.org/10.1207/s15324796abm2401_04 wareham, y., burkett, b., innes, p., & lovell, g. p. (2017). coaching athletes with disability: preconceptions and reality. sport in society, 20(9), 1185–1202. https://doi.org/10.1080/17430437.2016.1269084 white, j. b. (2018). sacramentally imagining sports as a form of worship: reappraising sport as a gesture of god. sport, ethics and philosophy, 12(1), 94–114. https://doi.org/10.1080/17511321.2017.1415369 couns-edu the international journal of counseling and education vol.6, no.4, 2021, pp. 129-134 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210638540 received on 09/18/2021; revised on 10/23/2021; accepted on 11/27/2021; published on: 12/20/2021 129 development of a learning disabilities test: a case study at elementary school abdul aziz 1 , martini jamaris *)1 , tjipto sumadi 1 1universitas negeri jakarta, indonesia *)corresponding author, e-mail: martinijamaris@unj.ac.id abstract this study aims to determine the procedure and to assess the quality of the development of test instruments in measuring the learning disabilities of elementary school students. learning disabilities are formulated as disorders that occur in learning activities such as dyslexia, dysgraphia, dyscalculia. the type of the research is research and development by using martini jamaris‟s model. the subjects were 90 students of elementary school in jakarta. the number of items was 75 items consisting of 19 items (dyslexia), 29 items (dysgraphia), and 27 items (dyscalculia). the results obtained in the validity test were declared valid were only 54 of the 75 items. reliability of the test was stated to be reliable with very high interpretation in all dimensions. the results of the analysis of learning disabilities using a learning disabilities test that have been developed were obtained 90% of students experience learning disabilities. keywords: test instruments, learning disabilities, learning disabilities test, elementary school how to cite: aziz, a., jamaris, m., & sumadi, t. (2021). development of a learning disabilities test: a case study at elementary school. couns-edu: the international journal of counseling and education, 6(4). doi:http://dx.doi.org/10.23916/0020210638540 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction school is where children spend most of their time besides being at home. children experience many things and problems that can occur at school. one of the problems that many children experience in school is learning problems. learning problems are a problem found in school-age children (gephart 2019; ifdil et al. 2020) schools have several demands on children that must be met. if the child was not able to fulfill it, the child will experience difficulties in the learning process at school which was called learning disability (maehler and schuchardt 2016). learning disabilities is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations (abdurrahman 2012; allen and schwartz 2001; deiner 2013; harwell and jackson 2008; kirk et al. 2009; mangunsong 2014; pesova, sivevska, and runceva 2014; sidiarto 2007; smith et al. 2008). learning disabilities is a neurological disorder that affects the brain‟s ability to process, store, and respond to information, thus causing difficulties in the academic field, especially in reading (dyslexia), writing (dysgraphia), and counting (dyscalculia) (juntorn, sriphetcharawut, and munkhetvit 2017; leong, carter, and stephenson 2015; n young and furgal 2016). learning disabilities are often present early and continue throughout the lifespan, with a change in severity at different stages (n young and furgal 2016). the first signs of learning disabilities appear as http://dx.doi.org/10.23916/0020210638540 couns-edu  vol.6, no.4, 2021 available online: http://journal.konselor.or.id/index.php/counsedu aziz, a., et al development of a learning disabilities test … | 130 indonesian counselor association (iki) | doi: 10.23916/0020210638540 early as in the kindergarten. but identification is rarely performed the end of the kindergarten, or before the first grade (pesova et al. 2014). learning disabilities usually cannot be identified until the child has failed in completing academic tasks that must be done (klein, cook, and richardson-gibson 2001). syndrome of learning disabilities are generally confirmed in the course of elementary school (pesova et al. 2014). overall, school-aged children who experience learning disabilities have varying incidence. in developed countries such as the united states and europe the incidence of learning disabilities is approximately 10-15% of the school population. the incidence in boys is more than in girls at 8: 1 (chodijah 2014). as quoted from data from the united states department of education in 2014, which said that 35.4% of the population of the united states of school age had learning disabilities. learning disabilities are the biggest problems encountered in the united states from thirteen problems found in schools (heward, alber-morgan, and konrad 2017). in indonesia, there are several studies on the existence of children with learning disabilities, among others, research conducted by nafsiah ibrahim on 3,215 first to sixth grade elementary school students in dki jakarta. the results of the study showed that there were 16.52% which were estimated by the teacher as students who included learning disabilities (abdurrahman 2012). learning disabilities are a disorder that makes it difficult for a person to carry out learning activities effectively (jamaris 2014). learning disabilities experienced by children will affect the learning process and can be found in children who have problems hearing, thinking, or speaking; in school-age children. learning disabilities become more evident when children experience difficulties in reading, writing, and mathematics. learning disabilities show to failures in academic achievement that are in accordance with the expected capacity. these failures include mastery of reading skills (dyslexia), writing skills (dysgraphia), and / or mathematics skills (dyscalculia) (essa 2014). learning may be difficult if these students are not identified and managed appropriately (n young and furgal 2016). school aged children with learning disabilities present unique challenges and opportunities for school professionals (abdurrahman 2012; n young and furgal 2016). one that can be done by the teacher to students who have learning disabilities is to identify as early as possible (n young and furgal 2016). so the teacher needs training on how to identify symptoms that exist in students who experience learning disabilities. in fact, the identification of symptoms of learning disabilities carried out by the teacher to students cannot yet be done because there is no development of a learning disabilities test in elementary school students. the development of a learning disabilities test has now been carried out by smith. smith developed a learning disabilities test for adults (smith 1997). development of a learning disabilities test for children has also been carried out but does not focus on learning problems in elementary school students (aro, tuijaahonen 2011). finally, the researcher developed a learning disabilities test for elementary school students that could be done by the teacher. the tool kit a learning disabilities test is designed as easily as possible so that the teacher can easily carry out the examination until the interpretation process. in the future, the development of a learning disabilities test developed by researchers based on computerized application because now the answer sheets of a learning disabilities test are in the form of computer answer sheets so that the teacher is easier in the process of analyzing data and interpretation. so that, this study aims to determine the procedure and assess the quality of development of test instruments in measuring the learning disabilities in elementary school students. method this type of study was research and development (r & d). gall, borg and gall (gall, gall, and borg 2003) and dick and carey (dick, carey, and carey 2015), stated seven steps in conducting research and development as followed : (1) research analysis and need assessment/ proof of concepts; (2) product planning and design; (3) product development; (4) preliminary field test; (5) product revision; (6) main field test, (7) final product (gooch 2012). thiagarajanan stated about the concept of developing learning is called four d models which consists of several stages, namely : (1) define, (2) design, (3) develop, (4) disseminate (mulyatiningsih 2011). the two research and development models were eventually modified to become martini jamaris‟s research and development model, as shown in the following figure. couns-edu  the international journal of counseling and education vol.6, no.4, 2021 development of a learning disabilities test … | 131 indonesian counselor association (iki) | doi: 10.23916/0020210638540 stage 9 implement/disseminate stage 8 stage 7 stage 6 stage 5 stage 4 stage 3 stage 2 design and develop final revision field test 2 model revision 2 field test 1 model revision 1 model evaluation can involve expert judgement develop model design stage 1 define collect information: research analysis, need assessment or proof of concept or literature study figure 1. martini jamaris’s research & development model based on the figure 1, it can be concluded that the research and development methods used to construct the three dimensions of learning disabilities consisted of nine stages. the nine stages in the process of making test instruments were divided into three steps of activity. the three steps of activity in developing a test instrument was define, design and develop, and implement/disseminate (jamaris and edwita 2014). this research took place from october 2017 august 2018 in elementary schools in dki jakarta. the research subjects of development a learning disabilities test as many as 90 students consisted of 30 students from elementary school a, 30 students from elementary school b, and 30 students elementary school c. data analysis of validity and reliability test used spss program ver. 21. content validity test used the content validity coefficient aiken's v. the content validity coefficient aiken‟s v was based on the results of an expert panel evaluation of (n) people on an item from the extent to which the item represents the construct measured (aiken and groth-marnat 2005). assessment was done by giving a number between 1 and 5 in seeing the relevance of the indicators of each item (mora, jnc; silva, fb; lopez, rr; cortez 2016). the construct validity proves whether the measurement results obtained through test items correlated highly with the theoretical constructs underlying the preparation of the test. construct validity test was done by using item-total correlation. reliability test was carried out using alpha cronbach (taherdoost 2016). the research data set can be accessed in osf.io/r98ay open science framework (aziz n.d.). results and discussions the results of the research that will be discussed are related to the ongoing research development procedures and the value of the quality of the development of a learning disabilities test to knowing the learning disabilities in elementary school students. development of instruments procedure the development of test instruments to determine the learning disabilities experienced by elementary school students has gone through a series of development stages from defining concepts, designing and developing a test instruments, to implementation/dissemination stages to produce a test instruments product (jamaris and edwita 2014). the stage of defining the concept was the initial or preliminary stage of the process of development a test instruments. at this stage the researcher collecting information, doing research analysis, doing need assessment to prove the theory obtained from literature studies to measure the inability of elementary school students in reading skills (dyslexia), writing (dysgraphia), and numeracy/mathematics (dyscalculia) and determining place of field trial. the next stage was the design and development stage. at this stage the researcher developed a design model instrument to find out the learning disabilities in elementary school students in the form of grids, questions test, guides test, draft media test instrument kits, and draft answer sheets. after that, the three experts were experts in file:///c:/disertasi/jurnal%20internasional/osf.io/r98ay couns-edu  vol.6, no.4, 2021 available online: http://journal.konselor.or.id/index.php/counsedu aziz, a., et al development of a learning disabilities test … | 132 indonesian counselor association (iki) | doi: 10.23916/0020210638540 the fields of education, developmental psychology, and educational psychology. the results of the expert judgment were revised which were then tested in the field to obtain validity and reliability instruments. the field trial stage was conducted on the research subjects, namely students of grade 1st 3rd in the three elementary schools located in dki jakarta. the last of these stages is the dissemination stage carried out on 10 teachers, 3 students, 1 therapist in the form of training and conducting a learning difficulties test for 81 students of grade 1st – 2nd in both elementary schools located in dki jakarta. quality of instruments the results of the content validity test on a learning disabilities test used the content validity aiken‟s v coefficient in each dimension both dyslexia, dysgraphia, and dyscalculia obtained from the experts judgement is a validity coefficient value of 0.99 1.00. the validity coefficient value which is close to 0.70 has a high classification.(mora, jnc; silva, fb; lopez, rr; cortez 2016). so that the content validity of a learning disabilities test which almost reached 1.00 can be called excellent. the results of the construct validity test used total item correlation were declared valid only 54 of the 75 item questions. the results of the item validity test on the dimensions of dyslexia had 16 valid items from 19 items with the acquisition of the validity coefficient value 0.48 0.78. items that obtain validity coefficient values above 0.40 can be declared valid (post 2016). items that were declared valid were item no. 1, 3 17. so items no. 1, and 3-17 can be said to really describe the dimensions of dyslexia to be measured. the results of the item validity test on the dimensions of dysgraphia had 20 valid items from 29 items with the acquisition of the validity coefficient value 0,40 – 0,66. items that obtain validity coefficient values above 0.40 can be declared valid (post 2016). items that were declared valid were item no. 20, 22 – 37, 39, 41. so items no. 20, 22 – 37, 39,41 can be said to really describe the dimensions of dysgraphia to be measured. the results of the item validity test on the dimensions of dyscalculia had 18 valid items from 27 items with the acquisition of the validity coefficient value 0.41 – 0.64. items that obtain validity coefficient values above 0.40 can be declared valid (post 2016). items that were declared valid were item no. 54 56, 60, dan 62 – 75. so items no. 54 56, 60, dan 62 -75 can be said to really describe the dimensions of dyscalculia to be measured. the results of reliability test on a learning disabilities test used alpha cronbach in each dimension both dyslexia, dysgraphia, and dyscalculia obtained a reliability coefficient of 0.88 0.91. the classification of dyslexia dimensions was excellent because the value of reliability was above 0.91. while the classification of dysgraphia and dyscalculia dimensions is high because the reliability coefficient is 0.90 and below (taherdoost 2016). seeing the results of good validity and reliability, a learning disabilities test developed can already be used by the teacher. a learning disabilities test that will be used by the teacher to find out about learning disabilities that occur in their students. conclusions the results of the research have a significant contribution to the test instruments that have been developed because the test instruments can determine the symptoms of learning disabilities experienced by elementary school students accurately. the test instruments developed were carried out carefully because during the development of the test instruments involved experts and were followed by trial instruments that showed significant validity and reliability. the instruments test needed by elementary school teacher as well as the related parties. therefore, a learning disabilities test can be used by the teacher even though they still have to go through training. acknowledgments we thank the ministry of health of the republic indonesia for the funding provided for the completion of this study (dm.01.03/v.2/2112/2016). we thank all relevant experts who have carried out expert judgment when developing instruments test. we also thank the graphic design team for assisting researchers in designing test kits, along with all the families and children who participated. in addition, we thank yusuf hadi yudha for his assistance in statistical analysis of the process of organizing data and couns-edu  the international journal of counseling and education vol.6, no.4, 2021 development of a learning disabilities test … | 133 indonesian counselor association (iki) | doi: 10.23916/0020210638540 providing input from the side of psychometric science during the development learning disabilities test process. references abdurrahman, mulyono. 2012. anak berkesulitan belajar: teori, diagnosis, dan remediasinya. jakarta: rineka cipta. aiken, lewis r., and gary groth-marnat. 2005. psychological testing and assessment. 12th ed. new delhi: pearson. allen, k. eileen, and ilene s. schwartz. 2001. the exeptional child inclusion in early childhood education. new york: delmar. aro, tuijaahonen, timo. 2011. assessment of learning disabilities: cooperation beetween teacher, psychologists, and parent. african ed. finland: suomen yliopistopaino oy – uniprint. aziz, abdul. n.d. “dataset development of a learning disabilities test: a case study at elementary school.” chodijah, medina. 2014. “model bimbingan kolaboratif untuk meningkatkan kemampuan akademik anak yang mengalami kesulitan belajar (learning disabilities) di sekolah dasar inklusif.” universitas pendidikan indonesia. deiner, penny l. 2013. inclusive early childhood education development, resources and practice. 6th ed. usa: wadsworth cengage learning. dick, walter, lou carey, and james o. carey. 2015. the systematic design of instructional. 8th ed. new york: pearson education inc. essa, eva l. 2014. introduction to early childhood education. 7th ed. canada: thomson learning inc. gall, meredith d., joyce p. gall, and walter r. borg. 2003. “educational research: an introduction.” educational research: an introduction 683. gephart, harlan r. 2019. “learning problems in children and adolescents.” pp. 9–15 in adhd complex. gooch, deanna l. 2012. “research, development, and validation of a school leader‟s resource guide for the facilitation of social media use by school staff.” kansas state university. harwell, joan m., and rebecca w. jackson. 2008. the complete learning disabilities handbook: ready-to use strategies and activities for teaching students with learning disabilities. 3rd ed. san francisco: josseybass. heward, william l., sheila r. alber-morgan, and moira konrad. 2017. exceptional children an introduction to special education. 11th ed. new york: pearson. ifdil, ifdil, rima p. fadli, nilma zola, elfi churnia, yola eka putri, and berru amalianita. 2020. “the effectiveness of ifdil perceptual light technique in reducing ophidiophobia.” addictive disorders & their treatment 19(4):247–51. jamaris, martini. 2014. kesulitan belajar: perspektif, asesmen, dan penanggulangannya bagi anak usia dini dan usia sekolah. jakarta: ghalia indonesia. jamaris, martini, and edwita. 2014. “formal multiple intelligences assessment instruments for 4-6 years old children.” american journal of educational research 2(12):1164–74. juntorn, sutinun, sarinya sriphetcharawut, and peeraya munkhetvit. 2017. “effectiveness of information processing strategy training on academic task performance in children with learning disabilities: a pilot study.” occupational therapy international. kirk, samuel, james j. gallagher, mary r. coleman, and nick anastasiow. 2009. educating exceptional children. 12th ed. boston: houghton mifflin harcourt publishing company. klein, m. diane, ruth e. cook, and anne m. richardson-gibson. 2001. strategies for including children with special needs in early childhood settings. new york: delmar. leong, han ming, mark carter, and jennifer r. stephenson. 2015. “meta-analysis of research on sensory integration therapy for individuals with developmental and learning disabilities.” journal of developmental and physical disabilities 27(2):183–206. maehler, claudia, and kirsten schuchardt. 2016. “the importance of working memory for school achievement in primary school children with intellectual or learning disabilities.” research in developmental disabilities 58:1–8. mangunsong, frieda. 2014. psikologi dan pendidikan anak berkebutuhan khusus. 1st ed. depok: lpsp3 ui. couns-edu  vol.6, no.4, 2021 available online: http://journal.konselor.or.id/index.php/counsedu aziz, a., et al development of a learning disabilities test … | 134 indonesian counselor association (iki) | doi: 10.23916/0020210638540 mora, jnc; silva, fb; lopez, rr; cortez, rec. 2016. “design, adaptation and content validity process of a questionnaire: a case study.” international journal of management 7(7):204–16. mulyatiningsih, endang. 2011. “riset terapan bidang pendidikan dan teknik.” 1–254. n young, sonia, and karen furgal. 2016. “effectiveness and implication of sensory integration therapy on school performance of children with learning disabilities.” international journal of neurorehabilitation 03(01):17–18. pesova, biljana, despina sivevska, and jadranka runceva. 2014. “early intervention and prevention of students with specific learning disabilities.” procedia social and behavioral sciences 149:701–8. post, marcel w. 2016. “what to do with „moderate‟ reliability and validity coefficients?” archives of physical medicine and rehabilitation 97(7):1051–52. sidiarto, lily d. 2007. perkembangan otak dan kesulitan belajar pada anak. jakarta: ui press. smith, catherine m. 1997. “development of a learning disabilities screening test for adults.” university of toronto. smith, tom e. c., edward a. polloway, jamews r. patton, and carol a. dowdy. 2008. teaching students with special needs in inclusive setting. 5th ed. new york: pearson educational inc. taherdoost, hamed. 2016. “validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research.” international journal of academic research in management 5(3):28–36. couns-edu the international journal of counseling and education vol.6, no.2, 2021, pp. 83-87 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210636430 83 mindfulness based therapy intervention for reducing stress among students in senior high school during covid-19 outbrake berru amalianita 1 , ifdil ifdil *)2 1indonesian institute for counseling education and therapy, indonesia ,2 universitas negeri padang, indonesia *)corresponding author, e-mail: ifdil@konselor.org abstract this study aims to analyze the level of stress and the effect of mindfulness based therapy in reducing stress in senior high school students. the subjects in this study were thirteen students in conditions of severe stress. this research method uses single subject research (ssr) with research design a-b-a. in determining the increase in stress, the dass scale measurement model instrument was used. furthermore, the data were analyzed with nonparametric statistics using the wilcoxon signed rank test. the results showed that before being given mindfulness based stress therapy the students were in the heavy category. then, after treatmen of mindfulness based therapy, the students' stress levels decreased. based on the results of the wilxocon test, it was also found that there was a decrease in student stress before and after being given mindfulness based therapy. thus, it can be concluded that mindfulness based therapy is effective in reducing stress levels in students during the covid19 outbrake. keywords: mindfulness based therapy, reducing stress, among student, covid-19 how to cite: amalianita, b., & ifdil, i. (2021). mindfulness based therapy intervention for reducing stress among students in senior high school during covid-19 outbrake. couns-edu: the international journal of counseling and education, 6(2). doi:http://dx.doi.org/10.23916/0020210636430 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction some life-long events can cause stress, they are referred to as life events which are largely inevitable and we must be able to adapt to deal with them (niazov, hen, & ferrari, 2021; teixeira, brandão, & dores). these life events must be present, for example illness, loss, financial problems and one of them is someone who is facing learning changes that are usually face-to-face in class, switching to online during the covid-19 pandemic which can be a stressor for students (permadi & aditya, 2021; van de velde et al., 2021). in an effort to prevent the spread of covid-19, the government recommends stopping activities that have the potential to cause crowds, one of which is by shifting the direct learning process at school to online learning so that students are encouraged to study at home. this aims to prevent the spread of covid19 which can be transmitted by students in schools (purwaamijaya, masri, & purwaamijaya, 2021). the feeling of stress that students face when facing online learning can be seen from the responses of students who are uncomfortable affirming, difficult signals, limited quota and difficult networks in their area of residence (moore, dickson-deane, & galyen, 2011; yulia, 2020). the distance learning method by studying at home during the covid 19 pandemic causes students to feel stressed by the conditions of online learning. (aliyyah et al., 2020). even at home, they also feel less received on 03/15/2021; revised on 04/17/2021; accepted on 05/18/2021; publishedon:06/20/2021 http://dx.doi.org/10.23916/0020210636430 couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu amalianita, b., & ifdil, i. mindfulness based therapy intervention …| 84 indonesian counselor association (iki) | doi: 10.23916/0020210636430 rested. there are many tasks given by the teacher that are assessed as heavy and assignments are often without interaction. these findings are from a survey conducted by the indonesian child protection commission with student and teacher respondents on 13-21 april 2020. the survey was conducted in 20 provinces and 54 districts / cities in indonesia. it turned out that 79.9 percent of children said that the distance learning process was without interaction and student fell bored to learning. 77 percent of students admit that the highest difficulty is the accumulation of assignments, then students find it difficult to understand the subject matter, and fear that this decline in grades makes students stress (giatman, siswati, & basri, 2020; yuliandri & wijaya, 2021). moreover , the stress condition experienced by students occurs when there is a lot of pressure and guidance that exceeds the mental capacity of a regular person (yang, chen, & chen, 2021). according to lamotte, stress can arise when an individual experiences violence, besides events that bring about changes in the individual can cause stress (lamotte & murphy, 2017). lastly, environmental factors can also lead to the emergence of symptoms of stress. instances of this include workplace noise, an unfavorable atmosphere around the house, stress-caused academic situation, environmental factors can also trigger stress symptoms. examples of this include workplace noise, unfavorable atmosphere around the house, academic situations caused by stress. stress is an important psychosocial factor in the educational process that can affect academic performance and student well being in schools (jimenez, navia‐ osorio, & diaz, 2010; paul ritvo et al., 2021). stress is a psychological condition that experiences tension by involving emotions, thought processes and the condition of the person himself (cianci, klein, & seijts, 2010). stressful events can be derived from many situations, such as those involving school, family, or work. stressful events can come from various situations in life, such as involving school, family or work. likewise, students can experience stress due to pressure from tutors at school, especially during online learning(alizamar et al., 2018). students experience stress because they are worried that they will fail when they achieve test results or are afraid when they get low scores on exams (ifdil & bariyyah, 2015). mindfulness based therapy is seen not as how much something is obtained in life but as an internal resource or strength that is in life, which can be brought back to life (fung et al., 2019). increased attention was found to be associated with better psychological functioning, and this led to less distress and feelings of stress which were predictors of stress experienced by students (braun et al., 2020; carmody, baer, lb lykins, & olendzki, 2009). however the main benefits of mindfulness based therapy are reducing stress and increasing awareness of the meaning of life among high school students. therefore the aim of this study is to analyze effective and potential mindfulness based therapy in reducing stress and increasing mindfulness in high school students experienced during the covid-19 pandemic. method the research used the single subject research (ssr) method (cook, tankersley, & landrum, 2009; neuman & mccormick, 2000). this method is used in the study of psychotherapy by investigating individuals based on two views, either as an object or as a unit of analysis (horner et al., 2005). the subjects of this study were three high school students who experienced severe stress. the subjects were obtained based on the results of measurements using the dass (depression anxiety stress scale which has been validly tested. this instrument can measure the dimensions of depression, anxiety and stress. furthermore, the research design used can be this research is aba (baseline (a1) intervention (b) baseline (a2)). collections under the intervention conditions were carried out until the data reached a clear trend and level, after which each condition at baseline (a1) was repeated with the same subject. measure the decrease in conditions before and after given mindfulness based therapy. results and discussions this research was conducted by measuring students' stress levels three times in the baseline phase (a1) then given it was measured again three times in the intervention phase (b), and three times measured in the next baseline phase (a2). the central tendency shows a stable trend direction in the initial baseline phase, then the median value of 9 at the beginning of the observation until the end of the baseline observation (a1), and decreases in the intervention phase (b). whereas for median values of 7 to 4, as well couns-edu  the international journal of counseling and education vol.6, no.2, 2021 mindfulness based therapy intervention …| 85 indonesian counselor association (iki) | doi: 10.23916/0020210636430 as in the baseline phase (a2), the trend shows a steady decline to median 3.students' stress levels at the end of baseline were 9 and then 5 before being given intervention, which continued to decline to baseline phase 3 (a2 ). this shows that the intervention carried out can reduce stress conditions experienced by students. in the calculation in the baseline conditions (a1) at the measurement of the 9th related session and in the first session in the intervention condition (b), getting the difference between the baseline data points, the result of the treatment is 2. this means that student stress has decreased. the results of graph analysis show that mindfulness based therapy is effective in reducing stress levels in students. furthermore, the measurement was carried out using the dass scale. re-measure with the dass scale to measure stress levels after receiving mindfulness-based therapy. the measurement results show significant results in the observation process. then three students entered the stress category based on the results of the measurement scale before getting treated with mindfulness based therapy. based on the results of the wilcoxon signed-rank test statistical data comparison between the dass measurement scale model data before and after treatment with mindfulness based therapy, using a total of 3 students, all came back negative. that is, the stress level of students after receiving mindfulness based therapy was lower than before the treatment was given. this shows that the level of stress experienced by students has decreased, especially after treatment interventions with mindfulness based therapy. the results of testing the differences in student stress levels through the dass pretest and posttest scale measurement models also show findings that support the results of the previous analysis. when compared between the pretest and posttest data, the z value is − 1,720 which has a probability of 0.105 (<0.25), meaning that h0 is rejected. there was a significant difference in students' stress levels between the pretest and posttest dass scale models. in other words, there was a significant decrease in students' stress levels after receiving treatment with mindfulness based therapy. based on the results of the research conducted, it showed that three students experienced a decrease in stress levels after treatment with mindfulness based therapy (ahmad et al., 2020). the emergence of stress in each student has various causes that can be identified from the various symptoms that appear, such as physical symptoms of shortness of breath, dry mouth and throat, sweaty hands; feeling hot, muscle tense, indigestion, diarrhea, constipation, unnatural fatigue, headache, rough muscles. then behavioral symptoms such as confusion, anxiety, and sadness; distraction; feeling misunderstood; helplessness category; inability to do anything; worried; feeling like a failure; not interested; and feel hopeless. the symptoms above can be recognized by the counselor through the provision of the dass instrument. the provision of the dass instrument is a necessity in learning to help identify psychological conditions, especially measuring the dimensions of depression, stress and anxiety experienced by students which can then be followed up by the counselor to provide services. it can be identified that the phenomenon of student stress during the covid-19 pandemic was caused by several causes such as the demands of a lot of assignments, boredom, anxiety because they did not understand the subject matter, inadequate suggestions and infrastructure, and lack of student interaction with the teacher to discuss the subject matter. which is not understood. the use of mindfulness based therapy can help students reduce the level of stress they feel (de man et al., 2021). stressful events derived from many situations, such as those involving school, family, or work (yusufov, nicoloro-santabarbara, grey, moyer, & lobel, 2019). this condition gives rise to various other psychological problems that start with stress. in the world of education, for example, the phenomenon of stress in students can cause the ashock event to occur (alizamar et al., 2018). this stress phenomenon experienced by students can be in the form of worrying that they will fail when they do not achieve adequate results on exams or feel annoyed when they get low scores on exams . then during the pandemic covid-19 students experience a change in the learning system from offline learning to online learning which forces students to study at home. this creates pressure when students find it difficult to understand the subject matter, feel bored, and there is a decrease in grades which causes stress on students (alblwi, mcalaney, al thani, phalp, & ali, 2021; wong, dosanjh, jackson, rünger, & dudovitz, 2021). mindfulness based therapy shows a positive effect on the quality of life of students and is effective in reducing stress symptoms in students (ahmad, et al., 2020). mindfulness based therapy contains the theory that intention, attention and attitude are the main pillars in directing life for the better, which is more accepting and overcoming the problems and pressures of every life experience (braun, et al., 2020; p. ritvo, ahmad, morr, pirbaglou, & moineddin, 2021). continuous stress may lead to unproductive couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu amalianita, b., & ifdil, i. mindfulness based therapy intervention …| 86 indonesian counselor association (iki) | doi: 10.23916/0020210636430 rumination and worry that consumes energy, the stress that continues to be felt by students can cause anxiety which results in unproductive life and consumes energy, strengthens the stressful experience itself and often triggers depression and anxiety. mindfulness based therapy has shown positive effects on the mood and emotions and can restore mental health to a healthier state (de man, et al., 2021). the application of mindfulness based therapy aims to reduce stress levels through training in awareness of positive life experiences. the phase is oriented towards giving and training positive thinking to students. the provision of this therapy can make students' lives more fulfilled and can live a happier life and be more able to overcome the pressures that arise in their lives, especially academic problems experienced during the covid-19 pandemic. conclusions the results of this study indicate that mindfulness based therapy is beneficial and effective in reducing stress in high school students. this is indicated by a decrease in the student's stress score before and after being given mindfulness-based therapy treatment where the student's stress level is lower. this shows that mindfulness based therapy is effective in reducing student stress levels. mindfulness based therapy can thus be recommended for experts in helping students reduce stress. future research needs to be done to further investigate the potential of mindfulness based therapy training from psychological health service providers to be of benefit to students and service providers themselves references ahmad, f., el morr, c., ritvo, p., othman, n., moineddin, r., ashfaq, i., . . . williams, s. (2020). an eight-week, web-based mindfulness virtual community intervention for students' mental health: randomized controlled trial. [article]. jmir mental health, 7(2). doi: 10.2196/15520 alblwi, a., mcalaney, j., al thani, d. a. s., phalp, k., & ali, r. (2021). procrastination on social media: predictors of types, triggers and acceptance of countermeasures. [article]. social network analysis and mining, 11(1). doi: 10.1007/s13278-021-00727-1 aliyyah, r. r., rachmadtullah, r., samsudin, a., syaodih, e., nurtanto, m., & tambunan, a. r. s. (2020). the perceptions of primary school teachers of online learning during the covid-19 pandemic period: a case study in indonesia. journal of ethnic and cultural studies, 7(2), 90-109. alizamar, a., ifdil, i., fadli, r. p., erwinda, l., zola, n., churnia, e., . . . rangka, i. b. (2018). the effectiveness of hypnotherapy in reducing stress levels. [article]. addictive disorders and their treatment, 17(4), 191-195. doi: 10.1097/adt.0000000000000140 braun, s. e., dow, a., loughan, a., mladen, s., crawford, m., rybarczyk, b., & kinser, p. (2020). mindfulness training for healthcare professional students: a waitlist controlled pilot study on psychological and work-relevant outcomes. [article]. complementary therapies in medicine, 51. doi: 10.1016/j.ctim.2020.102405 carmody, j., baer, r. a., lb lykins, e., & olendzki, n. (2009). an empirical study of the mechanisms of mindfulness in a mindfulness‐ based stress reduction program. journal of clinical psychology, 65(6), 613-626. cianci, a. m., klein, h. j., & seijts, g. h. (2010). the effect of negative feedback on tension and subsequent performance: the main and interactive effects of goal content and conscientiousness. journal of applied psychology, 95(4), 618. cook, b. g., tankersley, m., & landrum, t. j. (2009). determining evidence-based practices in special education. exceptional children, 75(3), 365-383. de man, j., buffel, v., van de velde, s., bracke, p., van hal, g. f., wouters, e., . . . van guyse, m. (2021). disentangling depression in belgian higher education students amidst the first covid-19 lockdown (april-may 2020). [article]. archives of public health, 79(1). doi: 10.1186/s13690-02000522-y fung, j., kim, j. j., jin, j., chen, g., bear, l., & lau, a. s. (2019). a randomized trial evaluating school-based mindfulness intervention for ethnic minority youth: exploring mediators and moderators of intervention effects. [article]. journal of abnormal child psychology, 47(1). doi: 10.1007/s10802-018-0425-7 couns-edu  the international journal of counseling and education vol.6, no.2, 2021 mindfulness based therapy intervention …| 87 indonesian counselor association (iki) | doi: 10.23916/0020210636430 giatman, m., siswati, s., & basri, i. y. (2020). online learning quality control in the pandemic covid-19 era in indonesia. journal of nonformal education, 6(2), 168-175. horner, r. h., carr, e. g., halle, j., mcgee, g., odom, s., & wolery, m. (2005). the use of singlesubject research to identify evidence-based practice in special education. exceptional children, 71(2), 165-179. ifdil, & bariyyah, k. (2015). the effectiveness of peer-helping to reduce academic-stress of students. [article]. addictive disorders and their treatment, 14(4), 176-181. doi: 10.1097/adt.0000000000000052 jimenez, c., navia‐ osorio, p. m., & diaz, c. v. (2010). stress and health in novice and experienced nursing students. journal of advanced nursing, 66(2), 442-455. lamotte, a. d., & murphy, c. m. (2017). trauma, posttraumatic stress disorder symptoms, and dissociative experiences during men’s intimate partner violence perpetration. psychological trauma: theory, research, practice, and policy, 9(5), 567. moore, j. l., dickson-deane, c., & galyen, k. (2011). e-learning, online learning, and distance learning environments: are they the same? the internet and higher education, 14(2), 129-135. neuman, s. b., & mccormick, s. (2000). a case for single-subject experiments in literacy research. handbook of reading research, 3, 181-194. niazov, z., hen, m., & ferrari, j. r. (2021). online and academic procrastination in students with learning disabilities: the impact of academic stress and self-efficacy. psychological reports, 0033294120988113. permadi, a., & aditya, b. r. (2021). the influence of student characteristics, design learning features, and learning outcomes on blended learning effectiveness (case study: higher education in indonesia). edunesia: jurnal ilmiah pendidikan, 2(1), 308-318. purwaamijaya, i. m., masri, r. m., & purwaamijaya, b. m. (2021). the effectiveness of online learning methods during the covid-19 pandemic. paper presented at the 6th upi international conference on tvet 2020 (tvet 2020). ritvo, p., ahmad, f., el morr, c., pirbaglou, m., moineddin, r., & team, m. (2021). a mindfulnessbased intervention for student depression, anxiety, and stress: randomized controlled trial. jmir mental health, 8(1), e23491. ritvo, p., ahmad, f., morr, c. e., pirbaglou, m., & moineddin, r. (2021). a mindfulness-based intervention for student depression, anxiety, and stress: randomized controlled trial. [article]. jmir mental health, 8(1). doi: 10.2196/23491 teixeira, r. j., brandão, t., & dores, a. r. academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education. current psychology, 1-10. van de velde, s., buffel, v., bracke, p., van hal, g., somogyi, n. m., willems, b., & wouters, e. (2021). the covid-19 international student well-being study. scandinavian journal of public health, 49(1), 114-122. wong, m. d., dosanjh, k. k., jackson, n. j., rünger, d., & dudovitz, r. n. (2021). the longitudinal relationship of school climate with adolescent social and emotional health. [article]. bmc public health, 21(1). doi: 10.1186/s12889-021-10245-6 yang, c., chen, a., & chen, y. (2021). college students’ stress and health in the covid-19 pandemic: the role of academic workload, separation from school, and fears of contagion. plos one, 16(2), e0246676. yulia, h. (2020). online learning to prevent the spread of pandemic corona virus in indonesia. eternal (english teaching journal), 11(1). yuliandri, b. s., & wijaya, h. e. (2021). social emotional learning (sel) to reduce student academic stress during the covid-19 pandemic. paper presented at the proceding of inter-islamic university conference on psychology. yusufov, m., nicoloro-santabarbara, j., grey, n. e., moyer, a., & lobel, m. (2019). meta-analytic evaluation of stress reduction interventions for undergraduate and graduate students. [article]. international journal of stress management, 26(2), 132-145. doi: 10.1037/str0000099 microsoft word 02 kadek.docx couns-edu ¨the international journal of counseling and education vol.6, no.1, 2021, pp. 11-18 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210634010 received on 03/19/2021 revised on 04/17/2021; accepted on 05/19/2021; published on: 06/30/2021 11 self-help online psychoeducation to overcome anxiety during covid-19 outbreak 1universitas pendidikan ganesha, indonesia 2 universitas negeri padang, indonesia abstract this study aims to compare the effectiveness of mindfulness and relaxation techniques with self-help methods through web tutorials to overcome anxiety during the covid-19 outbreak. random control trial experiment performed by invite 418 balinese community (age 15 years and above) to preliminary screening on anxiety sub-scale of 21-dass. a total of 129 participants who met the random assignment criteria were then grouped into three groups, namely experimental group 1 who will take self-help mindfulness exercises, experimental group 2 who will participate in self-help relaxation exercises, and waiting-list control group. the results of study shows that web-based self-help mindfulness and relaxation tutorials are effective for reducing anxiety levels. the comparison of the two also shows that mindfulness techniques are more effective than relaxation techniques. the results of this study have theoretical and practical implications in efforts to overcome anxiety disorders experienced during the covid-19 outbreak. keywords: online psycho education, mindfulness, relaxation, anxiety, covid-19 outbreak. how to cite: suranata, k., ifdil, i., gading, i., & permana, a. (2021). self-help online psychoeducation to overcome anxiety during covid-19 outbreak.. couns-edu: the international journal of counseling and education, 6(1). 11-18 doi:http://dx.doi.org/10.23916/0020210634010 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021by author. introduction the covid-19 pandemic has become a public health emergency that has attracted worldwide attention since it was first announced by who in early 2020. this pandemic situation then had a wide impact on the lives of almost most people, from health, socioeconomic, and also education (nicola et al., 2020; noda, 2020; troutman-jordan & kazemi, 2020) in addition to threatening physical health due to exposure to the virus, covid-19 also has a serious impact on people’s mental health (harlianty et al., 2020; mehrsafar et al., 2020; ransing et al., 2020; yan et al., 2020). various psychological disorders have been reported during the pandemic, both at the individual, community and global levels (salari et al., 2020). at the individual level, during the pandemic, several studies have reported a high tendency for people who experience excessive fear and anxiety to be exposed to viruses, stress, and even become at risk of depression (fardin, 2020; j. li et al., 2020; salari et al., 2020). the threat of the covid-19 pandemic on people’s mental health also occurs in indonesia. the survey results of the association of indonesian psychiatrist (psdkji) reported three psychological problems with a fairly high prevalence experienced by the community, namely anxiety, depression, and psychological trauma (pdskji, 2020). this pandemic has also triggered a decline in the level of life satisfaction and psychological well-being of the community (lee, 2020; s. li et al., 2020). psychological problems due to the *)corresponding author, +e-mail: ifdil@fip.unp.ac.id kadek suranata1, ifdil ifdil2*) , ketut gading1, agus aan jiwa permana1 couns-edu ¨ vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu suranata, k. et al self-help online psychoeducation to overcome anxiety during covid-19 outbreak | | 12 indonesian counselor association (iki) | doi: 10.23916/0020210634010 covid-19 pandemic are not only at risk for adults but also threaten the mental health and psychological wellbeing of children and adolescents (unicef, 2021). anxiety is one of the psychological and emotional impacts experienced by most people due to the covid-19 pandemic (roy et al., 2020). at least 1 in 5 adults in indonesia reported experiencing anxiety and psychological stress (ifdil et al., 2021; ifdil, yuca, et al., 2020). the study of brooks et al., (2020) showed that people who were isolated and quarantined due to social distancing during pandemic experienced significant levels of anxiety. empirical evidence related to the high level of anxiety experienced by the community due to the covid-19 pandemic shows the need for psychological assistance for the community in reducing the anxiety experienced, so that they are able to have good mental health in order to function optimally. one of the efforts that can be done is through online-based psychoeducation and counseling (fathiyah et al., 2021; ifdil, fadli, et al., 2020). this study aims to compare online self-help psychoeducation in overcoming the level of anxiety experienced by the community due to the covid-19 pandemic. online psychoeducation is packaged in an online self-help method through website tutorials, so that people can get psychological assistance through certain technique exercises independently without having to come to the counselor’s place (suranata et al., 2020). there are two techniques involved in this study, namely meditation mindfulness and simple relaxations. relaxation is a therapy technique that developed on a cognitive behavioral approach aimed to overcoming emotional disorders, including anxiety, depression, stress, angry disorders, by creating relaxation in all parts of the body (deffenbacher et al., 1987)). in this study, relaxation techniques will be compared with mindfulness, which also develops in the cognitive behavioral tradition, oriented towards self-awareness and self-discovery (bäuerle, 2020; ge, 2019; nell, 2016) method research procedure this study followed a randomized control trial (rct) experimental design involving three groups of respondents who had previously attended an initial screening (pre-test) by measuring the level of anxiety. then a random sampling procedure was performed to obtain two experimental groups and one control group. the experimental group 1 will participate in self-help mindfulness, while the experimental group 2 will participate in self-help relaxation. both method will conducted online, while the control group (waiting list control) did not follow any self-help method. after the self-help procedure was completed, the three groups of subjects would attend the post-test. research subject figure 1. sample selection and redention of study (figure with permission ©suranata, et.,all 2021) couns-edu ¨ the international journal of counseling and education vol.6, no.1, 2021 self-help online psychoeducation to overcome anxiety during covid-19 outbreak | 13 indonesian counselor association (iki) | doi: 10.23916/0020210634010 through the rct procedure, a total of 418 balinese aged 15 years and over were invited to take part in the initial screening through an online survey with 7 items anxiety sub-scales of indonesian version of dass-21. only 129 (75 men, 54 women, mean of age 26.7 years) met the criteria, namely experiencing anxiety disorders in the moderate to very high category based on the results of anxiety measurements. the procedure for selecting subjects in this study is described in figure 1 research instrument the instrument for measuring anxiety levels in this study used 7 items anxiety subscales of indonesian version dass-21. dass-21 is an abbreviated version of dass-42 as a scale for measuring symptoms of depression, anxiety and stress that has been used worldwide (scholten, velten, bieda, zhang, & margraf, 2017), including in asia and indonesia (bibi, lin, zhang, & margraf, 2020; danamik, 2007; ratanasiripong et al., 2016; wah, 2013). dass-21 has also been used from children to adults (patrick, dyck, & bramston, 2010). the dass-21 anxiety subscale consists of 7 items designed to measure anxiety symptoms (lovibond & lovibond, 1995). the anxiety subscale from dass-21 is a self-rapport questionnaire method based on a four-point rating scale, ranging from 0 (not happen to me at all) to 3 (very often happens to me). participants rated each statement on the dass-21 anxiety subscale that they experienced during the past week. the level of anxiety is obtained by adding up the ratings for each item on the dass-21 anxiety subscale. the internal reliability of the dass-21 scale in the indonesian population was reported by (onie kirana, a. c., mustika, n. p., adesla, v., & ibrahim, r., 2020) with an mcdonald’s value in the anxiety subcategory of 0.78. in this study, the internal reliability of cronbach’s alpha for the anxiety subcategory is 0.80, with the internal reliability of each item based on the item-rest correlation ranging from .30 to .86 which indicates that the items on the anxiety subscale dass-21 have very good internal reliability. treatment protocol the procedure for self-help mindfulness and relaxation exercises is carried out online through si-konseling, a web-based psychoeducation and counseling system. to access the system, participants in the experimental group 1 and experiment 2 login using the username and password that have been provided on the https://sikonseling.com/. after logging in, both groups of experiments accessed the dashboard page for general instructions for participating in the self-help exercise. furthermore, the experimental group 1 will access the mindfulness exercise menu, while the experimental group 2 will access the relaxation exercise menu. there is a discussion box in each exercise menu to facilitate if participants experience problems or want to discuss with the facilitator (counselor). at the end of the exercise menu, there is a exercise form that aims to reveal the progress of each participant’s exercise achievements. the appearance of si-konseling can be seen in figure 2. figure 2. the appearance of si-konseling (figure with permission ©suranata, et.,all 2021) ethical consideration this study was approved by the research and community services review board of the researcher's universitas pendidikan ganesha, singaraja, bali, indonesia (no 952/un48.16/lt/2021). all subjects involved in this study were given a full explanation of the study purpose and procedures, including issues of couns-edu ¨ vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu suranata, k. et al self-help online psychoeducation to overcome anxiety during covid-19 outbreak | | 14 indonesian counselor association (iki) | doi: 10.23916/0020210634010 privacy, and possible benefits and inconveniences of taking part. subjects were informed that they could withdraw at any time, and all gave informed consent. data analysis procedure the statistical program jasp version 0.13 for mac was used in data analysis related to the presentation of descriptive data and ancova. although in this study a random assignment procedure for sample selection was carried out, to avoid bias caused by the inequality of initial conditions in each group of participants in the study, the data analyzed in ancova was the data gains score in each group. the normalized gains score is the value of the difference between the post-test and pre-test which is normalized through the measurement ideal score. datasets and statistical analysis results for the ancova can be accessed at https://osf.io/58td7/. results and discussions the descriptive data showing anxiety conditions in the pre-test and post-test of experimental group 1 (mindfulness), experiment 2 (relaxation), and the waiting list control group, as presented in table 1. table 1. pretest-posttest gains score anxiety among groups pre-anxiety post-anxiety gains-anxiety mindfulness relaxation wl control mindfulness relaxation wl control mindfulness relaxation wl control mean 16.529 14.909 14.875 12.971 14.418 16.825 -0.203 -0.030 0.088 sd 1.674 1.898 2.151 0.627 2.149 2.147 0.124 0.120 0.136 the descriptive data in table 1 shows that the average anxiety scores in the three groups are not equal, so the decision to use the gain score for decision making and hypothesis testing in this study is correct. from the descriptive data, it can be seen that the group of subjects who participated in the self-help mindfulness exercise showed the most significant decrease in anxiety scores between the pre-test and post-test. the group of subjects who took the relaxation self-help exercise also showed a decrease in anxiety, but lower than the group that took the mindfulness self-help exercise. while the waiting-list control group actually showed an increase in anxiety. figure 3 shows how the tendency of anxiety in each group changed from pre-test to posttest. figure 3. gains score anxiety among groups (figure with permission ©suranata, et.,all 2021) figure 2 shows how the pretest and posttest anxiety scores change based on the gain score in each group. the group that took self-help mindfulness exercises and relaxation self-help exercises showed a decrease in anxiety scores which was indicated by a negative gain score or below zero. meanwhile, the pretest and posttest anxiety scores of the waiting-list control group were above zero, indicating that couns-edu ¨ the international journal of counseling and education vol.6, no.1, 2021 self-help online psychoeducation to overcome anxiety during covid-19 outbreak | 15 indonesian counselor association (iki) | doi: 10.23916/0020210634010 participants in this group experienced an increase in anxiety scores. from this plot, it can also be seen that the group that followed the self-help mindfulness exercise showed a greater reduction in anxiety than the group that took the relaxation self-help exercise. the anacova test was conducted to examine the effect of interventions (self-help mindfulness and self-help relaxation exercises) on anxiety by controlling for age and gender variables. the results of the anacova analysis are shown in table 2. table 2. the anacova of gains score anxiety between groups of study control by age and gender cases sum of squares df mean square f p η² group 1.563 2 0.781 48.800 < .001 0.439 age 0.014 1 0.014 0.860 0.355 0.004 gender 9.647e -4 1 9.647e -4 0.060 0.807 2.708e -4 residuals 1.985 124 0.016 note. type iii sum of squares the anacova results in table 2 show that there is a significant difference in anxiety between the three intervention groups f(2,124) = 48.80, p < .001, and the effect size on η² is .439 (moderate effect). meanwhile, both age and gender variables have no significant effect. these results indicate that the influence of the intervention involved in this study (mindfulness and relaxation) affects all age groups as well as in both male and female groups. table 3. tukey post-hoc comparasions of anxiety among groups mean difference se t p tukey self-help mindfulness self-help relaxation -0.172 0.028 -6.188 < .001 waiting list control -0.291 0.030 -9.860 < .001 self-help relaxation waiting list control -0.120 0.026 -4.533 < .001 note. p-value adjusted for comparing a family of 3 the post-hoc comparison in table 3 shows that the difference in gain scores in each group is significant. the group that took the self-help mindfulness exercise showed a higher reduction in anxiety than the group that took the relaxation self-help exercise and the waiting-list control group, while the group that took the relaxation self-help exercise significantly also experienced a higher reduction in anxiety than the waiting-list group. control list. the results of this analysis basically show that self-help mindfulness and relaxation self-help exercises based on web tutorials are effective methods to reduce anxiety levels. when both compared, self-help mindfulness exercises achieved more effective results. this study supports the evidence from previous studies on the use of relaxation techniques in cbt or other approaches (chol, 2010; dehghan-nayeri & adib-hajbaghery, 2011; hayes-skelton, s. a., roemer et al., 2013; klainin-yobas et al., 2015; li, y. et al., 2015; liu et al., 2020) as well as mindfulness (abbasi, shariati, & tajikzade, 2018; keye & pidgeon, 2013; moir et al., 2016; jones et al., 2014) to overcome anxiety and other emotional disorders such as worry, angry disorder, depression, and stress. the results of this study support empirical evidence that online-based psychoeducation methods are effective interventions to reduce anxiety (jeffrey et al., 2020; taylor-rodgers & batterham, 2014). the results of this study also show that online psychoeducation and counseling methods are effectively used to improve mental health and psychological well-being (ardi & ifdil, 2013; hastuti & tyas, 2021; k suranata et al., 2020). the results of this study contributed positively to the provision of psychological assistance to the community after the covid-19 pandemic. the online self-help method in this study can be considered as a solution in dealing with anxiety disorders in the community due to the covid-19 outbreak. couns-edu ¨ vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu suranata, k. et al self-help online psychoeducation to overcome anxiety during covid-19 outbreak | | 16 indonesian counselor association (iki) | doi: 10.23916/0020210634010 conclusions based on the results of this study, it was found that online and web based tutorial self-help mindfulness and relaxation exercises were effective in reducing the anxiety experienced by people during the covid-19 outbreak. the comparison between the two techniques shows that the mindfulness meditation technique has a higher effect on reducing anxiety. the findings in this study have implications for efforts to help people improve their mental and emotional health during the covid-19 outbreak. acknowledgments this study founding by bnpb in collaboration with ministry of culture and education ristekbrin republic of indonesia, research grand ideathon bali kembali no 333/e.41/ak.04/pt/2021 years 2021. references ardi, z., & ifdil, i. (2013). konseling online sebagai salah satu bentuk pelayanan e-konseling. jurnal konseling dan pendidikan, 1(1), 15–22. bäuerle, a. (2020). ). e-mental health mindfulness-based and skills-based “cope it” intervention to reduce psychological distress in times of covid-19: study protocol for a bicentre longitudinal study. bmj open, 10(8). https://doi.org/https://doi.org/10.1136/bmjopen-2020-039646 brooks, s. k., webster, r. k., smith, l. e., woodland, l., wessely, s., greenberg, n., & rubin, g. j. (2020). the psychological impact of quarantine and how to reduce it: rapid review of the evidence. the lancet, 395(10227), 912–920. https://doi.org/10.1016/s0140-6736(20)30460-8 chol, y. k. (2010). the effect of music and progressive muscle relaxation on anxiety, fatigue, and quality of life in family caregivers of hospice patients. journal of music therapy, 47(1), 53–69. https://doi.org/https://doi.org/10.1093/jmt/47.1.53 deffenbacher, j. l., story, d. a., stark, r. s., hogg, j. a., & brandon, a. d. (1987). cognitive-relaxation and social skills interventions in the treatment of general anger. journal of counseling psychology, 34(2), 171–176. https://doi.org/https://doi.org/10.1037/0022-0167.34.2.171 dehghan-nayeri, n., & adib-hajbaghery, m. (2011). effects of progressive relaxation on anxiety and quality of life in female students: a non-randomized controlled trial. complementary therapies in medicine, 19(4), 194–200. https://doi.org/https://doi.org/10.1016/j.ctim.2011.06.002 fardin, m. a. (2020). covid-19 and anxiety: a review of psychological impacts of infectious disease outbreaks. archives of clinical infectious diseases, 15(covid-19), 15–17. https://doi.org/10.5812/archcid.102779 fathiyah, k. n., widyastuti, t., setiawati, f. a., & romadhani, r. k. (2021). improving mental health during the covid-19 pandemic through online psychoeducation. 3(2), 72–79. ge, j. (2019). self-compassion and subjective well-being mediate the impact of mindfulness on balanced time perspective in chinese college students. frontiers in psychology, 10. https://doi.org/https://doi.org/10.3389/fpsyg.2019.00367 harlianty, r. a., widyastuti, t., mukhlis, h., & susanti, s. (2020). study on awareness of covid-19, anxiety and compliance on social distancing in indonesia during coronavirus disease 2019 (covid-19) pandemic. 2019, 1–16. https://doi.org/10.21203/rs.3.rs-44598/v1 hastuti, m. m. s., & tyas, p. h. p. (2021). online media usage in guidance and counseling services during covid-19 pandemic. jurnal kajian bimbingan dan konseling, 6(2), 60–70. https://doi.org/10.17977/um001v6i22021p060-070 hayes-skelton, s. a., roemer, l., orsillo, s. m., & borkovec, t. d. (2013). a contemporary view of applied relaxation for generalized anxiety disorder. cognitive behaviour therapy, 42(4), 292–302. https://doi.org/https://doi.org/10.1080/16506073.2013.777106 ifdil, i., fadli, r. p., suranata, k., zola, n., & ardi, z. (2020). online mental health service in indonesia during the covid-19 outbreak. asian journal of psychiatry, 51(january). https://doi.org/https://doi.org/10.1016/j.ajp.2020.102153 ifdil, i., putri, y. e., & amalianita, b. (2021). stress and anxiety among adolescents, during the covid-19 outbreak. konselor, 10(1). https://doi.org/https://doi.org/10.24036/0202094111941-0-00 ifdil, i., yuca, v., & yendi, f. m. (2020). stress and anxiety among late adulthood in indonesia during couns-edu ¨ the international journal of counseling and education vol.6, no.1, 2021 self-help online psychoeducation to overcome anxiety during covid-19 outbreak | 17 indonesian counselor association (iki) | doi: 10.23916/0020210634010 covid-19 outbreak. jppi (jurnal penelitian pendidikan indonesia), 6(2), 31. https://doi.org/10.29210/02020612 jeffrey, c., peltier, c., & vannest, k. (2020). the effects of an online psychoeducational workshop to decrease anxiety and increase empowerment in victims of trolling and cyberbullying. journal of online learning research, 6(3), 267–298. klainin-yobas, p., oo, w. n., suzanne yew, p. y., & lau, y. (2015). effects of relaxation interventions on depression and anxiety among older adults: a systematic review. aging and mental health, 19(12), 1043–1055. https://doi.org/https://doi.org/10.1080/13607863.2014.997191 lee, j. (2020). mental health effects of school closures during covid-19. the lancet child and adolescent health, 4(6), 421. https://doi.org/10.1016/s2352-4642(20)30109-7 li, y., w., r., tang, j., chen, c., tan, l., wu, z., …, & wang, x. (2015). progressive muscle relaxation improves anxiety and depression of pulmonary arterial hypertension patients. evidence-based complementary and alternative medicine, 19(4). https://doi.org/https://doi.org/10.1016/j.ctim.2011.06.002 li, j., yang, z., qiu, h., wang, y., jian, l., ji, j., & li, k. (2020). anxiety and depression among general population in china at the peak of the covid-19 epidemic. world psychiatry, 19(2), 249–250. https://doi.org/10.1002/wps.20758 li, s., wang, y., xue, j., zhao, n., & zhu, t. (2020). the impact of covid-19 epidemic declaration on psychological consequences: a study on active weibo users. int j environ res public health [revista en internet] 2020 [acceso 13 de abril de 202021]; 30(3): 201-205. international journal of environmental research and public health, 17(6). https://www.ncbi.nlm.nih.gov/pmc/articles/pmc7143846/pdf/ijerph-17-02032.pdf liu, k., chen, y., wu, d., lin, r., wang, z., & pan, l. (2020). effects of progressive muscle relaxation on anxiety and sleep quality in patients with covid-19. complementary therapies in clinical practice, 39. https://doi.org/https://doi.org/10.1016/j.ctcp.2020.101132 mehrsafar, a. h., gazerani, p., zadeh, a. m., & sanchez, j. c. (2020). adressing potential impact of covid-19 pandemic on physical and mental health of elite athletes. brain, behavior, and immunity, 87(january), 147–148. https://doi.org/https://doi.org/10.1016/j.bbi.2020.05.011 nell, w. (2016). mindfulness and psychological well-being among black south african university students and their relatives. journal of psychology in africa, 26(6), 485–490. https://doi.org/https://doi.org/10.1080/14330237.2016.1250419 nicola, m., alsafi, z., sohrabi, c., kerwan, a., al-jabir, a., iosifidis, c., agha, m., & agha, r. (2020). the socio-economic implications of the coronavirus pandemic (covid-19): a review. international journal of surgery, 78. https://doi.org/https://doi.org/10.1016/j.ijsu.2020.04.018 noda, y. (2020). socioeconomical transformation and mental health impact by the covid-19’s ultimate vuca era: toward the new normal, the new japan, and the new world. asian journal of psychiatry, 54(january). https://doi.org/https://doi.org/10.1016/j.ajp.2020.102262 pdskji. (2020). 5 bulan pandemi covid-19 di indonesia. persatuan dokter spesialis kedokteran jiwa indonesia. http://pdskji.org/home ransing, r., kar, k. s., & menon, v. (2020). national helpline for mental health during covid-19 pandemic in india: new opportunity and challenges ahead. asian journal of psychiatry, 54(january). https://doi.org/https://doi.org/10.1016/j.ajp.2020.102447 roy, d., tripathy, s., kumar, s., & sharma, n. (2020). study of knowledge, attitude, anxiety & perceived mental healthcare need in indian. asian journal of psychiatry journal, january. salari, n., hosseinian-far, a., jalali, r., vaisi-raygani, a., rasoulpoor, s., mohammadi, m., rasoulpoor, s., & khaledi-paveh, b. (2020). prevalence of stress, anxiety, depression among the general population during the covid-19 pandemic: a systematic review and meta-analysis. globalization and health, 16(1), 1–11. https://doi.org/10.1186/s12992-020-00589-w suranata, k, rangka, i. b., & permana, a. a. j. (2020). the comparative effect of internet-based cognitive behavioral counseling versus face to face cognitive behavioral counseling in terms of student’s resilience. cogent psychology. https://www.tandfonline.com/doi/abs/10.1080/23311908.2020.1751022 taylor-rodgers, e., & batterham, p. j. (2014). evaluation of an online psychoeducation intervention to promote mental health help seeking attitudes and intentions among young adults: randomised controlled trial. journal of affective disorders, 168, 65–71. https://doi.org/10.1016/j.jad.2014.06.047 couns-edu ¨ vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu suranata, k. et al self-help online psychoeducation to overcome anxiety during covid-19 outbreak | | 18 indonesian counselor association (iki) | doi: 10.23916/0020210634010 troutman-jordan, m., & kazemi, d. m. (2020). covid-19’s impact on the mental health of older adults: increase in isolation, depression, and suicide risk. an urgent call for action. public health nursing, 37(5), 637–638. https://doi.org/10.1111/phn.12774 unicef. (2021). the state of the world’s children 2021. https://www.unicef.org/indonesia/reports/stateworlds-children-2021 yan, b., nie, g., & huang, y. (2020). china’s experience on mental health in response to the covid-19 pandemic. asian journal of psychiatry, 53(january). https://doi.org/https://doi.org/10.1016/j.ajp.2020.102205 couns-edu the international journal of counseling and education vol.6, no.2, dec 2021, pp. 55-62 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210633620 received on 07/22/2021; revised on 08/16/2021; accepted on 09/20/2021; publishedon:11/19/2021 55 communicating using storytelling method to children experienced sexual abuse and harassment vista nurasti pradanita 1 , yunias setiawati 2 , sasanti yuniar 2*) 1 child and adolescent psychiatry, rumah sakit umum daerah dr. soetomo hospital, surabaya, indonesia, 2 departement of psychiatry, faculty of medicine, universitas airlangga, surabaya, indonesia * corresponding author: sasantiyuniar@yahoo.com abstract every year, sexual abuse against children is increasing. globally, it is estimated that 3-31% of children had experienced sexual abuse. this harms children, including the impact of physical injury, neurobiological impact, and psychiatric, such as depression, anxiety, eating disorders, ptsd, drug abuse, self-harm, suicidal thoughts, and attempted suicide. to help children who are victims of sexual abuse, a special approach is required to ease the communication to children. since children communicate using symbols, thus storytelling, which is part of the play therapy technique, is the right method to communicate awareness to children. with an approach using the storytelling method, hopefully, children will be able to understand the very situations, recognize and express their emotions properly, and minimize the negative impact after the abuse. keywords: child sexual abuse, storytelling, psychiatric impact, therapy how to cite: pradanita, v., setiawati, y., & yuniar, s. (2021). communicating using storytelling method to children experienced sexual abuse and harassment. couns-edu: the international journal of counseling and education, 6(2). doi:http://dx.doi.org/10.23916/0020210633620 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction sexual crimes toward children still exist, both in indonesia and around the world. the number of incidents of child sexual abuse worldwide is statistically unclear, but it is estimated that around 3-31% of children had experienced sexual abuse (vrolijk-bosschaart et al., 2008). in indonesia, the cases of sexual crime against children increase every year. according to data from the witness and victim protection agency, in 2019 there were 350 cases of child sexual abuse. these cases increased by 70% compared to the previous year (lokadata, 2020). sexual abuse of children often occurs in places where children should be protected and feel safe, such as at home and school (ocviyanti et al., 2019). most of the abusers of children's sexual abuse are adults who should protect and be trusted by children, such as teachers, parents, and even family relatives. the indonesian child protection commission (kpai) reported that in 2019 there were at least 35 cases of sexual abuse and harassment of minor students done by teachers and school principals, sadly this happened in the school environment. child sexual abuse (csa) is sexual activity involving adults and children, which is usually for the stimulation or sexual satisfaction of the abusers. this is because children do not fully understand the sexual activities and inappropriate things between them; also most children have trouble expressing rejection and understanding sexual consent (seshadri & ramaswamy, 2019). sexual harassment is one of the wrong treatments or maltreatment of children and can harm the victims’ mental stability, causing mental disorders due to the trauma. the national comorbidity survey reports that there is a relationship between victims of sexual abuse during childhood and the onset of http://dx.doi.org/10.23916/0020210633620 couns-edu  vol.6, no.2, dec 2021 available online: http://journal.konselor.or.id/index.php/counsedu pradanita, v. n., et al. communicating using storytelling method ... | 56 indonesian counselor association (iki) | doi: 10.23916/0020210633620 psychiatric disorders in adulthood. it was reported that 78% of women and 82% of men who were sexually abused in childhood experienced a mental disorder at least once in their lives, increasing the risk of drug addiction in adult life. childhood trauma also leads to suicidal thoughts and a higher risk of suicide case in adulthood. someone who has experienced sexual abuse as a child has a higher suicide risk than those who have never experienced it (shrivastava et al., 2017). it is not easy to recognize child sexual abuse. many factors make it difficult to identify, including children who are unable to speak up because they were threatened not to tell others, fear, feel ashamed, limited communication ability or expressing verbal language, fear of being blamed, and children’s limited knowledge about understanding inappropriate things that sexual-related. if this sexual abuse and harassment did not communicate clearly between children as a victim and their guardian, it can be dangerous for the children's further life. various studies have reported that children who are victims of sexual abuse can experience symptoms of internalization and externalization. symptoms of internalization that are suffered by victims are ptsd (post traumatic stress disorder), depression, nightmares, eating disorders, sleep disorders, and anxiety disorders. in addition, symptoms of externalization that often be found are aggressive behavior, delinquency, and inappropriate sexual behavior during childhood (guerra et al., 2017). according to piaget, children communicate using symbols to express their thoughts and emotion. storytelling can "understand" this way of communicating as well as provide a lot of value in the therapeutic relationship between doctors or counselors and patients (mendoza & bradley, 2021). storytelling is an appropriate method or "tool" suitable to communicate with children. this method is considered can help children process their thoughts, especially processing traumatic events for them, recognize existing distortions, and help them to better understand the happened situations while minimizing the negative impact as a result of the traumas. review child sexual abuse according to the who, the definition of child sexual abuse is the involvement of a child in sexual activity that they do not fully understand and without consent. this violates the law or social values of children protection in society (vrolijk-bosschaart et al., 2008). sexual abuse of children is sexual activity between children and adults or other children that are unable to hold responsibility for their sexual-related action. sexual harassment is also intended to satisfy someone's sexual desires without the consent of the other party. sexual abuse and harassment included the inducement or coercion towards children that involves physical contact including penetration or nonpenetration (cattanach, 2008). the child protection agency in the uk reported that sexual harassment is the coercion toward children or minors to perform sexual activity without their consent. some sexual abuse towards children is not even considered a violent action due to most children do not fully understand sexual activity and harassment. therefore, the abusers do the sexual abuse by sugar-coating their sexual activity by doing the trick to lure children (thapar et al., 2015). type of child sexual abuse child sexual abuse can be divided into 2: physical or contact sexual abuse and non-physical or noncontact sexual abuse. 1. physical or contact sexual harassment non-penetrating physical sexual harassment can be: touching genital parts, forced kiss, and inappropriate sexual activities that children should not do. the abuser takes so many negative benefits without consent, such as touching, kissing, masturbating, and so on. penetrating physical sexual harassment is penetrating the abuser's genital to victims’ genital organs, anal sex, or oral sex. 2. non-physical or non-contact sexual harassment non-physical sexual harassment is inappropriate sexual behavior toward children. for example, making sexual comments about a child's body, supporting a child to behave sexually inappropriately, and teasing with inappropriate words and sentences related to sexuality. couns-edu  the international journal of counseling and education vol.6, no.2, dec 2021 communicating using storytelling method ... | 57 indonesian counselor association (iki) | doi: 10.23916/0020210633620 non-verbal harassment can be showing the genital parts to be seen by children. in another case, checking children's bodies sexually when they are naked, forcing children to watch inappropriate content, such as videos and pictures that contain pornography (vrolijk-bosschaart et al., 2008; cattanach, 2008; thapar et al., 2015). sex demographics in children a sexual abuser is divided into two types: (1) a known person. the children's sexual abusers may include family members, caregivers, or others who are not related to the family but are well-known to the child. this includes teachers and school staff. (2) an unknown or unknown person. the children predators can be a person who is completely unknown by the children before. sadly, there are fewer sexual incidents committed by strangers than by people that are well-known by the children. the child predator in targeting young children, mostly toddlers, will force or coerce the victims using threats. they will persuade children with the things that children usually like, such as candy, ice cream, or toys, so that children are feel invited to be cooperative in sexual acts. the abusers also provide fake attention or affection so that children want to join in sexual activities. this method is generally also followed by excitement and "secrecy" in their sexual activities. the abusers usually trick the children not to tell others by persuading them (seshadri & ramaswamy, 2019). the children predators are dominated by adult males (85-95%) most of whom target pre-pubertal children. female sex offenders are less frequent and usually target boys. teenagers can be abusers of children younger than them; most of them are minor boys or teenage boys who target younger girls that can be harassed. sexual activity done by teenagers is considered sexual if the abuser is older than the victim, or by using threats and violence (thapar et al., 2015). based on age, sexual intercourse can occur at a younger age but the frequency and level of sexual harassment increase with age. in general, it can happen to boys and girls but is mostly experienced by girls (thapar et al., 2015). sexual abuse impact on children sexual abuse leaves a severely harmful impact on children, especially when the abuser comes from their closest circle, such as family, relatives, close friends, schools, etc. a child would not fully understand the sexual activities or consent, but later, especially when there is no professional help to heal the trauma, they will develop the mental disorder tendency. a child will grow older to fully grasp what had happened to them. they will have difficulty accepting themselves. most of them will feel guilty, fearful of adult and sexual activities. this case will be worse if the adults around them point out that the sexual harassment was the children's fault. it will make the self-esteem of the child hit rock bottom, they feel “dirty” and “disgusting” (cattanach, 2008). not all children who experience sexual abuse were able to speak up and show emotional problems directly after the incidents, some of them can experience psychiatric disorders later in life after their adulthood. the severity of the symptoms that appear depends on the interaction of several aspects of the victim's personality, social environment, and gender experienced (guerra et al., 2017; thapar, 2015). sexual abuse is a traumatic experience that has a very bad impact on a child. there are three impacts of sexual abuse on children. 1. physical impact sexual abuse of children significantly affects the physical health of the children. sexual abuse also can harm children resulting in physical injuries, such as fractures, lacerations, head injuries, genital injuries, and anal organs injuries. there can also be disorders of the gastrointestinal system, gynecological reproductive system, sexually transmitted diseases, such as including hiv, and other physical complaints (vrolijk-bosschaart et al., 2008). 2. psychiatric impact the psychiatric effects of sexual harassment do not always appear immediately after the incident. in most cases, children do not understand what they have been through, and may not even realize that they are victims of sexual abuse. behavioral or emotional changes in child victims of sexual abuse are usually related to anxiety and depression. this condition can be couns-edu  vol.6, no.2, dec 2021 available online: http://journal.konselor.or.id/index.php/counsedu pradanita, v. n., et al. communicating using storytelling method ... | 58 indonesian counselor association (iki) | doi: 10.23916/0020210633620 caused by sexual harassment, but can also be caused by other maltreatment such as parental conflict, bullying, learning difficulties, loss, and bereavement. emotional and behavioral changes in a child that may indicate sexual abuse include: eating disorder, mood swing refuses to go to school, age-inappropriate sexual behaviour, avoiding or fearing certain people, or feeling afraid all the time, nightmares sleep disturbances, bedwetting, fussy, clingy (especially to people they trusted), separation anxiety, dissociative reactions and hysteria symptoms, decreased school or academic performance, the presence of body pain that can not be explained medically (somatic complaints). some of the symptoms of psychiatric disorders that can appear in later life (teenagers or adulthood) include depression, ptsd, attempted suicide or self-harm, drug abuse, panic disorder, antisocial personality disorder, inappropriate sexual behavior, low self-esteem, and difficulty achieving goals. good academics (vrolijk-bosschaart et al., 2008; seshadri & ramaswamy, 2019; thapar et al., 2015). 3. neurobiological impact child sexual abuse is a stressful experience (early life stress) and can cause psychosocial problems in children. these encourage are regulated on the hypothalamic-pituitary-adrenal (hpa) axis which is a stress pathway (juruena et al., 2018). children’s brains that experience stress at such a young age will develop neurodevelopmental disruption, which probably leads to neurological injury. in early childhood and adolescence, important brain structures are formed, therefore a traumatic event will be remembered by the child for life. the traumatic or stressful event leads to high production of cortisol levels. high cortisol levels can cause damage to the hippocampus. high levels of cortisol reduced gray matter in the frontal and temporal regions of the brain and increased amygdala reaction to threats, high basal levels, and a blunted cortisol response to stressors (shrivastava et al., 2017; thapar et al., 2015; juruena et al., 2018). other effects of child sexual abuse are the impaired neurotransmitters serotonin and dopamine. serotonin is a system that responds to stress and activates anxiogenic and anxiolytic pathways involved in complex neuronal communication in brain areas. disruption of the serotonin system plays an important role in the emergence of ptsd symptoms in child victims of sexual abuse as well as predisposing them to depression and aggressiveness in later life (shrivastava et al., 2017). storytelling a story is a narrative that tells about an incident to someone in a place and at a time. storytelling itself has existed since the beginning of the emergence of "language". this illustrates the human need to convey his experiences to others. the existence of storytelling transcends the boundaries of culture and era in every human civilization that exists in any culture (mendoza & bradley, 2021). storytelling is generally conveyed by telling the characters that having moral values to be delivered, as a tool to give advice and problem-solving. generally, storytelling is beautified with illustrations and subjective interpretations (mendoza & bradley, 2021). children are more like to stories, especially fairy tales, to grasp and absorb moral values, advice, and metaphorical insights contained in a story, where they may "reject" if they are advised with the same values from other people without storytelling. in their book, schaefer and cangelosi (2016) include storytelling as a form or technique in play therapy. this technique is considered one of the "best of all time" or all-time best techniques to be applied to children. albert (1992) states that through a story, a child will be able to "discover" the reality of their social existence, psychological conditions, and habits or culture and be able to explore (explore) these situations with a changing and more developed perspective. couns-edu  the international journal of counseling and education vol.6, no.2, dec 2021 communicating using storytelling method ... | 59 indonesian counselor association (iki) | doi: 10.23916/0020210633620 types of storytelling schaefer and cangelosi, (2016) divide the types of storytelling into 3, namely: 1. child storytelling (for children aged 3-12 years) storytelling will stimulate children to create personal sounds, show their unique way of thinking, and will be able to show their feelings. the stories told by children will reflect their conscious and unconscious experiences, emotions, and desires. a 3-year-old child will tell stories using short sentences but must be assisted by questions and assistance from adults to trigger their responses. they are already able to use the phrases “once upon a time” and “the end”. at this age, telling children stories about certain issues is a way for children to understand the world. in general, the theme of the story involves simple activities, such as eating, sleeping; and the presence of a kind-hearted character. the age of 4 years is the peak of imagination of a child with a dominance of violence such as monsters, death, and accidents. it is their way of dealing with the fear and urges of aggression within them. at the age of 8 years, a child's way of thinking has developed. they can apply the principles of a story to real life. children in this age can express the beginning of the story which contains the characters in the story, the story background, the problems or issues that rise within the story experienced by the main character, and the end of the story or problem-solving. the techniques used so that young children can express themselves in storytelling are:  staters (opening): for example using the word "once upon a time", "once upon a time in a very far away land..."  prompts: when telling stories, children generally need support or encouragement to continue the story. the therapist may ask "so, what happened?". the therapist's tone of voice should indicate curiosity. at the end of the story usually, the child will say "finished" or "the end".  inquiries (affirmations): affirmations are useful for the therapist to clarify after the story is over. it aims to clarify ambiguities in children's stories and understand the connection between stories and problems that the children have. 2. mutual storytelling (for children aged 8-14 years) this technique was developed by child psychiatrist richard gardner (1971), which involves both children and therapists. this method can correct incorrect cognitive understanding in children. the focus of this method is the repetitive correction of cognitive distortion. gardner gives an example of his methods neither where he asks a child to come up with a story that is neither on television nor what they have heard on the radio. the children were asked to tell the stories that they made themselves. the story includes the beginning, middle, and end of the story and ends with a lesson or moral value. after the child tells their story, then gardner tells them a story that provides learning or moral values. he tells stories with the same characters, storylines, and backgrounds as children's previous stories. this method aims to introduce more adaptive solutions to conflicts or problems faced by children in the story. for example, a 6-year-old boy told a story about a mother bear and her baby who were hungry so they both went into the forest to look for honey. they found a beehive full of honey. the mother bear took the beehive and began to eat honey. because of hunger the mother bear finished the honey and forgot the baby bear that was also hungry. the baby bear just sits and cries. the moral of the story that the children wanted to express was: in this family, everyone only cares about himself. the therapist then retold the first part of the story and then continues with “mother bear fell asleep after eating. feeling hungry, the baby bear walked through the forest and headed for aunt bertha’s house. in aunt bertha’s house, the baby bear was fed milk and honey by aunt bertha herself. in this case, the therapist wanted to express that: if the children are being neglected by the adults, or their parents, another capable and caring adult will take care of them. couns-edu  vol.6, no.2, dec 2021 available online: http://journal.konselor.or.id/index.php/counsedu pradanita, v. n., et al. communicating using storytelling method ... | 60 indonesian counselor association (iki) | doi: 10.23916/0020210633620 3. therapist storytelling (for children aged 3-12 years) stories that have a therapeutic purpose (therapeutic story) is an effective method because it is not supposed to make children feel threatened (non-threatening story). it is more flexible, easier to remember, and provides problem-solving, and provides healing processes. in this method, the first step to creating a story is choosing or determining a therapeutic metaphor and/or appropriate tools related to the children's problem. for example, to a child who is grieving due to the closest person loss, the therapist can tell a story about a rabbit that has lost his father or brother. a child grieving due to the divorce of his parents can be told a story about a baby dog that lost its mother. metaphors and aids can help enrich the storyline. the story should portray children's emotions and contain children's favorite subjects, such as favorite animals, toys, superheroes, and or cartoon characters. the storyline is just as important as a positive ending because, in the process, the storyline helps build tension in the story, involving several events and tasks for the child. stories should be age-appropriate and provide an indirect “lesson”. methods in therapeutic storytelling storytelling can be a very useful “tool” for the interaction between children and therapists. the therapist can create a story with a variety of techniques and modalities, such as using bibliotherapy, sand tray, and cognitive-behavioral approaches (mendoza & bradley, 2021). bibliotherapy bibliotherapy is a therapeutic modality that uses books as a medium of communication between therapists and children. mostly, the books are about fairy tales or children's stories. through childrenfriendly stories, a child can portray himself with the characters in the story and learn many things through the story. with this method, one can understand the story not only from reading it but also by discussing the feelings, thoughts, relationships, causes, and consequences experienced by the characters in the story. according to schaefer and cangelosi (2016), there are four therapeutic elements in bibliotherapy: 1. universalization: the story should make children feel that the characters in the story have the same or similar problem like them, without the feeling that the characters are the reflection of the children themselves. the story should make the children many people have similar problems, thus they would not feel alone. 2. psychological safety: stories should create a sense of security that allows children to face difficulties indirectly because confronting children with an exact example of their problem will harm their mental health and worsen the stress. characters in the story that are often used are animal characters because the children will feel safer that the characters are completely different from them and help the children understand the whole story. 3. problem-solving: the problem-solving told in the story should overcome the problem that the main character had, so the children can reflect on the problem solving on their own. 4. theory of mind: stories can help children to understand the mental or mental conditions of others so that they can develop children's ability to empathize and have an understanding of the social environment. sandtray the sand tray technique is one of the storytelling methods to communicate. children can "draw" in the sand at the same time by telling about the characters in the story. in addition, children can concretely tell stories using the miniatures contained in the sandbox as well as use them as symbolic representations13. cognitive-behavioral approach in the counseling context, storytelling can be combined with existing counseling models such as trauma-focused cognitive-behavioral therapy (tf-cbt). although there are many variations of combining storytelling with counseling sessions, the "story" is the main thing that strengthens the connection between therapist and child. couns-edu  the international journal of counseling and education vol.6, no.2, dec 2021 communicating using storytelling method ... | 61 indonesian counselor association (iki) | doi: 10.23916/0020210633620 discussion in writing and telling a story, imaginative, symbolic, and metaphorical languages are often used. mendoza and bradley (2021) illustrate a storytelling model that can be used in counseling practice for traumatized children. in the storytelling model, there are two spectrums, the story spectrum and the degree of control spectrum. those two spectrums are used to "construct" storytelling into counseling practice. these two spectrums are useful for assessing and deciphering the story told by children (story spectrum) and determining story effect towards children (degree of control spectrum). figure 1 <spectrum in storytelling (mendoza and bradley, 2021)> to succeed in counseling therapy, the goal is to direct children on both spectrums (figure 1.), as well as transforming fictional stories into narratives about the trauma they experienced (story spectrum) and developing children's abilities to express and understand the moral story (degree control spectrum). hopefully, the child can tell the traumatic thing with full confidence and the ability to control himself. in the spectrum of stories, fictional storytelling provides a secure feeling and prevents traumatic remembrance that may arise, because the story emerges from the perspective of the story characters or as a third person. therefore, children will feel safe, feel less alone, and understand that the characters in the story are related to their real-life story without feeling confronted. as a child develop their interest in the story spectrum, they will incorporate vivid images of their experiences into the story. children will be able to portray themselves into the character of the story if the characters are related to them (similar character or similar story) (pehrsson, 2008). as the children begin to portray themselves in the story, the therapist needs to monitor for signs of anxiety in the child. the two spectrums are supposed to work consecutively as they are useful for estimating and facilitating the progressive improvement of each other. conclusion sexual harassment and abuse can be done not only by adults but also by minors. the abusers can be anyone, unknown people to the victim or people that the victim is close with or trusted. it can be done by anyone and happen to anyone, men and women. the abuser can be considered physical and non-physical sexual activities. children who are victims of sexual abuse need special treatment. to dig the information deeper from the victim, therapists are forbidden to force the children to talk if they do not want to. the therapist should use a playful approach to make children easily express their thoughts, feelings, and emotions through symbols. storytelling, which is part of play therapy, can help children safely understand and digest what is happening to them. storytelling can make children feel less alone and portray the moral values to their life to prevent negative effects in the future (later life). couns-edu  vol.6, no.2, dec 2021 available online: http://journal.konselor.or.id/index.php/counsedu pradanita, v. n., et al. communicating using storytelling method ... | 62 indonesian counselor association (iki) | doi: 10.23916/0020210633620 the use of storytelling can be enriched by using popular storybooks, a popular character, using characters or figures that children like, using sand trays media, etc that gain the connection and trust of the children to their therapists. references cattanach a. play therapy with abused children. second edition, jessica kingsley publisher, pentonville road, london, uk; 2008. chesley gl, gillet da, wagner wg. verbal and nonverbal metaphor with children in couseling. journal of counseling & development. 2011;86(4):399-411. friedberg rd. storytelling and cognitive therapy with children. journal of cognitive psychotherapy : an international quarterly. 1994;8(3). guerra c, farkas c, moncada l. depression, anxiety and ptsd in sexually abused adolescent: association with self-efficacy, coping and family support. journal child abuse & neglect, elsevier ltd. 2017. juruena mf, eror f, cleare aj, young ah. the role of early life stress in hpa axis and anxiety, springer nature singapore pte ltd; 2018. lokadata, kasus kekerasan seksual terhadap anak 2016-2019. diunggaj pada tanggal 10 januari 2020. tersedia di lokadata .id. mendoza k, bradley l. using storytelling for counseling with children who have experienced trauma, journal of mental health counseling. 2021;43(1):1-8. ocviyanti d, budiningsih y, khusen d, dorothea m. peran dokter dalam menangani pelecehan seksual pada anak di indonesia, journal indonesian medical association. 2019;69(2). pehrsson. de. fictive bibliotherapy and therapeutic storytelling with children who hurt. journal of creativity in mental health. 2008:(1);3-4. schaefer ce, cangelosi d. essential play therapy techniques, guilford press, guilford publications inc, new york; 2016. seshadri s, ramaswamy s. clinical practise guidelines for child sexual abuse, indian journal of psychiatry. 2019;(2):317-332. shrivastava ak, karia sb, sonavane ss, de dousa aa. child sexual abuse and the development of psychiatric disorders; a neurobiological trajectory of pathogenesis, industrial psychiatry journal. 2017. thapar a, pine ds, leckman jf, scott s, snowling mj, taylor e. rutter’s child and adolescent psychiatry, sixth edition, john wiley & sons ltd; 2015. vrolijk-bosschaart tf, brillesliijer-kater sn, benninga ma, lindauer rjl, teeuw ah. clinical practice: recognizing child sexual abuse-what makes it so difficult. european journal of pediatrics. 2008;177:1343-1350. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 85-91 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/0020170210520received on 04/17/2017; revised on 05/10/2017; accepted on 05/28/2017; published on:06/30/2017 85 the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course aswardi universitas negeri padang *)corresponding author, e-mail: aswardi@ft.unp.ac.id abstract this research is triggered by the learning process that is still yet to direct the active role of students learning. based on the result of observation that the teacher is more dominant in the activity of learning than the students due to the students were lack of understanding towards the subject matter resulted in the lack of activeness of students in the classroom. based on the background study, it is needed to apply a method of learning that can enhance students’ activity and improving the score. one of them by applied the guided discovery learning method. the goal of this research is to know the learning outcome’s improvement of the students when using guided discovery learning method on operated electromagnetic control system and operation course in smk muhammadiyah padang. the type of this research is quasi-experimental with one group pre-test post-test design. the population of this research was a second-year student of group one that registered at 2015/2016 academic year which 26 people of students. the instrument of research was objective tests that have been conducted a test on the validity, reliability, the difficulty level and the different index level. the data were analyzed by using gain score test. based on the result, the student who achieve value of minimum completeness criteria (mcc) before using the guided discovery learning method was 7,7%. while the students who achieve minimum completeness criteria after using guided discovery learning method was 87,46%. based on gained score test, the scores than the students were increased in middle category. so, the implementation of guided discovery learning method can improve student learning outcomes on electromagnetic control system and operation courses. keywords: guided discovery learning method, improving student learning outcomes, gain score test how to cite: aswardi. (2017). the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course. couns-edu: international journal of counseling and education, 2(2): pp. 85-91. doi: https://doi.org/10.23916/0020170210520 this is an open access article distributed under the creative commons attribution license, which permits unre stricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction education is essentially very important for requirement and cannot be separated from human life. this means that every human being has the right to education and will be expected to flourish in it. it can be reached formal education, non-formal and informal. vocational high school as one of the formal educational institutions plays an important role in increasing resources as a nation. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 85-91 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/0020170210520received on 04/17/2017; revised on 05/10/2017; accepted on 05/28/2017; published on:06/30/2017 85 the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course aswardi universitas negeri padang *)corresponding author, e-mail: aswardi@ft.unp.ac.id abstract this research is triggered by the learning process that is still yet to direct the active role of students learning. based on the result of observation that the teacher is more dominant in the activity of learning than the students due to the students were lack of understanding towards the subject matter resulted in the lack of activeness of students in the classroom. based on the background study, it is needed to apply a method of learning that can enhance students’ activity and improving the score. one of them by applied the guided discovery learning method. the goal of this research is to know the learning outcome’s improvement of the students when using guided discovery learning method on operated electromagnetic control system and operation course in smk muhammadiyah padang. the type of this research is quasi-experimental with one group pre-test post-test design. the population of this research was a second-year student of group one that registered at 2015/2016 academic year which 26 people of students. the instrument of research was objective tests that have been conducted a test on the validity, reliability, the difficulty level and the different index level. the data were analyzed by using gain score test. based on the result, the student who achieve value of minimum completeness criteria (mcc) before using the guided discovery learning method was 7,7%. while the students who achieve minimum completeness criteria after using guided discovery learning method was 87,46%. based on gained score test, the scores than the students were increased in middle category. so, the implementation of guided discovery learning method can improve student learning outcomes on electromagnetic control system and operation courses. keywords: guided discovery learning method, improving student learning outcomes, gain score test how to cite: aswardi. (2017). the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course. couns-edu: international journal of counseling and education, 2(2): pp. 85-91. doi: https://doi.org/10.23916/0020170210520 this is an open access article distributed under the creative commons attribution license, which permits unre stricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction education is essentially very important for requirement and cannot be separated from human life. this means that every human being has the right to education and will be expected to flourish in it. it can be reached formal education, non-formal and informal. vocational high school as one of the formal educational institutions plays an important role in increasing resources as a nation. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 85-91 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/0020170210520received on 04/17/2017; revised on 05/10/2017; accepted on 05/28/2017; published on:06/30/2017 85 the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course aswardi universitas negeri padang *)corresponding author, e-mail: aswardi@ft.unp.ac.id abstract this research is triggered by the learning process that is still yet to direct the active role of students learning. based on the result of observation that the teacher is more dominant in the activity of learning than the students due to the students were lack of understanding towards the subject matter resulted in the lack of activeness of students in the classroom. based on the background study, it is needed to apply a method of learning that can enhance students’ activity and improving the score. one of them by applied the guided discovery learning method. the goal of this research is to know the learning outcome’s improvement of the students when using guided discovery learning method on operated electromagnetic control system and operation course in smk muhammadiyah padang. the type of this research is quasi-experimental with one group pre-test post-test design. the population of this research was a second-year student of group one that registered at 2015/2016 academic year which 26 people of students. the instrument of research was objective tests that have been conducted a test on the validity, reliability, the difficulty level and the different index level. the data were analyzed by using gain score test. based on the result, the student who achieve value of minimum completeness criteria (mcc) before using the guided discovery learning method was 7,7%. while the students who achieve minimum completeness criteria after using guided discovery learning method was 87,46%. based on gained score test, the scores than the students were increased in middle category. so, the implementation of guided discovery learning method can improve student learning outcomes on electromagnetic control system and operation courses. keywords: guided discovery learning method, improving student learning outcomes, gain score test how to cite: aswardi. (2017). the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course. couns-edu: international journal of counseling and education, 2(2): pp. 85-91. doi: https://doi.org/10.23916/0020170210520 this is an open access article distributed under the creative commons attribution license, which permits unre stricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction education is essentially very important for requirement and cannot be separated from human life. this means that every human being has the right to education and will be expected to flourish in it. it can be reached formal education, non-formal and informal. vocational high school as one of the formal educational institutions plays an important role in increasing resources as a nation. couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the implementation of guided discovery learning method... | 86 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 secondary vocational schools have close links with business and industry that aim to prepare graduates or mid-level personnel that are ready to face the world of work who have the knowledge, skills and are able to develop a professional attitude in accordance with the specifications of its vocational. smk muhammadiyah 1 padang also carries out various activities and formal educational activities with the aim of realizing the achievement of its graduates. this school has a variety of programs tailored to the competency skill to be achieved. program membership is composed of several subjects, including the operating electromagnetic control system (oecs). oecs is the subject to educate, train and prepare students to be able to master and understand the concept of an electromagnetic control circuit. in the ministerial regulation no. 41 of 2007 states that the learning process on each unit of primary and secondary education should be interactive, inspiring, fun, challenging, and motivating learners to actively participate and provide enough space for innovation, creativity and independence according to their talents, interests, and physical and psychological development of learners. the ministerial regulation shows the active role of students in learning is a necessity (attard, a., di iorio, e., geven, k., & santa, r. 2010). this requires learning process performed teachers should be oriented towards student activities (biggs, j. b. 2011; xie, y., ke, f., & sharma, p. 2008). based on observations conducted in smk muhammadiyah i padang on subjects oecs is obtained information that the learning process is still directed at the active role of students in learning. the learning process is done tends to be teacher centred. similarly happened in class into two areas of expertise in electrical power engineering that looks less active during the learning process this was due to lack of students' understanding of the subject matter. the learning process is less effective that it became one of the causes of low student learning outcomes (stevens, d. d., & levi, a. j. 2013; hativa, n. 2001). most of the students do not reach the minimum completeness criteria (mcc) set by the school of 80. percentage of completeness was 31.03% of class a and class b completeness percentage is 38.09%. this suggests that the ability of students in the subjects operate the electromagnetic control system is still low. to achieve these subjects, it would require an optimization study in an effort to improve student learning outcomes and can make students active in finding concepts and build understanding of the subject matter presented by the teacher (biggs, j. b. 2011; ). it is always a possible need in the application of learning methods are good and right. one of the methods that can be applied in subjects oecs is a method of guided discovery learning guided discovery learning method is a method of teaching that promotes active learning that emphasizes the importance of understanding in a discipline. according to j. richard (in roestiyah, 2008) argues that discovery learning is "a way of teaching that involves students on the process of mental activity through brainstorming, discussions, seminars, reading his own and tried it myself, so that children can learn on their own". meanwhile sudjana (2011) revealed in discovery learning "teacher role more places itself as mentors or leaders of learning and facilitator of learning". this method requires students to take an active role in the learning process, independent and directly involved in finding the concepts and principles of learning. hosnan (2013) states that the main characteristics of the study finding that "(1) to explore and solve problems to create and combine, and generalize knowledge, (2) students centred, (3) activities to incorporate new knowledge and knowledge that already exists ". while learning with guided discovery learning methods (suprihatiningrum, 2012) has advantages: (1) develop intellectual potential. (2) to help students to be more independent, able to orient themselves and take responsibility for their own learning. (3) the students can be actively involved in listening, speaking, reading, seeing, and thinking. (4) retain memory ". judging from the characteristics and advantages (rammelt, u., & reinhard, g. 1994; culyer, a. j. 2012), the application method of guided discovery learning, especially on the subjects of oecs at understanding the operating control system electromagnetic topics considered very well be applied for topics that are both theoretical and much use of learning theories such as the concepts of control circuits electromagnetic must be found and mastered by students so that students can be directed to afford a more active role during the learning process. according to shah (2014) the procedures to be implemented in the learning activities guided discovery learning is as follows: "(1) the stimulus, at this stage the teacher gives a stimulus to students in the form of questions or encourages students to observe the images and read books about the material. (2) the couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu aswardi the implementation of guided discovery learning method... | 87 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 problem statement, this stage provides an opportunity for students to identify as many issues relevant to teaching materials and then formulate it in the form of a hypothesis. (3) data collection, teachers at this stage provide an opportunity for students to gather information. (4) data processing, process data which have been obtained by the students carefully. (5) verification, conduct a careful examination to prove the validity to the data obtained by students under the guidance from a teacher. (6) generalization, teachers with students held a conclusion and findings obtained. the application of learning methods guided discovery learning methods is expected student to be a master lesson in the lesson of basic competence to comprehend the oecs operating data electromagnetic control system. method the research is a quasi-experimental (campbell, d. t., & stanley, j. c. 2015; william r.. shadish, cook, t. d., & campbell, d. t. (2002) research design using one group pre-test-post test (parry, k. w., & sinha, p. n. 2005; shek, d. t., & sun, r. c. 2012). according to sugiyono (2009) “the results of treatment with one group pre-test-post-test design can be determined more accurately, because it can be compared to the situation before being treated”. this study uses a guided discovery learning to improve student learning outcomes group a in smk muhammadiyah 1 padang. the design of this study can be seen in the following table. table 1 design research pretest treatment posttest o1 x o2 subjects were students of the second year in smk muhammadiyah 1 padang enrolled in the academic year 2015/2016 consist of group a, total 26 students and group b amount to 20 students. selection of study subjects were randomized after it emerged that the ability of the two classes does not differ statistically by using t-test analysis. based on the t-test of the value of the pre-test showed that t <t table or 0.586 <2.0168. this shows that there is no significant difference to the ability of the two classes, and election results randomly generated group a as an experimental class. the instrument of this research is an objective test that has tested the validity, reliability, level of difficulty of questions and distinguishes matter. data were collected by using achievement test in the form of objective test consisting of question’s pre-test and post-test. the data obtained were analyzed using the chi-square formula used to determine the distribution of student learning outcome’s data, whether the data is normally distributed or not. an indication of the increase can be observed in pre-test and posttest results of each student, by calculating the average value to the class. in this assessment, a matter made pretest and post-test equivalent. hake (2002) suggested that the improvement of learning outcomes can be analyzed using the gain score. table 2 interpretation gain score normalized no gain score normalized interpretation 1 0,7 < g < 1 high 2 0,3 ≤ g ≤ 0,7 medium 3 0 ≤ g ≤ 0,3 low (hake, 2002) results and discussion data description couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the implementation of guided discovery learning method... | 88 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 this research data is a score of student learning outcomes group a smk muhammadiyah 1 padang on subjects oecs. preliminary data obtained from the results of this study pretest students totaling 26 people. pre-test scores of students ranged from 40 84. while the final data obtained through post-test after the class was treated by applying learning methods guided discovery learning. post-test scores of students ranged from 64 96. the distribution of data from pre-test and post-test values can be seen in the following table. table 3 distribution of the value of the experimental class scores data distribution experimental class prestest posttest average 61,03 83,11 standard deviation 11,54 6,853 based on table 3 above showed an increase in the average score results in experimental class. statistical calculations obtained by the average value of the results of the pre-test is = 61.03 and standard deviation (s) = 11.54. the distribution of the frequency data is shown in the following table frequency distribution table 4 distribution of pretest frequencies no interval f 1 40 – 47 3 2 48 – 55 6 3 56 – 63 7 4 64 – 71 5 5 72 – 79 3 6 80 – 87 2 total 26 based on table 4 it can be seen that the highest frequency lies on the score interval 56-63. the distribution of the frequency is shown in the following histogram. figure 1 histogram pre-test score based on the histogram the pre-test value describes the mcc's achievement level is still very low where there are still many students whose value is below 80 and only 2 students can achieve mcc score. table 5 shows the percentage of students who achieved the mcc score. table 5 percentage of number of students achieving mcc score no score number of students percentage 1 < 80 24 92,3 % 2 > 80 2 7,7 % after doing the pretest, the subject of research is given treatment by the learning process using guided discovery learning method and at the end of the learning is given posttest. the statistical calculation couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu aswardi the implementation of guided discovery learning method... | 89 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 results show the average result of posttest result is 83,11 and standard deviation (s) = 6,853. the distribution of frequency data of posttest score can be seen in the following table table 6 frequency distribution of posttest score no interval score f 1 64 – 69 1 2 70 – 75 2 3 76 – 81 7 4 82 – 87 9 5 88 – 93 6 6 94 – 99 1 jumlah 26 according to table 6, the most frequencies achieved by students at the score interval were 82 87. the description of the frequency distribution is shown in the following histogram. figure 2 histogram of the posttest score based on the above histogram, the posttest acquisition score has largely exceeded the mcc score established by the school, this means that the students' learning outcomes in the class that were subjected to the study there was a significant increase. students who have met the mcc score of 23 students and students who have not achieved mcc score of 3 students. table 7 shows the percentage of students who achieved the mcc score. table 7 percentage of number of students achieving mcc score no. score number of students percentage 1 < 80 3 11,54 % 2 ≥ 80 23 88,46 % test of analysis requirements to ascertain whether data from the study subjects were normally distributed, normality tests were performed. normality test is done by using chi-square test. testing obtained from comparison of x2 count <x2 table on research subject at level of significance 0,05 at degrees of freedom (dk) = k-1 = 6-1 = 5. calculation of normality test is found in table 8. couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the implementation of guided discovery learning method... | 90 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 table 8 summary test of normality of pre-test score group n x2 count x 2 table distribution experiment 26 4,319 11,070 normal in table 8 shows that x2 count <x 2 table or 4,319 <11,070 this proves that the pretest data obtained from the study subject class is normally distributed. the summary of posttest calculations can be seen in table 9. table 9 summary of the posttest score normality test group n x2count x 2 tale distribution experiment 26 2,94 11,070 normal in table 9 shows that the value of x2 count <x 2 table or 2.94 <11.07, this proves that the posttest data obtained from the study subject class is normally distributed. improving learning outcomes improving student learning outcomes were analyzed used gained score by comparing pre-test and posttest scores. the data of the students’ learning achievement of the experimental class were obtained by comparing the pre-test and post-test result which was followed by 26 students. after doing the calculation with gain score formula obtained result of average gain score equal to 0,571. this shows that the average increase in student learning outcomes included in the medium category. thus it can be explained that student learning outcomes after learning with guided discovery learning method has increased. discussion learning outcomes in these oesc subjects are showed after applying the guided discovery learning method of learning. guided discovery learning methods can make students more actively participate in the learning process, improving students' understanding of the material given teachers so that student learning outcomes will increase. the initial process is to hold a pre-test to see the students' initial ability before being treated. the result of pretest obtained the average value of student learning result of 61,03. then tested normality and found that the data is normally distributed. after determining the initial ability then treated by applying guided discovery learning learning for 4 meetings and then given a posttest. the result of data calculation after the treatment obtained the average score of posttest = 83,11. the next step is to determine the improvement of student learning outcomes by using gain score and found 2 students or 7.7% of the total students experienced an increase in the high category, while 24 students or 92.3% of the total students experienced an increase in the category of being. after analyzing the overall average score obtained 0.571. this shows the students' learning outcomes are increasing with the average category being. from the above explanation, learning by applying guided discovery learning method can improve student learning outcomes because of the significant improvement of learning outcomes between pre-test and post-test. the results of this study are reinforced by research conducted by jufrinaldi (2014), qorri'ah (2011) and nanda febriandika (2011), that after learning by applying guided discovery learning method can improve student learning outcomes. conclusions based on the data analysis and discussion it can be concluded that there is an increase in student learning outcomes by applying guided discovery learning method. it is based on the average pre-test students smk muhammadiyah 1 padang for 61.03 with the percentage of students who reached mcc of 7.7%. after applying guided discovery learning method, the average post-test is 83.11 with the percentage of students reaching mcc equal to 88,46%. then the student learning outcomes were analyzed using gain score got average increase of 0,571 with medium category. researchers suggest to the school to motivate teachers to use methods that are varied for the purpose of learning can be achieved well. toward the teachers of oecs subject to be able to use varied methods in learning one of them is guided discovery learning to improve student learning outcomes. toward the students to increase awareness and activeness in the classroom so the learning outcomes can increase significantly. couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu aswardi the implementation of guided discovery learning method... | 91 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 references arikunto, suharsimi. (2012). dasar-dasar evaluasi pendidikan. jakarta:bumi aksara. attard, a., di iorio, e., geven, k., & santa, r. (2010). student-centred learning: toolkit for students, staff and higher education institutions. european students' union (nj1). biggs, j. b. (2011). teaching for quality learning at university: what the student does. mcgraw-hill education (uk). campbell, d. t., & stanley, j. c. (2015). experimental and quasi-experimental designs for research. ravenio books. culyer, a. j. (2012). commodities, characteristics of commodities, characteristics of people, utilities, and the quality of life. hativa, n. (2001). teaching for effective learning in higher education. springer science & business media. hosnan. (2014). pendekatan saintifik dan kontekstual dalam pembelajaran abad 21. bogor : ghalia indonesia meltzer. (2002). analizing change/ gain score. (online). dalam (http://www.physics.indiana.edu. diunduh 6 februari 2016). nanda febriandika. (2011). “penerapan metode penemuan terbimbing dalam pembelajaran peralatan listrik di smk bukit tinggi tahun ajaran 2009/2010”. skripsi. padang. unp. parry, k. w., & sinha, p. n. (2005). researching the trainability of transformational organizational leadership. human resource development international, 8(2), 165-183. qorri’ah. (2011). penggunaan metode guided discovery learning untuk meningkatkan pemahaman konsep siswa. skripsi. uin syarif hidayatullah rammelt, u., & reinhard, g. (1994). electrochemical measurements for judging barrier characteristics of organic layers on metals. dresden, technische universitaet, wissenschaftliche zeitschrift, 43(2), 4146. riduwan. (2013). belajar mudah penelitian untuk guru – karyawan dan peneliti pemula. bandung: alfabeta. roestiyah. (2008). strategi belajar mengajar. jakarta: rineka cipta. shek, d. t., & sun, r. c. (2012). promoting psychosocial competencies in university students: evaluation based on a one-group pre-test/post-test design. stevens, d. d., & levi, a. j. (2013). introduction to rubrics: an assessment tool to save grading time, convey effective feedback, and promote student learning. stylus publishing, llc. sudjana, nana. (2009). penilaian hasil proses belajar mengajar. bandung: pt. remaja rosdikarya. sugiyono. (2009). metode penelitian pendidikan. bandung: alfabeta. suprihatiningrum, jamil. (2012). strategi pembelajaran teori dan aplikasi. yogyakarta : ar-ruzz media. william r.. shadish, cook, t. d., & campbell, d. t. (2002). experimental and quasi-experimental designs for generalized causal inference. wadsworth cengage learning. xie, y., ke, f., & sharma, p. (2008). the effect of peer feedback for blogging on college students' reflective learning processes. the internet and higher education, 11(1), 18-25. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 85-91 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/0020170210520received on 04/17/2017; revised on 05/10/2017; accepted on 05/28/2017; published on:06/30/2017 85 the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course aswardi universitas negeri padang *)corresponding author, e-mail: aswardi@ft.unp.ac.id abstract this research is triggered by the learning process that is still yet to direct the active role of students learning. based on the result of observation that the teacher is more dominant in the activity of learning than the students due to the students were lack of understanding towards the subject matter resulted in the lack of activeness of students in the classroom. based on the background study, it is needed to apply a method of learning that can enhance students’ activity and improving the score. one of them by applied the guided discovery learning method. the goal of this research is to know the learning outcome’s improvement of the students when using guided discovery learning method on operated electromagnetic control system and operation course in smk muhammadiyah padang. the type of this research is quasi-experimental with one group pre-test post-test design. the population of this research was a second-year student of group one that registered at 2015/2016 academic year which 26 people of students. the instrument of research was objective tests that have been conducted a test on the validity, reliability, the difficulty level and the different index level. the data were analyzed by using gain score test. based on the result, the student who achieve value of minimum completeness criteria (mcc) before using the guided discovery learning method was 7,7%. while the students who achieve minimum completeness criteria after using guided discovery learning method was 87,46%. based on gained score test, the scores than the students were increased in middle category. so, the implementation of guided discovery learning method can improve student learning outcomes on electromagnetic control system and operation courses. keywords: guided discovery learning method, improving student learning outcomes, gain score test how to cite: aswardi. (2017). the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course. couns-edu: international journal of counseling and education, 2(2): pp. 85-91. doi: https://doi.org/10.23916/0020170210520 this is an open access article distributed under the creative commons attribution license, which permits unre stricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction education is essentially very important for requirement and cannot be separated from human life. this means that every human being has the right to education and will be expected to flourish in it. it can be reached formal education, non-formal and informal. vocational high school as one of the formal educational institutions plays an important role in increasing resources as a nation. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 85-91 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/0020170210520received on 04/17/2017; revised on 05/10/2017; accepted on 05/28/2017; published on:06/30/2017 85 the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course aswardi universitas negeri padang *)corresponding author, e-mail: aswardi@ft.unp.ac.id abstract this research is triggered by the learning process that is still yet to direct the active role of students learning. based on the result of observation that the teacher is more dominant in the activity of learning than the students due to the students were lack of understanding towards the subject matter resulted in the lack of activeness of students in the classroom. based on the background study, it is needed to apply a method of learning that can enhance students’ activity and improving the score. one of them by applied the guided discovery learning method. the goal of this research is to know the learning outcome’s improvement of the students when using guided discovery learning method on operated electromagnetic control system and operation course in smk muhammadiyah padang. the type of this research is quasi-experimental with one group pre-test post-test design. the population of this research was a second-year student of group one that registered at 2015/2016 academic year which 26 people of students. the instrument of research was objective tests that have been conducted a test on the validity, reliability, the difficulty level and the different index level. the data were analyzed by using gain score test. based on the result, the student who achieve value of minimum completeness criteria (mcc) before using the guided discovery learning method was 7,7%. while the students who achieve minimum completeness criteria after using guided discovery learning method was 87,46%. based on gained score test, the scores than the students were increased in middle category. so, the implementation of guided discovery learning method can improve student learning outcomes on electromagnetic control system and operation courses. keywords: guided discovery learning method, improving student learning outcomes, gain score test how to cite: aswardi. (2017). the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course. couns-edu: international journal of counseling and education, 2(2): pp. 85-91. doi: https://doi.org/10.23916/0020170210520 this is an open access article distributed under the creative commons attribution license, which permits unre stricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction education is essentially very important for requirement and cannot be separated from human life. this means that every human being has the right to education and will be expected to flourish in it. it can be reached formal education, non-formal and informal. vocational high school as one of the formal educational institutions plays an important role in increasing resources as a nation. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 85-91 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/0020170210520received on 04/17/2017; revised on 05/10/2017; accepted on 05/28/2017; published on:06/30/2017 85 the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course aswardi universitas negeri padang *)corresponding author, e-mail: aswardi@ft.unp.ac.id abstract this research is triggered by the learning process that is still yet to direct the active role of students learning. based on the result of observation that the teacher is more dominant in the activity of learning than the students due to the students were lack of understanding towards the subject matter resulted in the lack of activeness of students in the classroom. based on the background study, it is needed to apply a method of learning that can enhance students’ activity and improving the score. one of them by applied the guided discovery learning method. the goal of this research is to know the learning outcome’s improvement of the students when using guided discovery learning method on operated electromagnetic control system and operation course in smk muhammadiyah padang. the type of this research is quasi-experimental with one group pre-test post-test design. the population of this research was a second-year student of group one that registered at 2015/2016 academic year which 26 people of students. the instrument of research was objective tests that have been conducted a test on the validity, reliability, the difficulty level and the different index level. the data were analyzed by using gain score test. based on the result, the student who achieve value of minimum completeness criteria (mcc) before using the guided discovery learning method was 7,7%. while the students who achieve minimum completeness criteria after using guided discovery learning method was 87,46%. based on gained score test, the scores than the students were increased in middle category. so, the implementation of guided discovery learning method can improve student learning outcomes on electromagnetic control system and operation courses. keywords: guided discovery learning method, improving student learning outcomes, gain score test how to cite: aswardi. (2017). the implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course. couns-edu: international journal of counseling and education, 2(2): pp. 85-91. doi: https://doi.org/10.23916/0020170210520 this is an open access article distributed under the creative commons attribution license, which permits unre stricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction education is essentially very important for requirement and cannot be separated from human life. this means that every human being has the right to education and will be expected to flourish in it. it can be reached formal education, non-formal and informal. vocational high school as one of the formal educational institutions plays an important role in increasing resources as a nation. couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the implementation of guided discovery learning method... | 86 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 secondary vocational schools have close links with business and industry that aim to prepare graduates or mid-level personnel that are ready to face the world of work who have the knowledge, skills and are able to develop a professional attitude in accordance with the specifications of its vocational. smk muhammadiyah 1 padang also carries out various activities and formal educational activities with the aim of realizing the achievement of its graduates. this school has a variety of programs tailored to the competency skill to be achieved. program membership is composed of several subjects, including the operating electromagnetic control system (oecs). oecs is the subject to educate, train and prepare students to be able to master and understand the concept of an electromagnetic control circuit. in the ministerial regulation no. 41 of 2007 states that the learning process on each unit of primary and secondary education should be interactive, inspiring, fun, challenging, and motivating learners to actively participate and provide enough space for innovation, creativity and independence according to their talents, interests, and physical and psychological development of learners. the ministerial regulation shows the active role of students in learning is a necessity (attard, a., di iorio, e., geven, k., & santa, r. 2010). this requires learning process performed teachers should be oriented towards student activities (biggs, j. b. 2011; xie, y., ke, f., & sharma, p. 2008). based on observations conducted in smk muhammadiyah i padang on subjects oecs is obtained information that the learning process is still directed at the active role of students in learning. the learning process is done tends to be teacher centred. similarly happened in class into two areas of expertise in electrical power engineering that looks less active during the learning process this was due to lack of students' understanding of the subject matter. the learning process is less effective that it became one of the causes of low student learning outcomes (stevens, d. d., & levi, a. j. 2013; hativa, n. 2001). most of the students do not reach the minimum completeness criteria (mcc) set by the school of 80. percentage of completeness was 31.03% of class a and class b completeness percentage is 38.09%. this suggests that the ability of students in the subjects operate the electromagnetic control system is still low. to achieve these subjects, it would require an optimization study in an effort to improve student learning outcomes and can make students active in finding concepts and build understanding of the subject matter presented by the teacher (biggs, j. b. 2011; ). it is always a possible need in the application of learning methods are good and right. one of the methods that can be applied in subjects oecs is a method of guided discovery learning guided discovery learning method is a method of teaching that promotes active learning that emphasizes the importance of understanding in a discipline. according to j. richard (in roestiyah, 2008) argues that discovery learning is "a way of teaching that involves students on the process of mental activity through brainstorming, discussions, seminars, reading his own and tried it myself, so that children can learn on their own". meanwhile sudjana (2011) revealed in discovery learning "teacher role more places itself as mentors or leaders of learning and facilitator of learning". this method requires students to take an active role in the learning process, independent and directly involved in finding the concepts and principles of learning. hosnan (2013) states that the main characteristics of the study finding that "(1) to explore and solve problems to create and combine, and generalize knowledge, (2) students centred, (3) activities to incorporate new knowledge and knowledge that already exists ". while learning with guided discovery learning methods (suprihatiningrum, 2012) has advantages: (1) develop intellectual potential. (2) to help students to be more independent, able to orient themselves and take responsibility for their own learning. (3) the students can be actively involved in listening, speaking, reading, seeing, and thinking. (4) retain memory ". judging from the characteristics and advantages (rammelt, u., & reinhard, g. 1994; culyer, a. j. 2012), the application method of guided discovery learning, especially on the subjects of oecs at understanding the operating control system electromagnetic topics considered very well be applied for topics that are both theoretical and much use of learning theories such as the concepts of control circuits electromagnetic must be found and mastered by students so that students can be directed to afford a more active role during the learning process. according to shah (2014) the procedures to be implemented in the learning activities guided discovery learning is as follows: "(1) the stimulus, at this stage the teacher gives a stimulus to students in the form of questions or encourages students to observe the images and read books about the material. (2) the couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu aswardi the implementation of guided discovery learning method... | 87 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 problem statement, this stage provides an opportunity for students to identify as many issues relevant to teaching materials and then formulate it in the form of a hypothesis. (3) data collection, teachers at this stage provide an opportunity for students to gather information. (4) data processing, process data which have been obtained by the students carefully. (5) verification, conduct a careful examination to prove the validity to the data obtained by students under the guidance from a teacher. (6) generalization, teachers with students held a conclusion and findings obtained. the application of learning methods guided discovery learning methods is expected student to be a master lesson in the lesson of basic competence to comprehend the oecs operating data electromagnetic control system. method the research is a quasi-experimental (campbell, d. t., & stanley, j. c. 2015; william r.. shadish, cook, t. d., & campbell, d. t. (2002) research design using one group pre-test-post test (parry, k. w., & sinha, p. n. 2005; shek, d. t., & sun, r. c. 2012). according to sugiyono (2009) “the results of treatment with one group pre-test-post-test design can be determined more accurately, because it can be compared to the situation before being treated”. this study uses a guided discovery learning to improve student learning outcomes group a in smk muhammadiyah 1 padang. the design of this study can be seen in the following table. table 1 design research pretest treatment posttest o1 x o2 subjects were students of the second year in smk muhammadiyah 1 padang enrolled in the academic year 2015/2016 consist of group a, total 26 students and group b amount to 20 students. selection of study subjects were randomized after it emerged that the ability of the two classes does not differ statistically by using t-test analysis. based on the t-test of the value of the pre-test showed that t <t table or 0.586 <2.0168. this shows that there is no significant difference to the ability of the two classes, and election results randomly generated group a as an experimental class. the instrument of this research is an objective test that has tested the validity, reliability, level of difficulty of questions and distinguishes matter. data were collected by using achievement test in the form of objective test consisting of question’s pre-test and post-test. the data obtained were analyzed using the chi-square formula used to determine the distribution of student learning outcome’s data, whether the data is normally distributed or not. an indication of the increase can be observed in pre-test and posttest results of each student, by calculating the average value to the class. in this assessment, a matter made pretest and post-test equivalent. hake (2002) suggested that the improvement of learning outcomes can be analyzed using the gain score. table 2 interpretation gain score normalized no gain score normalized interpretation 1 0,7 < g < 1 high 2 0,3 ≤ g ≤ 0,7 medium 3 0 ≤ g ≤ 0,3 low (hake, 2002) results and discussion data description couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the implementation of guided discovery learning method... | 88 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 this research data is a score of student learning outcomes group a smk muhammadiyah 1 padang on subjects oecs. preliminary data obtained from the results of this study pretest students totaling 26 people. pre-test scores of students ranged from 40 84. while the final data obtained through post-test after the class was treated by applying learning methods guided discovery learning. post-test scores of students ranged from 64 96. the distribution of data from pre-test and post-test values can be seen in the following table. table 3 distribution of the value of the experimental class scores data distribution experimental class prestest posttest average 61,03 83,11 standard deviation 11,54 6,853 based on table 3 above showed an increase in the average score results in experimental class. statistical calculations obtained by the average value of the results of the pre-test is = 61.03 and standard deviation (s) = 11.54. the distribution of the frequency data is shown in the following table frequency distribution table 4 distribution of pretest frequencies no interval f 1 40 – 47 3 2 48 – 55 6 3 56 – 63 7 4 64 – 71 5 5 72 – 79 3 6 80 – 87 2 total 26 based on table 4 it can be seen that the highest frequency lies on the score interval 56-63. the distribution of the frequency is shown in the following histogram. figure 1 histogram pre-test score based on the histogram the pre-test value describes the mcc's achievement level is still very low where there are still many students whose value is below 80 and only 2 students can achieve mcc score. table 5 shows the percentage of students who achieved the mcc score. table 5 percentage of number of students achieving mcc score no score number of students percentage 1 < 80 24 92,3 % 2 > 80 2 7,7 % after doing the pretest, the subject of research is given treatment by the learning process using guided discovery learning method and at the end of the learning is given posttest. the statistical calculation couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu aswardi the implementation of guided discovery learning method... | 89 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 results show the average result of posttest result is 83,11 and standard deviation (s) = 6,853. the distribution of frequency data of posttest score can be seen in the following table table 6 frequency distribution of posttest score no interval score f 1 64 – 69 1 2 70 – 75 2 3 76 – 81 7 4 82 – 87 9 5 88 – 93 6 6 94 – 99 1 jumlah 26 according to table 6, the most frequencies achieved by students at the score interval were 82 87. the description of the frequency distribution is shown in the following histogram. figure 2 histogram of the posttest score based on the above histogram, the posttest acquisition score has largely exceeded the mcc score established by the school, this means that the students' learning outcomes in the class that were subjected to the study there was a significant increase. students who have met the mcc score of 23 students and students who have not achieved mcc score of 3 students. table 7 shows the percentage of students who achieved the mcc score. table 7 percentage of number of students achieving mcc score no. score number of students percentage 1 < 80 3 11,54 % 2 ≥ 80 23 88,46 % test of analysis requirements to ascertain whether data from the study subjects were normally distributed, normality tests were performed. normality test is done by using chi-square test. testing obtained from comparison of x2 count <x2 table on research subject at level of significance 0,05 at degrees of freedom (dk) = k-1 = 6-1 = 5. calculation of normality test is found in table 8. couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the implementation of guided discovery learning method... | 90 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 table 8 summary test of normality of pre-test score group n x2 count x 2 table distribution experiment 26 4,319 11,070 normal in table 8 shows that x2 count <x 2 table or 4,319 <11,070 this proves that the pretest data obtained from the study subject class is normally distributed. the summary of posttest calculations can be seen in table 9. table 9 summary of the posttest score normality test group n x2count x 2 tale distribution experiment 26 2,94 11,070 normal in table 9 shows that the value of x2 count <x 2 table or 2.94 <11.07, this proves that the posttest data obtained from the study subject class is normally distributed. improving learning outcomes improving student learning outcomes were analyzed used gained score by comparing pre-test and posttest scores. the data of the students’ learning achievement of the experimental class were obtained by comparing the pre-test and post-test result which was followed by 26 students. after doing the calculation with gain score formula obtained result of average gain score equal to 0,571. this shows that the average increase in student learning outcomes included in the medium category. thus it can be explained that student learning outcomes after learning with guided discovery learning method has increased. discussion learning outcomes in these oesc subjects are showed after applying the guided discovery learning method of learning. guided discovery learning methods can make students more actively participate in the learning process, improving students' understanding of the material given teachers so that student learning outcomes will increase. the initial process is to hold a pre-test to see the students' initial ability before being treated. the result of pretest obtained the average value of student learning result of 61,03. then tested normality and found that the data is normally distributed. after determining the initial ability then treated by applying guided discovery learning learning for 4 meetings and then given a posttest. the result of data calculation after the treatment obtained the average score of posttest = 83,11. the next step is to determine the improvement of student learning outcomes by using gain score and found 2 students or 7.7% of the total students experienced an increase in the high category, while 24 students or 92.3% of the total students experienced an increase in the category of being. after analyzing the overall average score obtained 0.571. this shows the students' learning outcomes are increasing with the average category being. from the above explanation, learning by applying guided discovery learning method can improve student learning outcomes because of the significant improvement of learning outcomes between pre-test and post-test. the results of this study are reinforced by research conducted by jufrinaldi (2014), qorri'ah (2011) and nanda febriandika (2011), that after learning by applying guided discovery learning method can improve student learning outcomes. conclusions based on the data analysis and discussion it can be concluded that there is an increase in student learning outcomes by applying guided discovery learning method. it is based on the average pre-test students smk muhammadiyah 1 padang for 61.03 with the percentage of students who reached mcc of 7.7%. after applying guided discovery learning method, the average post-test is 83.11 with the percentage of students reaching mcc equal to 88,46%. then the student learning outcomes were analyzed using gain score got average increase of 0,571 with medium category. researchers suggest to the school to motivate teachers to use methods that are varied for the purpose of learning can be achieved well. toward the teachers of oecs subject to be able to use varied methods in learning one of them is guided discovery learning to improve student learning outcomes. toward the students to increase awareness and activeness in the classroom so the learning outcomes can increase significantly. couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu aswardi the implementation of guided discovery learning method... | 91 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020170210520 references arikunto, suharsimi. (2012). dasar-dasar evaluasi pendidikan. jakarta:bumi aksara. attard, a., di iorio, e., geven, k., & santa, r. (2010). student-centred learning: toolkit for students, staff and higher education institutions. european students' union (nj1). biggs, j. b. (2011). teaching for quality learning at university: what the student does. mcgraw-hill education (uk). campbell, d. t., & stanley, j. c. (2015). experimental and quasi-experimental designs for research. ravenio books. culyer, a. j. (2012). commodities, characteristics of commodities, characteristics of people, utilities, and the quality of life. hativa, n. (2001). teaching for effective learning in higher education. springer science & business media. hosnan. (2014). pendekatan saintifik dan kontekstual dalam pembelajaran abad 21. bogor : ghalia indonesia meltzer. (2002). analizing change/ gain score. (online). dalam (http://www.physics.indiana.edu. diunduh 6 februari 2016). nanda febriandika. (2011). “penerapan metode penemuan terbimbing dalam pembelajaran peralatan listrik di smk bukit tinggi tahun ajaran 2009/2010”. skripsi. padang. unp. parry, k. w., & sinha, p. n. (2005). researching the trainability of transformational organizational leadership. human resource development international, 8(2), 165-183. qorri’ah. (2011). penggunaan metode guided discovery learning untuk meningkatkan pemahaman konsep siswa. skripsi. uin syarif hidayatullah rammelt, u., & reinhard, g. (1994). electrochemical measurements for judging barrier characteristics of organic layers on metals. dresden, technische universitaet, wissenschaftliche zeitschrift, 43(2), 4146. riduwan. (2013). belajar mudah penelitian untuk guru – karyawan dan peneliti pemula. bandung: alfabeta. roestiyah. (2008). strategi belajar mengajar. jakarta: rineka cipta. shek, d. t., & sun, r. c. (2012). promoting psychosocial competencies in university students: evaluation based on a one-group pre-test/post-test design. stevens, d. d., & levi, a. j. (2013). introduction to rubrics: an assessment tool to save grading time, convey effective feedback, and promote student learning. stylus publishing, llc. sudjana, nana. (2009). penilaian hasil proses belajar mengajar. bandung: pt. remaja rosdikarya. sugiyono. (2009). metode penelitian pendidikan. bandung: alfabeta. suprihatiningrum, jamil. (2012). strategi pembelajaran teori dan aplikasi. yogyakarta : ar-ruzz media. william r.. shadish, cook, t. d., & campbell, d. t. (2002). experimental and quasi-experimental designs for generalized causal inference. wadsworth cengage learning. xie, y., ke, f., & sharma, p. (2008). the effect of peer feedback for blogging on college students' reflective learning processes. the internet and higher education, 11(1), 18-25. couns-edu the international journal of counseling and education vol.6, no.2, 2021, pp. 63-71 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi:10.23916/0020210635120 63 effects of job stressor on psychological wellbeing amongthe nurses at hospital during pandemic covid-19 p.m anthony 1 , merikanaren *)1 , rekayasa vincent balang 2 1faculty of cognitive sciences and human development, universiti malaysia sarawak, 94300 kota samarahan, sarawak, malaysia, 2faculty of medicine and health sciences, universiti malaysia sarawak. 94300 kota samarahan, malaysia * ) corresponding author, e-mail: amerikan@unimas.my abstract as a result of the recent pandemic, the psychological wellbeing among nurses can be overlooked despite anecdotally it has greatly affect nurses’ wellbeing. hence, this study aimed to identify the effects of job stressors on the psychological wellbeing among nurse in the hospital during pandemic covid-19. this study also to identify the effects of job stressors on the autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, self-acceptance among the nurses. random sampling was used to select 128 nurseswere who were working in the hospital were randomly selected. the respondents were asked to complete a questionnaire using google form via online. the work stress scale and ryff’s psychological well-being scale (pwbs) were used to test the hypotheses of the study. the dataset was analysed by using statistical package for the social sciences (spss), version 25. the result showed that there were significant negative effects of job stressors on psychological wellbeing. the results also indicated that the job stressors have positive impact on autonomy and self-acceptance among nurses. hence, the stakeholder should take appropriate and effective measures to minimize the impact of job stressors and increase the level of psychological wellbeing among nurses. the findings of the study have reflected an important and beneficial implication to the health care sector of malaysia in producing more capable nurses and ready to face any challenge during pandemic. keywords:job stressor, psychological well-being, autonomy, environmental mastery, covid-19 how to cite:anthony, p., aren, m., & rekayasa, v. (2022). effects of job stressor on psychological wellbeing among the nurses at hospital during pandemic covid-19. couns-edu: the international journal of counseling and education, 6(2). doi:http://dx.doi.org/10.23916/0020210635120 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction the spread of covid-19 around the world has caused a major health crisis among society. according to (world health organisation, 2020) the number cases of death from covid-19 have been reported higher compared to severe acute respiratory syndrome. the increase in the number of confirmed cases and the number of deaths from covid-19 is a major challenge for the health care system. as the number of patients with covid-19 grows, there are more and more resources for health, including staff, beds in hospital and facilities limited resources, resulting in great pressure and distress, especially nurses. according to(malaysia 2021)the number of global cases of covid-19 from 216 confirmed countries was more than 184 million, and those who died exceeded 3.98 million. data in malaysia shows that the confirmed cases of covid-19 tend continue to increase. data as of july 4th, 2021, recorded the number of received on 03/17/2021; revised on 04/16/2021; accepted on 05/21/2021; publishedon:06/18/2021 http://dx.doi.org/10.23916/0020210635120 couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu anthony, p.m., et al effects of job stressor on psychological…| 64 indonesian counselor association (iki) | doi: 10.23916/0020210635120 positive confirmed cases are 778,652 and 5497 deaths. (malaysia 2021)workplace is a key aspect of environment that can affect the psychological wellbeing of the employees. according to (bhui, dinos et al. 2016)the psychological wellbeing of employees is disturbed when there are sources of work stress in the workplace. the source of job stress encountered will cause the individual’s behaviours to change and will turn them into depressed state, irritable and unsociable. in a related study(wider 2016)explained that the level of psychological wellbeing of employees will decline when they are confronted with various types of sources of work stress in the workplace. nurses who face tremendous pressure due to covid-19, especially those related to high risk of infection, longer working hours, feelings of being inadequately supported in the workplace and lack of experience in disease control and management can contribute to increase the emergence of psychological wellbeing problems in nurse’s which in turn affect work efficiency. nurses are constantly faced with various sources of job stress that can affect their psychological well -being. according to (ryff 2014)workload is a contributing factor to depression and individual physical symptoms, but less research is conducted to find out how work can affect human positive functioning. psychological wellbeing among workers in malaysia can affect the country's economy to the point of stifling national development. according to relate mental health malaysia(2020) mentioned, psychological wellbeing issue more characterized as a mental health issue among workers in malaysia has been costs rm14.4 billion a year or 1% of gross domestic product in 2018. psychological wellbeing nurseswho are being exposed to covid-19 patients experience a greater psychological wellbeing impact compared to those with less exposure(cabarkapa, nadjidai et al. 2020). psychological wellbeing is a combination of the six dimensions of well -being introduced by (ryff 2014)namely autonomy, environmental mastery, personal growth, positive relationships with others, purpose in life and self acceptance. the level of autonomy is measured to find out whether an individual sees themselves live in a state that is in line with their personal beliefs or on the contrary (ryff, 2014). the dimension of environmental mastery measures the level of the individual to manage life and the world around them effectively (ryff, 2014). thus, nurses should be prepared for the potential psychological impact; employers should encourage a supportive environment in the workplace and ensure that support is in place for those most at riskto minimize the psychological impact of future outbreaks of infectious diseases, individuals have a good level of personal growth when they use talent and its potential as well as having a feeling to continue to grow and progress (ryff 2014). also, those who have intimate and quality relationships with important people in life they are said to have a good level of positive relationships with others (ryff 2014). the purpose in life describes the extent to which an individual feels alive they are full of determination, meaning, purpose and have direction (ryff 2014). according to the british medical association (2020) report finding 45% of healthcare workers are suffering from stress relating to covid-19 crisis. the report suggested a long-term strategy to protect the wellbeing of healthcare worker should consider the following recommendations, supporting the mental and physical health of healthcare workers must be a top priority, there should be equal provision of wellbeing support services for all healthcare workers and workplaces. finally, the self -acceptance dimension was measured to find out the relevant positive assessments with the self and the past life of the individual(ryff 2014). it emphasizes that these 6 dimensions describe in depth about characteristics of individual psychological well-being. all these dimensions give one clue which is clear about feeling good, satisfied, happy and positive that describes the function positive individual. stress the source of job stress is referring to psychological factors that are harmful to physical and psychological health as well as can be detrimental to psychological well -being (sunday, murdoch et al. 2022)the psychological wellbeing impact of covid-19 on health care workers is considerable, with significant levels of stress, anxiety, depression, insomnia, and distress(de kock, latham et al. 2021). they suggested a holistic approach to healthcare workers psychological wellbeing is needed to create a healthy, safe, and supportive work environment.according to the risk factors for covid-19-related health impacts include working in a high-risk department, improper ppe use, close contact with patients (≥ 12 times/day), long daily contact hours (≥ 15 h), and unprotected exposure(shaukat, ali et al. 2020). healthcare workers psychological wellbeing during a disease outbreak is usually neglected during pandemic management(khanal, devkota et al. 2020). according to aryan andkathuria (2017) couns-edu  the international journal of counseling and education vol.6, no.2, 2021 effects of job stressor on psychological …| 65 indonesian counselor association (iki) | doi: 10.23916/0020210635120 psychological well-being is a vital aspect of overall well-being and is linked to physical health, mental satisfaction, and greater happiness for employees. it is the combination of feeling good and functioning effectively. the psychological wellbeing of nurses must be taken care to expect a good work performance. if the organization is not taking care of nurse’s psychological wellbeing, they will be less able to do their duties fully and properly. it is essential to provide psychological wellbeing support to improve and strengthens mental health of nurses. therefore, it is necessary for this study to review how job stress experienced by nurses can affect their psychological wellbeing. in addition, this study also needs to know the extent to which sources of work stress can affect autonomy, mastery of the environment, personal growth, and positive relationships with others, life goals and self -acceptance of nurses. the purpose of this research is to analyze the effects of job stressor on the psychological wellbeing among nurses in the hospital during pandemic covid-19. further more this reasearch analyze the effects of job stressor on autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, self-acceptance among nurses in the hospital during pandemic covid-19. method study design and setting this research is using quantitative research design. the sampling method use in this research is random sampling and the questionnaires was distributed via google form online (whatsapp and facebook) to 128 respondents to nurses working in hospital. data collection was conducted from may 2021 to june 2021. ethical considerations this study was conducted with full research ethics. all questionnaires were via online. respondents were provided with information about the study and informed of their right to withdraw at any time from the study. all respondents indicated their consent after reading the consent: all respondents indicate their understanding of the information given and to give their consent to participate in the study. research instruments the questionnaire comprises three sessions. section a solicits six general information from the respondents namely names of the gender, age, positions, years of working, marital status, and education level. meanwhile section b using the work-related stress scale solicits information pertaining to recognized working conditions affect worker wellbeing and section c solicits information pertaining to the respondent psychological wellbeing of healthcare worker which consists of positive relationships with others, personal mastery, autonomy, a feeling of purpose and meaning in life, and personal growth and development.work-related stress scale were use tomeasure job stress. this questionnaire is by american institute of stress. respondent’s rate on how their responds reflect to their work in the last six months. by using never to always using a 5-point scale.theryff model were used in measuring psychological wellbeing, and that consists of, 42 items. the theory developed by carol ryff which determines six factors which contribute to an individual's psychological wellbeing. respondents rate how strongly they agree or disagree with 42 statements using a 7-point scale. data analysis statistical packages for the social science (spss) version 25 were used for routine statistical analysis. this study is using reliability test, correlation, descriptive statistic, and regression. in determine the relationship of effect of job stressor on psychological wellbeing the pearson’s correlation were applied. meanwhile regression analysis was applied to determine the effect of job stressor on psychological wellbeing. cronbach’s alpha were used to test the reliability and descriptive statistics uses to describe the profile of respondents. couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu anthony, p.m., et al effects of job stressor on psychological…| 66 indonesian counselor association (iki) | doi: 10.23916/0020210635120 results and discussions reliability in this study, 30 respondents used in the pilot study.based on table 1, it shows cronbach’s coefficient alpha (α ) obtained for each variable. in term of the impact of job stressors, the cronbach’s alpha is 0.638, the psychological well-being is 0.803. thus, it showed that all questionnaire items are valid because cronbach’s alpha greater than 0.6. the data obtained in this study can be classified as good and adequate for the research. results and discussions of the study table below is respondent chosen among the nurses working in hospital to analysed demographic distribution of the respondents such as gender, age, position, experience, marital status, and education that comprised of 128 respondents. table 1 <number of respondents based on gender> table 2 <number of respondents based on age> table 3< table 3 <number of respondents based on the position> number of respondents based on age age frequency percent 22-25 years 9 7.0 26 30 years 25 19.5 31 -35 years 43 33.6 36 and above 51 39.8 total 128 100.0 number of respondent based on position position frequency percent manager 9 7.0 senior specialist nurse 5 3.9 senior staff nurse 12 9.4 specialist nurse 17 13.3 staff nurse 84 65.6 unit manager 1 0.8 total 128 100.0 number of respondents based on current position. experience frequency percent 4 years and below 17 13.3 5 10 years 55 43.0 11-15 years 25 19.5 16 20 years 19 14.8 21 years and above 12 9.4 total 128 100.0 number of respondents based on gender gender frequency percentage male 14 10.9 female 114 89.1 total 128 100 couns-edu  the international journal of counseling and education vol.6, no.2, 2021 effects of job stressor on psychological …| 67 indonesian counselor association (iki) | doi: 10.23916/0020210635120 table 4 <number of respondents based on the marital status> table 5 <number of respondents based on the educational background> impacts of job stressors on nurse’ psychological wellbeing. six types of impacts on job stressors on nurses’ psychological wellbeing were assessed, namely, autonomy, environmental mastery, personal growth, positive relations with others, purpose of life and self acceptance (see table 3 below). as for autonomy, the highest percentage shows that most of the respondents slightly agree that “i have confidence in my opinions, even if they are contrary to the general consensus” (38.3%). meanwhile the lowest mean showed the respondents disagree about “i tend to be influenced by people with strong opinions” (mean= 2.91, sd=1.236). the overall mean autonomy is 3.498 and standard deviation is 0.521. in general, the respondents were slightly disagreeing about autonomy.the result indicates majority of the respondents claimed that they are slightly agree as they have confidence in their opinions even, they are contrary to the consensus. at the same, the respondents stated they are not afraid to voice out their opinion even they are in opposition to the opinions of most people. the confidence based on their opinion and not afraid to voice out the opinion are reflected the autonomy among the respondents based on their degree of freedom and independence of the nurses based on their roles and responsibilities. employees who enjoy freedom in decision-making process, take responsibility of task and play an important role to strengthen performance at workplace(davidescu, apostu et al. 2020). the overall mean environmental mastery is 3.973 and standard deviation is 0.698. in general, the respondents were slightly disagreeing about environmental mastery. the highest percentage shows that most of the respondents agree that “i am quite good at managing the many responsibilities of my daily life” (53%).the lowest mean showed the respondents disagree about “i often feel overwhelmed by my responsibilities” (mean= 2.679, sd=1.229).based on the responds from the respondents, they hold great responsibilities which related to their environment. in this situation, the nurses hold great responsibilities in treating and handling the patients during covid-19 and this is supported by individuals with good coping strategies such as constantly interacting with others, these individuals possess good psychological well-being(maduraiveeran, sasidharan et al. 2018). the overall mean personal growth is 3.756 and standard deviation is 0.667. in general, the respondents were slightly disagreeing about personal growth. the highest percentage shows that most of the respondents strongly agree that “for me, life has been a continuous process of learning, changing and growth” (64.1%). the lowest mean showed the respondents slightly disagree about “i do not enjoy being in new situations that require me to change my old familiar ways of doing things” (mean= 3.453, sd=1.473). respondents’ aware personal growth and development are important to ensure they are good enough to carry out their responsibilities when handling covid-19 patient. jain, et al. in 2015 stated that personal growth helps transform that challenge into an opportunity because it is based upon the premise number of respondents based on marital status. marital status frequency percent single 40 31.3 married 79 61.7 divorced 7 5.5 widow 2 1.6 total 128 100.0 number of respondents based on educational background. education frequency percent diploma 101 78.9 degree 25 19.5 master 2 1.6 total 128 100.0 couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu anthony, p.m., et al effects of job stressor on psychological…| 68 indonesian counselor association (iki) | doi: 10.23916/0020210635120 that any person can seek to improve any performance, create their own challenges, take control of their own destiny, and to facilitate their own growth. the overall mean positive relations with others is 4.339 and standard deviation is 0.763. in general, the respondents were slightly agreed about positive relations with others. the highest percentage shows that most of the respondents strongly agree that “i enjoy personal and mutual conversations with family members or friends” (43.8%). the lowest mean however showed the respondents slightly disagree about “maintaining close relationship has been difficult and frustrating for me” (mean= 3.585, sd=1.653). majority of the respondents claimed that they enjoy personal and mutual conversations with family members or friends. in addition, due to the engagement of positive relationship with other, the respondents stated that most people see them as loving and affectionate. similarly, baumann in 2012 claimed that autotelic personality also fits into the term of eudaimonia happiness. they tend to create good engagement with others and leads to positive relations with them especially during this pandemic. the positive effects of high-quality workplace relationships on working manners including higher commitment, lower level of reported job stress, and increased perception of social impact(tran, nguyen et al. 2018). the overall mean purpose in life is 3.92 and standard deviation is 0.642. in general, the respondents were slightly disagreeing about purpose in life. the highest percentage shows that most of the respondents agree that “i have a sense of direction and purpose in life” (48.4%).meanwhile the lowest mean showed the respondents slightly disagree about “i live life one day at a time and don’t really think about the future” (mean= 2.789, sd=1.472). this result could indicate to the idea about the role of nurses as they responsible in handling and treating the patients during pandemic. based on their role, they clearly know their purpose in life and their actions taken leads to accomplish their purpose of life. besides that, they stated they enjoy making plans for future and working to make them a reality. garcía-alandete in 2015 preceded thatexperiencing that one's life is valuable and makes sense, feeling satisfied with what has been done, and being oriented to goals and purposes isaneudaimonia source of personal well-being. the overall mean self-acceptance is 4.051 and standard deviation is 0.600. in general, the respondents were slightly agreeing about self-acceptance. the highest percentage shows that most of the respondents agree that “i like most aspects of my personality” (41.4%). on the other hand, the lowest mean showed the respondents disagree about “i feel like many of the people i know have gotten more out life than i have” (mean= 2.82, sd=1.502).bhui,et.al in 2016 described the source of job stress caused by individuals’ adjustment led to a negative impact on the physical, psychological and attitude. determine the psychological well-being among nurses. table 4 below represents the descriptive of the psychological well-being. referring to the below, the highest percentage shows that most of the respondents often that “i am able to utilize my skills and talents to the fullest extent at work” (41.4%). meanwhile the lowest mean showed the respondents also sometimes about “i feel that my job is negatively affecting my physical or emotional wellbeing” (mean= 3.023, sd=1.251). the overall mean psychological well-being is 3.023 and standard deviation is 1.251. all the important skills utilized to ensure they able to treat and handle the patients efficiently as well as give good treatment and care for them. the role of nurses is very crucial in facing this situation as it give great challenge for them to handle this situation which tend them to be stress due to the great burden in handling the situation. hamouche in 2020 mentioned the psychological well-being of employees is disturbed when there are sources of work stress in the workplace. at the same time, the nurses exposed to the infection risk when handling the patients. in line with that, they also need to beware to ensure they are strong enough to carry out their responsbilities. table 6 <descriptive of the psychological well-being> statement never seldom sometimes often always mean standard deviation n % n % n % n % n % conditions at work are unpleasant or sometimes even unsafe 9 7 18 14.1 49 38.3 32 25 20 15.6 3.281 1.107 couns-edu  the international journal of counseling and education vol.6, no.2, 2021 effects of job stressor on psychological …| 69 indonesian counselor association (iki) | doi: 10.23916/0020210635120 statement never seldom sometimes often always mean standard deviation n % n % n % n % n % i feel that my job is negatively affecting my physical or emotional well being 18 14.1 26 20.3 37 28.9 29 22.7 18 14.1 3.023 1.251 i have too much work to do and/or too many unreasonable deadlines 10 7.8 25 19.5 40 31.3 32 25 21 16.4 3.226 1.171 i find it difficult to express my opinions or feelings about my job conditions to my superiors 12 9.4 18 14.1 40 31.3 28 21.9 30 23.4 3.359 1.246 i feel that job pressures interfere with my family or personal life 18 14.1 22 17.2 40 31.3 27 21.1 21 16.4 3.085 1.267 i have adequate control or input over my work duties 5 3.9 15 11.7 45 35.2 43 33.6 20 15.6 3.453 1.018 i receive appropriate recognition or rewards for good performance 15 11.7 22 17.2 46 35.9 34 26.6 11 8.6 3.031 1.121 i am able to utilize my skills and talents to the fullest extent at work 1 0.8 3 2.3 34 26.6 53 41.4 37 28.9 3.953 0.849 mean 3.301 standard deviation 0.685 the affect of the autonomy, environmental mastery, personal growth, positive relations with others, purpose in life and self-acceptance toward job stressors among nurses. results of this study reveal there is a negative correlation between psychological well-being and autonomy (r= -0.347, p<0.01). between environmental mastery (r=-0.445, p<0.01) and personal growth (r=-0.447, p<0.01) (see table 4 below). interestingly, there was a positive relationship between psychological wellbeing withpositive relationship with others (r=-0.366, p<0.01), purpose in life (r=0.466, p<0.01) and self-acceptance (r=0.499, p<0.01). regarding the hypothesis, the regression test conducted to determine the most important give the effect of the psychological wellbeing. the result of r-squared is 0.350 indicates only 35% of the variance in psychological well-being explained by the autonomy, environmental mastery, personal growth, positive relations with others, purpose in life and self-acceptance. whereby, anova, f (6,121) =10.842, p=0.000 indicates that there is a statistically significant at the significance level of 0.000 (p<0.05).the result also reported autonomy and self-acceptance have relationship with psychological well-being when the significant value of autonomy is 0.015 and self-acceptance are 0.002 which is p<0.05. meanwhile other couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu anthony, p.m., et al effects of job stressor on psychological…| 70 indonesian counselor association (iki) | doi: 10.23916/0020210635120 elements are not significant with psychological well-being when p>0.05. thus h1 and h6 are accepted, and the other are rejected. table 4: correlation analysis first of all, it was found that there is a relationship between autonomy and the psychological wellbeing. this supported by yang, f.f. and zhao, y. (2018)revealed that personal initiative plays a role of intermediary mechanism in the relationship between autonomy and psychological well-being. referring to petrou and colleagues (2012), they found that job autonomy has a positive effect on shaping employees’ psychological well-being. hence, these two variables are correlated.referring to environmental mastery, there is a relationship between environmental mastery and the psychological well-being. moreover, the finding showed that there is a significant influence between personal growth and psychological wellbeing. as claimed by magyar-moe et al., (2015) it was found that personal growth contributes to the significant influence towards psychological wellbeing. it proved that personal growth is one of the important elements which contribute to psychological wellbeing. furthermore, the finding illustrated that there is a significant influence between positive relations with others and psychological wellbeing. hence, it is important to develop positive relations with other to gain their good perceptions towards us. besides that, it can be seen clearly as there is a significant influence between purpose in life and psychological wellbeing. by having purpose in life, it helps us to navigate our future and how we work towards the future. in terms of psychological wellbeing, purpose in life have positive linked with it. it is supported by ryff et al., (2004) as purpose in life associated with psychological wellbeing. by having good purpose in life, it leads prevent us from negative events which negatively impact of emotion and physical. finally, there is a significant influence between self-acceptance and psychological wellbeing. it agrees with the finding obtained by ryff et al., (2004) as self-acceptance is one of the significant influences in psychological wellbeing. self-acceptance gives positive influence which leads to great psychological wellbeing. conclusions the finding of this study entails an explanation to understand the relationship between the influencing factors of job stressors towards psychological wellbeing. the findings obtained contribute to the literature by evaluating the effects of job stressor on psychological wellbeing. the findings obtained give benefits especially towards the nurses as they are the responsible individual in ensuring the medical sector well-managed in taking care the patient especially during this pandemic covid-19. by conducting this study, it gives the overview on the importance of nurses’ role and their psychological wellbeing as well as each of the contributing factors of job stressors towards psychological wellbeing. adoption of qualitative and quantitative research method could enhance the accuracy of the research finding which leads to great impact for the overall research conducted by the researcher. the information collected from this research will be very useful as it could help medical service to provide the best services in treating the patients by ensuring their professional healthcare’s psychological wellbeing in good state. in line with that, it is recommended to take further steps to enhance psychological psychological well being autonomy environmental mastery personal growth positive relationships with others purpose in life selfacceptance psychological well being pearson correlation -.347** -.445** -.447** -.366** .466** .499** sig. (2-tailed) 0.000 0.000 0.000 0.000 0.000 0.000 n 128 128 128 128 128 128 128 couns-edu  the international journal of counseling and education vol.6, no.2, 2021 effects of job stressor on psychological …| 71 indonesian counselor association (iki) | doi: 10.23916/0020210635120 well-being among their nurses who the main focus in this present study in conjunction with covid-19 outbreak... therefore, more findings will help to enhance psychological well-being which positively influence nurse’s job reputations by reducing their job stressors. it will be taken into account the findings of this study and attempt to address issues of psychological well-being especially in corresponding with pandemic covid-19 outbreak. references bhui, k., s. dinos, et al. (2016). "perceptions of work stress causes and effective interventions in employees working in public, private and non-governmental organisations: a qualitative study." bjpsych bulletin40(6): 318-325. cabarkapa, s., s. e. nadjidai, et al. (2020). "the psychological impact of covid-19 and other viral epidemics on frontline healthcare workers and ways to address it: a rapid systematic review." brain, behavior, & immunity-health8: 100144. davidescu, a. a., s.-a. apostu, et al. (2020). "work flexibility, job satisfaction, and job performance among romanian employees—implications for sustainable human resource management." sustainability12(15): 6086. de kock, j. h., h. a. latham, et al. (2021). "a rapid review of the impact of covid-19 on the mental health of healthcare workers: implications for supporting psychological well-being." bmc public health21(1): 1-18. khanal, p., n. devkota, et al. (2020). "mental health impacts among health workers during covid-19 in a low resource setting: a cross-sectional survey from nepal." globalization and health16(1): 1-12. maduraiveeran, g., m. sasidharan, et al. (2018). "electrochemical sensor and biosensor platforms based on advanced nanomaterials for biological and biomedical applications." biosensors and bioelectronics103: 113-129. malaysia, k. k. (2021). "covid-19 malaysia." diperoleh daroipada: http://covid-19. moh. gov. my4. ryff, c. d. (2014). "psychological well-being revisited: advances in the science and practice of eudaimonia." psychotherapy and psychosomatics83(1): 10-28. shaukat, n., d. m. ali, et al. (2020). "physical and mental health impacts of covid-19 on healthcare workers: a scoping review." international journal of emergency medicine13(1): 1-8. sunday, c., n. murdoch, et al. (2022). "the influence of gravity on granular impacts." astronomy and astrophysics-a&a658: a118. tran, k. t., p. v. nguyen, et al. (2018). "the impacts of the high-quality workplace relationships on job performance: a perspective on staff nurses in vietnam." behavioral sciences8(12): 109. wider, w. (2016). "the effect of occupational stress social support as moderator." australian journal ofbasic and applied sciences10(4): 54-65. http://covid-19/ couns-edu the international journal of counseling and education vol.7, no.1, march 2022, pp. 1-8 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220735310 received on 12/14/2019; revised on 01/20/2022; accepted on 02/24/2022; publishedon:03/30/2022 1 readiness for learning ability through experiences ratnawati susanto *)1 1 universitas esa unggul, jakarta, indonesia *) corresponding author, e-mail: ratnawati@esaunggul.ac.id abstract learning through experience is a process that facilitates the ability to experience in observing, thinking, feeling, doing and experimenting for the formation of a 4cs-based student competency profile (communication, collaboration, creativity, critical thinking and problem solving) which is the basis for the needs of the 4.0 revolution era. the level of student learning readiness through experience is largely determined by the teacher's ability to implement pedagogic knowledge and pedagogical competency models. the purpose of this study was to examine the readiness of students' learning abilities through experiences that were formed through the contribution of the level of pedagogical knowledge abilities and pedagogic competence models from teachers. quantitative research with data collection instruments using likert scale questionnaires, data analysis techniques using smart pls, the population is 220 teachers and 220 students of public and private elementary schools in the region which is in area ii of the west jakarta municipal education sub-department, dki jakarta province. the sampling technique was done by purposive side. the results showed that: (1) there was a positive and significant contribution to the ability to implement pedagogic knowledge on the pedagogical competency model, (2) there was a positive and significant contribution to the ability to implement pedagogic knowledge on learning through experience, (3) there was a positive and significant contribution to the ability to implement the model. pedagogic competence on learning through experience, and (4) there is a dominant factor from each indicator as a construct forming variables that contribute to learning through experience. keywords: readiness for learning ability, pedagogic knowledge, model of pedagogical competence. how to cite: susanto, r. (2022). readiness for learning ability through experiences. couns-edu: the international journal of counseling and education, 7(1), 1-8. doi:http://dx.doi.org/10.23916/0020220735310 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction teachers and students become strategic key components for creating learning experiences that raise student competency profiles based on the 4cs (communication, collaboration, creativity, critical thinking and problem solving)..(rahayu and susanto, 2018; susanto, agustina, et al., 2020; susanto, rachmadtullah and rachbini, 2020; susanto, agustina, rozali, yuli azmi, et al., 2021). learning experience is a learning process that facilitates the ability to experience in observing, thinking, feeling, doing and experimenting to achieve learning outcomes and goals (gură u et al., 2018). learning through experience allows students to have theoretical, conceptual and practical knowledge by using learning resources and fundamentally constructed understanding. (calvin, 2012). learning experiences characterize learning activities by optimizing mental processes of thinking that involve mental mental activities and effective learning readiness because learning begins with self-leadership to empower experience as a learning tool.(calvin, 2012). learning through experience is a learning feature that is mailto:ratnawati@esaunggul.ac.id http://dx.doi.org/10.23916/0020220735310 couns-edu  vol.7, no.1, march 2021 available online: http://journal.konselor.or.id/index.php/counsedu susanto, r. readiness for learning ability through experience ... | 2 indonesian counselor association (iki) | doi: 10.23916/0020220735310 needed to support the 4cs competency profile because it becomes an instrument in the formation of competencies and skills (redding, 2014). learning through experience forms a cultural approach in interacting with various learning resources, both approaches to people, environments, materials, methods, media and backgrounds. (brown, 2019; moje and lewis, 2020). the teacher as a facilitator provides opportunities for students to create what they want and will learn so that it becomes a theory of opportunities to form perceptions of how to learn and estimate the level of success and failure of learning and learning strategies for metacognition. the teacher as a facilitator provides opportunities for students to create what they want and will learn so that it becomes a theory of opportunities to form perceptions of how to learn and estimate the level of success and failure of learning and learning strategies for metacognition. (ellis et al., 2006; gură u et al., 2018; hinton, 1992; soń ta & magala, 2020). the role in facilitating the success of an interactive learning experience in the classroom cannot be separated from the pedagogic knowledge possessed by the teacher. (susanto, rozali and agustina, 2019, 2020; susanto, 2021a, 2021b; susanto, agustina, azmi, et al., 2021; susanto, agustina, rozali, et al., 2021). pedagogic knowledge is the basis of knowledge and the foundation of teachers related to 3 indicators of the level of ability in implementing: (1) educational philosophy, (2) learning and learning theory (3) child development. (susanto, rozali and agustina, 2019, 2020; susanto, agustina, azmi, et al., 2021). the ability of knowledge about pedagogy becomes the basis for teachers in providing humanistic and educative treatment of learning experiences for students. on the different side, each teacher has a pattern in applying their pedagogical competency model, and the essence of the pedagogical competency model is the teacher's level of ability in managing learning strategies with indicators: (1) the ability to implement reflective abilities, (2) the ability to implement emotional intelligence, and ( 3) the ability to implement instructional communication patterns..(sofyani and susanto, 2019; susanto, rozali and agustina, 2019, 2020; susanto and rachmadtullah, 2019; id, 2020; susanto, sofyan, et al., 2020; susanto, 2020, 2021a, 2021b; susanto, agustina and rozali, 2020; susanto, syofyan, et al., 2021; susanto, agustina, azmi, et al., 2021; susanto, agustina, rozali, et al., 2021; susanto, agustina, rozali, yuli azmi, et al., 2021) the linkage of the two dimensions in the form of the application of pedagogic knowledge and the model of pedagogic competence produced in sustainable research is applied in overcoming the problems of national education against the low pedagogic competence of teachers and is at the same time a tangible manifestation of the ability of teachers to design learning events through experience. (susanto et al., 2018; susanto and rachmadtullah, 2019; susanto, rozali and agustina, 2019, 2020; susanto, agustina and rozali, 2020; susanto, sofyan, et al., 2020; susanto, 2021a; susanto, agustina, azmi, et al., 2021; susanto, agustina, rozali, et al., 2021; susanto, agustina, rozali, yuli azmi, et al., 2021). method this study aims to analyze the contribution of the application of pedagogical knowledge and pedagogical competence models owned by teachers in creating learning through student experience. quantitative research with data collection instruments using likert scale questionnaires, data analysis techniques using smart pls, the population is 220 teachers and 220 students of public and private elementary schools in the region which is in area ii of the west jakarta municipal education subdepartment, dki jakarta province. the sampling technique was done by purposive side. the research can be seen on the firgure 1. couns-edu  the international journal of counseling and education vol.7, no.1, month 2022 readiness for learning ability through experience ... | 3 indonesian counselor association (iki) | doi: 10.23916/0020220735310 figure 1. research constellation model description: pk = pedagogical knowledge pk1 = level of implementation of nowledge of educational philosophy pk2 = level of implementation of knowledge of learning and learning theory pk3 = level of implementation of child development knowledge mpc = model of pedagogical competence mpc1 = level of implementation of reflective ability mpc2 = level of implementation of emotional intelligence mpc3 = level of implementation of instructional communication pattern lte = learning through experience lte1 = level of ability to identify components of th learning process lte2 = level of ability to identify key success factors and weaknesses lte3 = level of strategic management ability key to success and weakness lte4 = level of ability to achieve progress learning experience results and discussions the results of confirmatory factor analysis (cfa) were carried out on the research constellation model to confirm and at the same time test the model in which the constellation model was formulated based on the basic theory. -dimensional valid, and (2) determine the dominant indicators that form the research construct. figure 2. redesign of the research constellation model couns-edu  vol.7, no.1, march 2021 available online: http://journal.konselor.or.id/index.php/counsedu susanto, r. readiness for learning ability through experience ... | 4 indonesian counselor association (iki) | doi: 10.23916/0020220735310 the standardized regression values in tables and diagrams show the loading factor of each indicator to its construct with a value > 0.60 which indicates a valid indicator to measure the construct. other information obtained is by using the goodness of fit (gof) of the model: tabel 1. goodness-of-fit model goodness-of-fit (gof) hasil analisis cut off value evaluasi model chi-square 2 = 35.039 p = 0.326 probabilitas ≥ 0,05 baik tli 0.995 gfi > 0.90 baik gfi 0.969 agfi > 0.90 baik agfi 0.946 tli > 0.90 baik cfi 0.996 cfi > 0.90 baik rmsea 0.021 rmsea ≤ 0,08 baik the gof criteria concluded that the model fit with the data, with the achievement of the results meeting the cut of value with the model evaluation as good as follows: (1) chi-square criteria 35.039 0.05, (2) goodness-of-fit test with tij 0.995 > 0.90, (3) gfi 0.969 > 0.90, (4) agfi 0.946 > 0.90, (5) cfi 0.996 > 0.90, (6) rmseathe rmsea analysis as an index to compensate for the chi square statistics showed 0.042 0.08 represent acceptable another test with maximum likelihood estimates shows on table 2. table 2. maximum likelihood estimates regression weights: (group number 1 default model) estimate s.e. c.r. p label mpc<---pk .452 .084 5.377 *** lte<---pk .229 .092 2.495 .013 lte<---mpc .367 .104 3.541 *** lte1<--lte 1.000 lte2<--lte 1.051 .103 10.231 *** lte3<--lte 1.096 .112 9.818 *** lte4<--lte 1.056 .106 9.960 *** pk1<---pk 1.000 pk2<---pk 1.086 .121 8.970 *** pk3<---pk .908 .108 8.435 *** mpc3<--mpc 1.000 mpc2<---mpc 1.189 .125 9.488 *** mpc1<---mpc 1.151 .120 9.563 *** furthermore, the t-test is carried out as a variable test for endogenous variables or the effect of an endogenous on other endogenous variables. the significance of a variable that affects another variable is carried out on: hypothesis h0: the influencing variable, has no significant effect on the affected variable. h1: the influencing variable has a significant effect on the affected variable. decision making basis: • if the probability value (sig value) > 0.05 or t table < t count then h0 is not rejected, if the probability value (sig value) < 0.05 or t count < t table or t count > t table then h0 is rejected. decision: 1. in the table above, the p value of the pedagogical knowledge (pk) variable = *** < 0.05 so that h0 is rejected and h1 is accepted, which means that the pk variable has a positive and significant effect on the model of pedagogical competence (mpc) variable. the higher the pk value, the higher the mpk value and vice versa. 2. in the table above, the p value of the pk variable = 0.013 < 0.05 so that h0 is rejected and h1 is accepted, which means that the pk variable has a positive and significant effect on the lte variable. the higher the pk value, the higher the learning through experience (lte) value. vice versa couns-edu  the international journal of counseling and education vol.7, no.1, month 2022 readiness for learning ability through experience ... | 5 indonesian counselor association (iki) | doi: 10.23916/0020220735310 3. in the table above, the p value of the mpc variable = *** < 0.05 so that h0 is rejected and h1 is accepted, which means that the mpc variable has a positive and significant effect on the lte variable. the higher the mpc value, the higher the lte value. thus the structural equation is: mpc = 0.452*pk + e lte = 0.229*pk + 0.367*mpc + e the value of p = *** (meaning the number is below 0.001, so this is significant at the 0.01 level of significance, which is certainly better than the 0.05 level of significance). the correlation between the variables is shown as follows. table 3. correlation estimate mpc <--pk .500 lte <--pk .238 lte <--mpc .345 lte1 <--lte .710 lte2 <--lte .792 lte3 <--lte .751 lte4 <--lte .765 pk1 <--pk .748 pk2 <--pk .771 pk3 <--pk .674 mpc3 <--mpc .700 mpc2 <--mpc .782 mpc1 <--mpc .801 the close relationship between variables can be stated: (1) pedagogical competency model has a strong and very strong correlation (0.700 0.801) on its forming indicators, (2) pedagogic knowledge has a strong correlation (0.674 0.748) on its forming indicators, (3) learning through experience has a strong correlation (0.710 – 0792) on its constituent indicators, and (4) the correlation of the pedagogical knowledge variable to the pedagogic competence development model variable has a moderate correlation (0.500), (5) the correlation of the pedagogical knowledge variable has a very low relationship. (0.238) on the variable learning through experience, and (6) the variable pedagogic competence development model has a low correlation (0.345) on learning through experience. the total direct influence between variables and their constructs can be explained through the redesign of the model image constellation, that: (1) there is a direct influence of pedagogical knowledge on learning through experience, (2) there is a direct influence of pedagogic knowledge on the model of pedagogic competence development, (3) there is a direct influence on the model of pedagogic competence development. direct model of pedagogic competence development towards learning through experience. from the data, the analysis of research studies formulates that the level of readiness of learning abilities through experience is very basic as a learning model. learning through experience needs to be designed in a planned manner so that students experience learning events as an experiential learning that realizes real learning and focuses on building the potential and profile of the 4cs characteristics. (calvin, 2012; gură u et al., 2018; brown, 2019; dellermann et al., 2019; fatwassani, fitriati and bharati, 2019; moje and lewis, 2020; soń ta and magala, 2020). students need to be facilitated and conditioned by teachers to learn through experience with 4 levels of ability, namely: (1) being able to identify aspects of the learning process, (2) being able to identify the keys to success and weaknesses in learning, (3) being able to perform strategic management of key strengths and learning weaknesses, as well as being able to achieve learning progress through the experience itself. (gentry and burns, 1983; truran, 1998; gură u et al., 2018; fatwassani, fitriati and bharati, 2019). couns-edu  vol.7, no.1, march 2021 available online: http://journal.konselor.or.id/index.php/counsedu susanto, r. readiness for learning ability through experience ... | 6 indonesian counselor association (iki) | doi: 10.23916/0020220735310 learning through experience is formed through the construct of teacher competence in the level of pedagogical knowledge, in the form of the level of ability in its ability to implement the philosophy of education so that students are treated as active subjects in the learning process who have needs, methods, interests and learning strategies. teachers in this case must also be able to assist children's learning by adopting learning theory and learning to support experiential learning and adapted to the stages of development of elementary school children. (susanto, rozali and agustina, 2019, 2020; susanto, agustina, azmi, et al., 2021). the contribution of teachers who need to support learning through experiential conditioning needs to be integrated with the implementation capabilities of the pedagogical competency model which is an indicator of the ability of the teacher's reflective ability in designing learning patterns and achievement profiles of children's characteristics in the learning process through experience, the teacher's emotional intelligence in placing epran and its functions. in mentoring and mentoring children's learning and how to communicate learning as a strategy that provides the key to the formation of the ability to receive material for the formation of critical thinking and problem solving skills, the ability to collaborate and the ability to be creative and focus on the ability to convey ideas through communication. (nikoçeviq-kurti and saqipi, 2001; susanto and rachmadtullah, 2019; susanto, rozali and agustina, 2019, 2020; ahmadi and yanuarti, 2020; bawaneh, moumene and aldalalah, 2020; richards, 2020; robinson hutagaol, abdul hasan saragih and sahat siagian, 2020; susanto, agustina and rozali, 2020; susanto, rachmadtullah and rachbini, 2020; syamsuddin, juniati and siswono, 2020; colomer et al., 2020; holland, 2020; karnieli-miller, 2020; kartini, kritiawan and fitria, 2020; mcguire and lay, 2020; mcleod et al., 2020; moses, 2020; pantić , 2021). conclusions analysis of the results of the study provides data that the readiness of students' learning abilities through experience becomes an authentic thing with the contribution of the teacher's ability level in implementing pedagogic knowledge and pedagogical competency models. this provides a construct that the higher the teacher's ability to determine the level of pedagogical knowledge and pedagogic competency models, the higher the student's ability to learn through experience. references ahmadi, d. and yanuarti, e. (2020) ‘reflective writing: students’ diaries to improve the teaching and learning process’, 409(sores 2019), pp. 521–524. doi: 10.2991/assehr.k.200225.113. bawaneh, a. k., moumene, a. b. h. and aldalalah, o. (2020) ‘gauging the level of reflective teaching practices among science teachers’, international journal of instruction, 13(1), pp. 695–712. doi: 10.29333/iji.2020.13145a. brown, t. (2019) ‘business concepts for fundraising change by design : how design thinking inspires innovation business concepts for fundraising’, mwo, p. 124. calvin, j. r. (2012) ‘crucibles of leadership (how to learn from experience to become a great leader)’, community development, 43(2), pp. 279–281. doi: 10.1080/15575330.2012.681504. colomer, j. et al. (2020) ‘reflective learning in higher education: active methodologies for transformative practices’, sustainability (switzerland), 12(9), pp. 1–8. doi: 10.3390/su12093827. dellermann, d. et al. (2019) ‘hybrid intelligence’, business and information systems engineering, 61(5), pp. 637–643. doi: 10.1007/s12599-019-00595-2. ellis, r. a. et al. (2006) ‘how and what university students learn through online and face-to-face discussion: conceptions, intentions and approaches’, journal of computer assisted learning, 22(4), pp. 244–256. doi: 10.1111/j.1365-2729.2006.00173.x. fatwassani, r., fitriati, s. w. and bharati, d. a. l. (2019) ‘students ’ perceptions of reflective practices ( rp ) implementation to learn critical thinking ( ct ) in class discussions ( cd )’, english education journal (program pascasarjana universitas negeri semarang), 9(2), pp. 144–156. available at: http://journal.unnes.ac.id/sju/index.php/eej%0astudents’. http://journal.unnes.ac.id/sju/index.php/eej%0astudents couns-edu  the international journal of counseling and education vol.7, no.1, month 2022 readiness for learning ability through experience ... | 7 indonesian counselor association (iki) | doi: 10.23916/0020220735310 gentry, j. w. and burns, a. c. (1983) ‘do we learn from experience?’, developments in business simulation & experiential exercises, 10, pp. 139–142. gurău, c. et al. (2018) ‘learn from experience: probabilistic prediction of perception performance to avoid failure’, international journal of robotics research, 37(9), pp. 981–995. doi: 10.1177/0278364917730603. hinton, g. e. (1992) ‘how neural networks learn from experience’, scientific american, 267(3), pp. 145– 151. doi: 10.1038/scientificamerican0992-144. holland, a. l. (2020) ‘the value of “communication strategies” in the treatment of aphasia’, aphasiology, 00(00), pp. 1–11. doi: 10.1080/02687038.2020.1752908. id, s. (2020) ‘mberdayaan _ kompetensi _ pedagogik _ berbasis _ kem ampuan _ reflektif . pdf’. karnieli-miller, o. (2020) ‘reflective practice in the teaching of communication skills’, patient education and counseling, 103(10), pp. 2166–2172. doi: 10.1016/j.pec.2020.06.021. kartini, d., kritiawan, m. and fitria, h. (2020) ‘the influence of principal’s leadership, academic supervision, and professional competence toward teachers’ performance’, international journal of progressive sciences and technologies (ijpsat) issn: 2509-0119., 20 no. 1 a(april), pp. 156–164. mcguire, l. e. and lay, k. a. (2020) ‘reflective pedagogy for social work education: integrating classroom and field for competency-based education’, journal of social work education, 56(3), pp. 519–532. doi: 10.1080/10437797.2019.1661898. mcleod, g. a. et al. (2020) ‘pre-professional reflective practice: strategies, perspectives and experiences’, international journal of osteopathic medicine, 35, pp. 50–56. doi: 10.1016/j.ijosm.2019.11.005. moje, e. b. and lewis, c. (2020) ‘examining opportunities to learn literacy: the role of critical sociocultural literacy research’, reframing sociocultural research on literacy, pp. 15–48. doi: 10.4324/9781003064428-3. moses, d. (2020) ‘effects of reflective inquiry teaching method on students ’ retention ability in domestic installation module in technical colleges of yobe state , nigeria’, 9(9), pp. 919–923. doi: 10.23918/ijsses.v7i3p52. nikoçeviq-kurti, e. and saqipi, b. (2001) ‘exploring the contribution of mentor ’ s feedback on development of student-teacher ’ s lesson planning influence of the mentor ’ s feedback on student-teachers ’ lesson-planning skills and instructional strategies’, pp. 179–194. pantić, n. (2021) ‘teachers’ reflection on their agency for change (trac): a tool for teacher development and professional inquiry’, teacher development. doi: 10.1080/13664530.2020.1868561. rahayu, r. and susanto, r. (2018) ‘pengaruh kepemimpinan guru dan keterampilan manajemen kelas terhadap perilaku belajar siswa kelas iv’, jurnal penelitian pendidikan dasar:, 4(2), pp. 220–229. doi: 10.31932/jpdp.v4i2.178. redding, s. (2014) personal competency: a framework for building students’ capacity to learn, center on innovations in learning. elementary and secondary education. richards, j. c. (2020) ‘exploring emotions in language teaching’, relc journal. doi: 10.1177/0033688220927531. robinson hutagaol, abdul hasan saragih and sahat siagian (2020) ‘the effect of participative learning strategy and interpersonal communication on results of civic learning education’, britain international of linguistics arts and education (biolae) journal, 2(2), pp. 515–524. doi: 10.33258/biolae.v2i2.263. sofyani, n. and susanto, r. (2019) ‘analisis keterkaitan kecerdasan emosional ( emotional quotient ) dan ketahanmalangan ( adversity quotient ) dalam pembentukan motivasi belajar siswa kelas va di sekolah dasar negeri jelambar baru 01’, dinamika sekolah dasar, pp. 1–13. available at: https://journal.pgsdfipunj.com/index.php/wahana/article/view/96. sońta, m. and magala, s. (2020) ‘what you create is what you learn’, international journal of management and applied research, 7(3), pp. 293–307. doi: 10.18646/2056.73.20-021. susanto, r. et al. (2018) ‘gerakan literasi pedagogik bagi guru untuk peningkatan mutu pembelajaran di sdn duri kepa 17 pagi dan sdn jelambar baru 01 pagi’, 5(september), p. 40. available at: http://ejurnal.esaunggul.ac.id/index.php/abd/article/download/2455/2109. susanto, r. (2020) bku model pengembangan kompetensi pedagogik.pdf. depok: pt rajagrafindo persada. susanto, r.,agustina, n., et al. (2020) ‘lecturers’ professionality towards pre-service teachers’ perception and professional commitment’, proceeding s of the 1st international conference on recent innovations (icri ), (icri 2018), pp. 2713–2720. doi: 10.5220/0009951227132720. couns-edu  vol.7, no.1, march 2021 available online: http://journal.konselor.or.id/index.php/counsedu susanto, r. readiness for learning ability through experience ... | 8 indonesian counselor association (iki) | doi: 10.23916/0020220735310 susanto r., sofyan, h., et al. (2020) ‘pemberdayaan kompetensi pedagogik berbasis kemampuan reflektif untuk peningkatan kualitas interaksi pembelajaran di sdn duri kepa 03’, international journal of community service learning, 4(2), pp. 125–138. doi: 10.23887/ijcsl.v4i2.25657. susanto, ., agustina, n., rozali, yuli azmi, m., et al. (2021) ‘analysis of primary school teachers ’ pedagogical competencies through talent search matrix’, psychology and education, 57(8), pp. 360– 369. susanto, r., agustina, n., azmi, y., et al. (2021) ‘pedagogic competency model: development from the point of view of the initial characteristics of teachers, involvement with organizations and competency development strategies’, review of international geographical education online, 11(8), pp. 826–841. doi: 10.48047/rigeo.11.08.72. susanto, r., syofyan, h., et al. (2021) ‘pemberdayaan keterampilan model komunikasi instruksional guru sd’, 5(april), pp. 84–94. susanto, r. (2021a) ‘pemetaan kompetensi pedagogik dalam keterkaitan dimensi pengetahuan pedagogik dan profil karakteristik awal’, jurnal penelitian pendidikan indonesia, 7(1), pp. 155–162. susanto, r. (2021b) ‘pengembangan aplikasi penilaian profil kompetensi pedagogik bedasarkan matriks peta diri berbasis web’, jurnal penelitian pendidikan indonesia, 7(2), pp. 172–180. susanto, r., agustina, n., rozali, y. a., et al. (2021) ‘profil kompetensi pedagogik: gender, sebuah peran kunci’, jurnal konseling dan pendidikan, 9(2), pp. 189–200. susanto, r., agustina, n. and rozali, y. a. (2020) ‘analysis of the application of the pedagogical competency model case study of public and private primary schools in west jakarta municipality , dki jakarta province )’, elementary education online, 19(3), pp. 167–182. doi: 10.17051/ilkonline.2020.03.114. susanto, r. and rachmadtullah, r. (2019) ‘model of pedagogic competence development: emotional intelligence and instructional communication patterns’, international journal of scientific and technology research, 8(10), pp. 2358–2361. susanto, r., rachmadtullah, r. and rachbini, w. (2020) ‘technological and pedagogical models: analysis of factors and measurement of learning outcomes in education’, journal of ethnic and cultural studies, 7(2), pp. 1–14. doi: 10.29333/ejecs/311. susanto, r., rozali, y. a. and agustina, n. (2019) ‘development of pedagogical competency models for elementary school teachers: pedagogical knowledge, reflective ability, emotional intelligence and instructional communication pattern’, universal journal of educational research, 7(10), pp. 2124–2132. doi: 10.13189/ujer.2019.071010. susanto, r., rozali, y. a. and agustina, n. (2020) ‘pedagogic competence development model: pedagogic knowledge and reflective ability’, advances in social science, education and humanities research, 422(icope 2019), pp. 19–23. doi: 10.2991/assehr.k.200323.082. syamsuddin, a., juniati, d. and siswono, t. y. e. (2020) ‘understanding the problem solving strategy based on cognitive style as a tool to investigate reflective thinking process of prospective teacher’, universal journal of educational research, 8(6), pp. 2614–2620. doi: 10.13189/ujer.2020.080644. truran, w. r. (1998) ‘pathways for knowledge: how companies learn through people’, emj engineering management journal, 10(4), pp. 15–20. doi: 10.1080/10429247.1998.11415003. . couns-edu the international journal of counseling and education vol.2, no.1, march 2017, pp. 1-5 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/002017025310 received on 02/27/2017; revised on 03/15/2017; accepted on 03/26/2017; published on 03/31/2107 1 promoting the forgiveness in premarital counseling as a way to get a successful marriage adnan arafani *) university pendidikan sultan idris, malaysia *) corresponding author,  e-mail: ariagunadharma@yahoo.co.id abstract forgiveness is capable to create a change in cognitions, emotions, and behaviors toward somebody who committed a hurtful act, it can be a useful tool for counselor to deal with client‟s problems including marital issues. one of the major issues in marriage is divorce. meanwhile, the previous studies proved those individuals who experienced premarital counseling gained a high level of marital satisfaction. this article literately reviews how forgiveness can be used as a main topic in premarital counseling as an effort to achieve a successful marriage. keywords: forgiveness, premarital counseling, successful marriage how to cite: arafani, a. (2017). promoting the forgiveness in premarital counseling as a way to get successful marriage. couns-edu: international journal of counseling and education, 2(1): pp. 1-5. doi: 10.23916/002017025310 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction in the early 20th century, researchers predicted there will be a rising trend of marital problems in the society, even in 1999 as many as three out of five marriages in big cities in the western word will be ended in divorce during the first fifteen years of existence (merwe, 1999). today, as the word and technology develop continuously and unstoppable, the factor risks of divorce are also become more sophisticated, information technology and social interaction reach the peak and bring both advantages and disadvantages in different ways. in fact, the disadvantage for family live today seems to be very destructive. bkkbn (national council for family welfare of indonesia) stated officially that indonesia had reached the highest rate of divorce among asia pacific countries (rahman, 2012) and based on data from ministry of religion in 2013, the number of marriage as much as 2.218.130 events in entire of indonesia while the divorce rate within the same year up to 14.6 percent, or 324 527 events (sasongko, 2014). furthermore, indonesia is also ranked as the second fatherless country after the usa, this means that many children in families are leaved by their fathers caused by divorce or separated (fauzani, 2016). however, the development of social science is also optimistic toward future social live, in counseling discipline there is a special field that elaborate family-correlated problems, even to prevent the problems, counseling provides premarital counseling (carroll & doherty, 2003). in premarital counseling, individual or couple are not only offered the knowledge to prevent future problems but also trained with skills needed in the marriage live in order to gain successful marriage. many researchers had elaborate skills through their experiments and research to find both the effective model and the appropriate intervention in marriage counseling, and some latest literatures have discussed specifically about forgiveness in couple and family context, as work of worthington and david (2010) couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu adnan arafani promoting the forgiveness in premarital counseling as a way to get a successful marriage | 2 indonesian counselor association (iki) | doi: 10.23916/002017025310 which obviously reviewed, conceptualized, and analyzed that. but, the topic of forgiveness in premarital counseling is considered as a lack of being discussed. through the process of reviewing the literature with computer search of a variety of electronic databases in authority access of tuanku bainun library of sultan idris education university, including psych lnfo, emerald inside, jstor, proquest social sciences index, taylor & francis online, ebscohost and digital dissertations this work endeavor to describe a probability of use of forgiveness as a main „weapon‟ to maintain our family in the society, and this also directs future counselors, especially in indonesia and malaysia, to start a step in new setting of counseling namely marital counseling and emphasize that taking advantage of forgiveness in premarital counseling is a bright way to nurturing future family and making a marriage, as an important step of live, become long lasting. discussion successful marriage help the couples to build the strong family should be our attention in order to create health society, it is important to aware that the way someone maintain his relationship in his or her family is likely correlate with the way his or her next generations maintain their relationship. this is called „relationship history‟ which is in other word it affects the couple‟s current relationship, such that couples who had parents that were not divorced and displayed low levels of conflict reported higher levels of relationship satisfaction (halford et al., 2003). following that, the work of bram (1979) to 608 undergraduate students of indiana university in assessing what they assume as the strength of family base on their own live discovered that from the side of children these five concepts were perceived to be related to their families' strengths: 1) religious orientation, 2) togetherness, 3) recreational activities, 4) satisfaction with communication pattern with parents, and 5) perceived value placed on strong families by organizations and institutions. in 1977, stinnett and saur studied 157 subjects in 99 families in oklahoma to examine the relationship patterns among strong families. one of the major findings that emerged was that one of the primary characteristics of strong families is the members' enhancing one another's self-esteem through expression of appreciation and compliments. this study also identified other areas as characteristics of strong family: a willingness to spend time together (participating in activities as a family), good communication patterns, and commitment to a religious life style. later stinnett (1979) completed his research by adding the ability to deal with crisis in a positive way as a family strength. the ability to solve problem in stinnett study was not detailed, whereas an unsolved problem potentially directs the situation to be worse and even encourages one of couple to start talking about divorce. divorce once the couple or one of couple initiates to talk about divorce, it indicates that this marriage and family relationship is in a serious problem, and this marriage is uncounted as successful. zimmerman and cervantes (1960) investigated the main characteristic of successful marriage is had not been interrupted by divorce and even separation. so, divorce and separation are critical be understood by anyone who will and in the deal with marriage. there are some classifications of divorce and its potential to be, as berne (1961) has grouped into several significant classes. there are those couples who do not get along well together, but do not wish a divorce. other couples may be experiencing what berne (1961) calls "an outbreak of script" involving some acting-out behavior or tendency which has been latent throughout the marriage. another class involves divorced people willing to consider reconciliation. the final class, as described by berne (1961), involves those couples wishing to justify a divorce by demonstrating "how hard each has tried" in order to proceed with a divorce with "clear conscience". other couples may be experiencing what berne (1961) calls "an outbreak of script" involving some acting-out, behavior or tendency which has been latent throughout the marriage. couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 promoting the forgiveness in premarital counseling as a way to get a successful marriage |3 indonesian counselor association (iki) | doi: 10.23916/002017025310 on the other side, looking at the therapist perspective, through a survey of some 638 professionals in marriage and family life, axelson and glick (1979) asked what major topics were they thought as challenging in their field over the next decade, the topics most listed were: 1) divorce, separation and desertion; 2) variant life styles; 3) child abuse and family violence; 4) marital communication/marital enrichment; 5) age and aging families; 6) single parenting; and 7) both changing sex roles and public policy and the family. take attention on the first topic, divorce, separation and desertion are confirmed as main topic in the field of practice. the risks of divorce are, surprisingly, likely tend to occurred in the first four year of marriage, the study of karney & bradbury (1997) discovered this fact through their work in longitudinal assessment to analyze marital satisfaction sought links between marital satisfaction, neuroticism and behavioral issues. they found at the conclusion of the four years period, 32 percent of the marriages had resolved in divorce or separation, with major shifts toward dissolution seen between 18 and 24 months and again between 42 and 48 months (karney & bradbury, 1997). more interestingly, for both spouses and across all categories, karney and bradbury also report that mean levels of self-reported marital satisfaction decreased and the variability increased over the first 4 years of marriage. premarital counseling (pmc) peterson (1968) has reviewed all the books on the practice of marriage counseling published over a twenty-five years period and concluded that "marriage counseling is a practice without a theory”, but now the marriage counseling is growing rapidly both in academics and in practices since there is massive improvement of some field of counseling that was especially in the church setting and was exclusively for christian and now come up to surface as a more acceptable kind of general counseling for everyone. pmc is defined as a specific type of systemic therapy aimed at assisting couples that are considering marriage. interventions include “understanding and improving the premarital individual and couple interactional factors that can influence both quality and the stability of the marital relationship” (holman & linford, 2001). the focus of premarital counseling (pmc) is to prepare a couple for a lifelong relationship. in general, pmc programs are based on two principles: preventing future problems for couples and providing couples with skills-based training (carroll, 2003). in indonesia, premarital counseling is not a common type of counseling service yet, premarital counseling is still counted as individual counseling as the marital problems talked in the individual counseling session, this specific type of counseling is a new profession that would develop in indonesia (frischa meivilona yendi, 2013), it is likely not congruent with the need of marriage counseling or premarital counseling as the rate of divorces in very high. even though, hudson research confirmed that those individuals who have experienced premarital counseling or premarital counseling including assessment tools self-report higher levels of marital satisfaction as depicted by the analysis of the msi-r scores for these participants. (hudson, 2008) while the high level of marriage satisfaction is indicated the little risk of divorce. forgiveness jameson k. hirscha (2012) defined forgiveness as an universal value of human being which every person respect this value, majority of culture and religion all over the world also value this attitude. forgiveness is conceptualized as a motivationally and volitionally unique method of coping that does not require restitution, retribution or reconciliation, and which can be dispositional and/or situational in nature. further, forgiveness is described as a process (jameson k. hirscha, 2012). mccullough (2000) stated that while there are important links between forgiveness and reconciliation, they are quite different phenomena. reconciliation entails the restoration of trust in a relationship that has been damaged. it is a major interpersonal achievement. both parties must be involved and both must contribute to a resolution. forgiveness is something that is granted by the person who has been wronged. it can be carried out alone or in interaction with the offender. forgiveness does not mean that reconciliation could or should occur. for example, a person may choose to forgive a former partner for a betrayal of trust that ended the relationship, but still choose not to reconcile. yet, even in the absence of reconciliation, forgiveness is a worthwhile goal. couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu adnan arafani promoting the forgiveness in premarital counseling as a way to get a successful marriage | 4 indonesian counselor association (iki) | doi: 10.23916/002017025310 the forgiveness juts require the willingness of victims; it does not require the offender admission. the willingness that is voluntarily undertaken by a victim of an offence, consisting of offering, feeling or seeking a change from negative to positive cognitions, behaviors and affect towards a transgressor, including self, others, and god (toussaint, 2005). in his limitation chapter in his dissertation, hudson (2008) stated:a researcher cannot eliminate the possibility that the most impactful factor of marital satisfaction might be forgiveness. it is possible that individuals are more open to freely forgiving one another for mistakes or offenses and therefore sense higher levels of satisfaction because they don‟t hold grudges regardless of the response of their mates. forgiveness may be initiated by reasoning, simply experiencing positive other-oriented emotions toward the transgressor, acting kindly toward the transgressor, or having the transgressor act contritely or in a way that provokes empathy, sympathy, compassion, or love. (everett l. worthington, 2010). the understanding of forgiveness is very crucial to counselor. forgiveness in premarital counseling model interpersonal conflict in family in verbal way easily change into physical abuse as the anger mastering husband and then aim to express the anger in physical violence. in other word, revenge is a causal motive for acts of violence, mccullough, sandage and worthington (1997) suggest that forgiveness may be an important variable in dealing with interpersonal conflict, aggression, and violence. moreover, the quantitative literature has shown that healthy communication among intimate partners is a strong predictor of relationship and marital satisfaction (gottman, 1994; gottman, coan, carrere, & swanson, 1998). furthermore, healthy communication is defined by one‟s openness with his/her partner, the ability to discuss particular issues and behaviors that bother him/her, and request changes without criticizing (nichols, 2007). the communication skills in preparation of marriage is still an odd thing, while the communication in business-oriented purposes become more popular, as there are a little number of training centre where the participants learn about household communication and husband-wife interaction than public speaking learning centre to avoid divorce and get the successful marriage. this, as opportunity and also as challenge, should be the concern of counselor, specifically the marriage counselor. forgiveness is considered as a most effective preventive tool to avoid the causes of verbal conflict and therefore automatically cover the possibility of physical abuse and divorce itself. creating sufficient awareness of forgiving before two people live in together their new family is a field of premarital counseling in which emerged as a way to lower the chances of divorce and also to increase couple satisfaction after marriage. premarital programs provide couples with necessary skills to enhance communication, problem solving, and decrease conflict by addressing expectations within marriage (stutzmen, 2011), so that, the skill of forgiving is seem to be a powerful if the programs are designed well. it should contain concepts and techniques of forgiveness. to design an effective premarital counseling program by theme of forgiveness and put it into a module model is our academic homework, and later the module should be examined empirically, but once the evidences are supporting this article idea, it could be a solution for the phenomena of increasing trend of divorce in indonesia. conclusions the forgiveness in premarital counseling is as a way to get a successful marriage. forgiveness is capable to create a change in cognitions, emotions, and behaviors toward somebody who committed a hurtful act; it can be a useful tool for counselor to deal with client‟s problems including marital issues. the counselor must be have the knowledge and skill about the forgiveness in premarital counseling. acknowledgments we would like to thank to associate professor dr muhammad bazlan bin mustafa and dr hapzah mohd yosof for the support and faculty member of faculty of education and human development couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 promoting the forgiveness in premarital counseling as a way to get a successful marriage |5 indonesian counselor association (iki) | doi: 10.23916/002017025310 universiti pendidikan sultan idris. the earlier version of this article was presented in 4th international counseling seminar (ics) 2016, padang indonesia. references axelson, l. j. (1979). family specialists look ahead: their attitudes, beliefs, consensus, and perceptions of future issues. family coordinator, 28, 2, 149-155. beam, w. w. (1979). college students' perceptions of family strengths. in n. c. stinnett, building family strengths. lincoln: university of nebraska press. carroll, j. s. (2003). evaluating the effectiveness of premarital prevention programs: a meta-analytic review of outcome research. family relations, 105-118. everett l. worthington, j. a. (2010). interventions to promote forgiveness in couple and family context ;. journal of psychology and theology, vol. 38, no. 4, 231-245. fauzani, p. problem keluarga kemenag dorong peningkatan kualitas perkawinan. access 13 january 2017. retrieved from koran jakarta: http://www.koran-jakarta.com/angka-perceraian-terus-meningkat/. frischa meivilona yendi, z. a. (2013). counseling service for gilrs in mariage age. jurnal konseling dan pendidikan, 109-114. halford, w. k. (2003). best practice in couple relationship education . journal of marital and family therapy, 385-406. holman, t. b. (2001). assumptions and methods. in t. b. holman, premarital prediction of marital quality or breakup (pp. 29-45). new york: plenum. hudson, j. g. (2008). a study of marital satisfaction: the efficacy of premarital counseling programs in relation to marital satisfaction. a dissertation: capella university. hudson, j. g. (2008). a study of marital satisfaction: the efficacy of premarital counseling programs in relation to marital satisfaction. capella university: a doctoral research, not published. jameson k. hirscha, j. r. (2012). forgiveness as a moderator of the association between anger expression and suicidal behaviour. mental health, religion & culture, 279–300. karney, b. r. (1997). neuroticism, marital interaction, and the. journal of personality and social psychology, 72(5), 1075-1092. mccullough, m. e. (1997). to forgive is human: how to put your past in the past. il: intervarsity. mccullough, m. p. (2000). forgiveness: theory, research, and practice. new york: guild for press. merwe, s. s. (1999). developing a premarital training course for prospective couples as preparation for successful marriage. ann arbor: school of psychology and world missions fuller theological seminary. nichols, m. p. (2007). the essentials of family therapy. boston: pearson education. peterson, j. a. (1968). marriage and family counseling: perspective and prospect. new york: association press. rahman, y. (2017, february 15). perceraian di indonesia rekor tertinggi se-asia pasifik. retrieved from berita satu:http://www.beritasatu.com/keluarga/31699-perceraian-di-indonesia-rekor-tertinggi-se-asiapasifik.html. sasongko, a. (2014, november 12). tingkat perceraian indonesia meningkat setiap tahun, ini datanya. retrieved from republika: http://www.republika.co.id/berita/nasional/umum/14/01/17/nf0ij7tingkat-perceraian-indonesia-meningkat-setiap-tahun-ini-datanya. stinnett, n. (1979). in search of strong families. in n. b. stinnett, building family strengths. lincoln: university of nebraska press. stinnett, n. a. (1977). relationship characteristics of strong families : family perspective. lincoln: university of nebraska press. stutzman, s. e. (2011). premarital counseling and culture: a narrative inquiry of couples’ insights. iowa: iowa state university. toussaint, l. &. (2005). theoretical and empirical connections between forgiveness,. in e. worthington, handbook of forgiveness (pp. 349-362). new york: routledge. zimmerman, c. c. (1960). successful american families. new york: pagean press. http://www.koran-jakarta.com/angka-perceraian-terus-meningkat/ http://www.beritasatu.com/keluarga/31699-perceraian-di-indonesia-rekor-tertinggi-se-asia-pasifik.html http://www.beritasatu.com/keluarga/31699-perceraian-di-indonesia-rekor-tertinggi-se-asia-pasifik.html http://www.republika.co.id/berita/nasional/umum/14/01/17/nf0ij7-tingkat-perceraian-indonesia-meningkat-setiap-tahun-ini-datanya http://www.republika.co.id/berita/nasional/umum/14/01/17/nf0ij7-tingkat-perceraian-indonesia-meningkat-setiap-tahun-ini-datanya couns-edu the international journal of counseling and education vol. 6, no. 4 2021, pp. 135-144 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210638740 received on 21/09/2021; revised on 18/10/2021; accepted on 28/11/2021; published on: 30/12/2021 135 reality counseling application to improve students learning motivation i kadek sudiarsana 1*) , kadek suranata 1 , ni ketut suarni 1 1universitas pendidikan ganesha, bali, indonesia *)corresponding author, e-mail: sudiarsana@student.undiksha.ac.id abstract motivation is a response to an action, motivation will be stimulated by the goals to be achieved. motivation to learn is the need to develop self-ability optimally, in order to be able to do better, excel and be creative. many approaches can be used to increase learning motivation, one of which is the reality approach. the reality approach aims to help individuals become rational and mentally strong. this study aims to explain how the application of counseling with a realistic approach to increase student motivation. this research is a literature review research where this research examines several previous studies. the method used in writing this article is systematic literature review, namely a literature search from national and international article sources was carried out using publish or perish (google scholar, crosser and sematic sholar) and vosviewer as bibliometric analysis. literature reviewers used the prisma method. the articles reviewed in this study are the latest 1789 articles from 2015 to 2022, and the results are divided into 10 articles. the results of this study are that the application of reality counseling is very effective in increasing student learning motivation and it can be recommended that the reality counseling approach can increase student learning motivation. keywords: reality counseling, learning motivation, prism method how to cite: sudiarsana, i. k., suranata, k., & suarni, n. k. (2021). reality counseling application to improve students learning motivation. couns-edu: the international journal of counseling and education, 6(4), 135–144. https://doi.org/10.23916/0020210638740 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction reality counseling is an approach that assumes that there is a psychological need throughout one's life, the need for self-identity, namely the need to feel unique, separate and different from other people. (nurcahya, 2021). according to glasser, the achievement of a successful identity is tied to the 3r concept, namely circumstances where individuals can accept the conditions they face, achieved by showing total behavior (total behavior), namely doing something (doing), thinking (thinking), feeling (feeling), and showing a physiological response (physiology) in a responsible (responsibility), according to reality (reality), and true (right) (fitri, 2021). a very distinctive feature of this counseling approach is that it is not fixated on past events, but rather encourages the counselee to face reality. this approach places more emphasis on changing behavior that is more responsible by planning and carrying out these actions. therefore, the reality approach was chosen as an approach to solving the problem of violence with the aim of bringing counselees to be responsible for what happened and what they want to do in the present by not focusing on the past. (sucianti, 2020). mailto:sudiarsana@student.undiksha.ac.id couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu sudiarsana, i. k., et al. reality counseling application to improve learning motivation | 136 indonesian counselor association (iki) | doi: 10.23916/0020210638740 reality counseling is an approach based on the assumption that there is a psychological need throughout life, the need for self-identity, namely the need to feel unique, separate and different from other people. (nurcahya, 2021) a very distinctive feature of this counseling approach is that it is not fixated on past events, but rather encourages the counselee to face reality. this approach places more emphasis on changing behavior that is more responsible by planning and carrying out these actions. therefore, the reality approach was chosen as an approach to solving the problem of violence with the aim of bringing counselees to be responsible for what happened and what they want to do in the present by not focusing on the past. (sucianti, 2020) the essence of reality therapy is that everyone must take responsibility for the actions they take (corey, 2013). basically, this method uses a technique that looks at the action to generate individual choices to make choices about various events, rather than letting others control themselves, because individuals must control themselves. the purpose of this reality counseling is to help individuals achieve an identity of success, individuals who know the identity of their needs will know what steps they will take in the future with all the consequences. individuals are expected to return to the reality of life, so they can understand and be able to face reality. according to corey, (2009: 269) the general purpose of the reality approach is to help someone achieve autonomy. autonomy is the maturity required for a person to replace environmental support with internal support. this maturity implies that people are able to take responsibility for who they are and want to become and develop responsible and realistic plans for achieving their goals. hamalik (2011) motivation determines the level of success or failure of student learning actions. learning without motivation would be very difficult to succeed. someone who does not be motivated in learning will not be able to carry out learning activities, because learning is not a necessity. meanwhile, according to uno (2007: 23) learning motivation is internal and external encouragement to students who are learning to make changes in behavior, generally with several indicators or elements that support. these changes in behavior have a role. according to frederick(rosida & hidayat, 2017) motivation to learn is a change in energy within a person which is characterized by the emergence of feelings and reactions to achieve goals. but according to clayton aldelfer, learning motivation is the tendency of students to carry out learning activities that are driven by the desire to achieve the best possible learning outcomes. thus it can be understood that a student who has low learning motivation needs to get guidance and counseling in solving the problem. several studies have reported the effectiveness of reality counseling in increasing learning motivation. the results of the 2019 study by khabib, fl by conducting observational interventions, interviews and subject questionnaires show good changes. so it can be concluded that group counseling using a reality approach can increase student learning motivation. (khabib, 2019). this is in line with the research results of rosida, ua, & hidayat, rr (2017) who revealed that wdep reality consultations (request, do, evaluate, plan) can effectively increase achievement motivation for junior high school students (student learning at smp negeri 1 ngemplak boyolali class viii), the explanation also shows that the increase in student achievement motivation. learners can learn significantly. (rosida & hidayat, 2017). the phenomenon that we all know after the covid-19 pandemic is the decline in student learning motivation because learning is considered an important act, going to school to study is not an obligation and responsibility as a student. so based on this phenomenon, this literature review was carried out with the aim of identifying the application of reality counseling to increase student motivation by analyzing existing research. the purpose of this literature review study is to get results from the application of reality counseling to increase student motivation. to achieve the objectives of this study using the prisma method with a systematic literature review process carried out in three stages, namely searching and retrieving articles, filtering and sorting. couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 reality counseling application to improve learning motivation | 137 indonesian counselor association (iki) | doi: 10.23916/0020210638740 method the method used in writing this article is a systematic literature review, namely a literature search from national and international article sources using publish or perish (google scholar, crosser and sematic scholar) and vosviewer as bibliometric analysis. literature reviewers use the prisma method. the prisma method is a method used to carry out literature reviews and meta-analysis activities to facilitate reviewing the structure of the roadmap for research purposes (moher et al., 2015). the process of systematic literature review is carried out in 3 stages, namely searching and retrieving articles, filtering and sorting, and analyzing. in the early stages of searching for journal articles related to the application of reality counseling to increase learning motivation there were 1789 journal articles from 2015 to 2022. the results identified using the keywords "reality counseling and learning motivation" resulted in a google scholar search 873 articles, crosser 554 articles and sematic sholar 362 articles. ultimately, 1789 articles were thoroughly analyzed, synthesized to extract and summarize the basic findings needed to answer the research objectives. to understand more about the prisma flowchart is presented in figure 2. and the results of bibliometric analysis using vosviewer can be seen in figure 1. a total of 1789 studies associated with keywords were then selected by looking at the abstracts of each article. the inclusion criteria are as follows 1) complete papers are available and accessible, 2) the type of research is experimental research, 3) the research is conducted in an educational environment, and 4) at least one counseling technique is applied. the exclusion criteria were as follows: 1) full-papers are not available or accessible, 2) studies are not published in reputable journals, and 3) meta-analytical, systematic or narrative reviews, or book chapters. figure 1 <bibliometrics using vos viewer> couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu sudiarsana, i. k., et al. reality counseling application to improve learning motivation | 138 indonesian counselor association (iki) | doi: 10.23916/0020210638740 figure < flow chart of literature search and selection process> results and discussions reality counseling reality counseling is counseling based on the theory of william glasser which rests on the principle that all motivation and behavior are in order to satisfy one or more human needs. according to glasser in gibson and mitchell, reality counseling focuses on the present and makes the counselee understand that in essence all actions are choices to meet basic needs. in line with this opinion, corey said that a person's past is fixed and cannot be changed, and what can be changed is the present and the future (failasufah, 2016). thus it can be concluded that reality group counseling is counseling that focuses on current and future behavior. relative reality group counseling is used in individual, group, and marriage counseling, family, social work, education. reality group counseling also has direct implications for school situations. glasser first paid attention to learning and behavior problems. thus it can be concluded that reality counseling is very appropriate for helping students who are experiencing problems, especially learning problems by providing interventions to the counselee how he can think about the present and the future by ignoring his past. reality counseling can be carried out using procedures that can lead to changes which are summarized as the wdep system, namely (a) wants (desires), assessing the counselee's needs and desires from the therapy process or counseling process, (b) doing and direction (doing and directing), the counselor helps the counselee in determining behavior which includes actions, thoughts, feelings and physiology, (c) evaluation (evaluation), the counselor helps the counselee to evaluate his behaviors in achieving his desires, (d) planning (plan), the counselor helps the counselee to make plans more effective action. in the process of implementing the use of reality therapy for consultation there are several characteristics of the implementation process, namely not being fixated on past and previous events. however, the person consulted focuses on his current life. this is to encourage the counselor to focus on solving the problems he is facing now so that he is not affected by past events that hinder his current development. this kind of consultation process is easy to plan and take action to emphasize more responsible behavior changes. the realistic therapy stage is a consulting process in a real-world approach couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 reality counseling application to improve learning motivation | 139 indonesian counselor association (iki) | doi: 10.23916/0020210638740 guided by two main elements, namely being a guideline to encourage counselors to change. thompson et al. suggests eight stages of reality approach counseling: 1) the counselor shows interaction with the counselee (a friend), 2) pays attention to current behavior, 3) explores the counselee's habits, and 4) students assess or evaluate themselves; 5) designing responsible actions; 6) create commitment; 7) did not accept the defendant's apology or excuse; 8) further treatment. the practice of reality therapy is a therapy that consists of two core parts: (1) counseling environment and (2) special procedures that lead to behavior change. these two elements are the “consulting cycle. this cycle describes the entire process of transforming reality therapy theory into practice. 5) designing responsible actions; 6) create commitment; 7) did not accept the defendant's apology or excuse; 8) further treatment. reality therapy practice is a therapy that consists of two core parts: (1) counseling environment and (2) special procedures that lead to behavior change. these two elements are the “consulting cycle. this cycle describes the entire process of transforming reality therapy theory into practice. 5) designing responsible actions; 6) create commitment; 7) did not accept the defendant's apology or excuse; 8) further treatment. the practice of reality therapy is a therapy that consists of two core parts: (1) counseling environment and (2) special procedures that lead to behavior change. these two elements are the “consulting cycle. this cycle describes the entire process of transforming reality therapy theory into practice. learning motivation each individual has an internal condition that plays a role in his activities, the internal condition in question is motivation. the effect of motivation on students depends on how much motivation is able to arouse students to behave. having great motivation needs to be instilled in students to do something work by focusing more on goals and more intensively on the learning process. motivation in learning activities can be said to be the overall driving force within a person that gives rise to learning activities, which guarantees the continuity of learning activities and provides the desired direction and will have an impact on learning outcomes. the increasingly advanced world of education is of course balanced with the abilities possessed by students related to academic achievement at school. the phenomenon that is now happening is that many students are lazy to study, especially after the covid 19 pandemic, they think that going to school is not a necessity and an obligation for a student, but they do it because of coercion that is not in accordance with their wishes so that in the learning process these students cannot properly followed and the results obtained will not be maximal. seeing this, it is necessary to be aware of the importance of learning motivation for students so that what they aspire to achieve can be achieved. increased motivation requires an interest or an interest in participating in the learning process, the more students are interested in the lesson, the students will find out what students don't know. according to brophy, there are five factors that can affect student learning motivation, namely teacher expectations, direct instructions, appropriate feedback, reinforcement and rewards, and appropriate punishment. 21 as a supporter of the five factors above, sardiman also stated that form and ways that can be used to foster motivation in learning activities are (a) giving points, this is because many students study with the main goal of achieving good grades/grades, (b) there is competition/competition, (c) ego-involvement , namely raising awareness for students to feel the importance of assignments and accepting them as challenges so they work hard by risking self-esteem, (d) giving tests, this is because students will study hard if they know there will be tests,(e) informing the results, this will encourage students to be more active in learning, especially if there is progress, (f) there is praise, if there are students who successfully complete the task well, this is a form of positive reinforcement, (g) there is punishment/punishment appropriate, punishment as reinforcement, (h) fostering a desire to learn, (i) fostering interest in learning, (j) formulating clear goals. providing motivation to students means that it will cause students to do something or want to do something. if there is motivation then learning outcomes will be the best. in addition, motivation can be used as a driving force for doing business and achieving. the existence of good learning motivation will give good results as well. in this way, through hard work, especially those based on motivation, individuals who learn will be able to achieve good results. the level of student motivation will later determine the level of academic achievement (hakim et al., 2020) couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu sudiarsana, i. k., et al. reality counseling application to improve learning motivation | 140 indonesian counselor association (iki) | doi: 10.23916/0020210638740 the role of motivation in learning motivation drives behavior, influences and changes behavior. therefore, according to tayibu, khaerun nisa'a. (2019) the function of motivation includes: encouraging behavior or action. without motivation there will be no action like learning, motivation is guidance. it means directing action towards achieving desired goals, and motivation is the driving force. it acts as a car engine. the size of the motivation will determine whether the work is fast or slow. the literature obtained was then selected to determine the relevant literature to answer the predetermined problem formulation. based on these criteria, 10 articles were obtained which were then reviewed in the following table 1. table 1 <10 articles were obtained for research> no literary identity research design and number of samples psychologi cal problems/ symptoms counseling techniques study results 1 sucianti, nw (2020). the effect of reality approach group counseling services on student learning independence. syifaul qulub: journal of islamic guidance and counseling, 1(2), 53–60. https://doi.org/10.32505/syifaulqulub .v1i2.2464 sign test, n=8 discipline d behavior of learning wants direction evaluation plan (wdep) being able to improve student learning discipline raised by the five subjects in this study is very significant 2 istiqomah, d., & habsy, ba (2019). the effectiveness of reality counseling for overcoming anxiety speaking opinions to middle school students. indonesian journal of educational counseling, 3(1), 61–70. https://doi.org/10.30653/001.201931. 48 one group pretest posttest design, n-1 anxiety level miracle question, exception question reality counseling is effective in dealing with anxiety in expressing the opinions of junior high school students 3 kadafi, a., pratama, bd, suharni, s., & mahmudi, i. (2020). reduce phubbing behavior through islambased reality group counseling. jbki (indonesian counseling guidance journal), 5(2), 31. https://doi.org/10.26737/jbki.v5i2.17 21 quasi experiment, one group pretestposttest design, n=8 phubbing behavior quasi experiment the results show that islamic-based reality group counseling is effective in reducing phubbing behavior 4 prabawa, af, ramli, m., & fauzan, l. (2018). development of a reality cybercounseling website to increase self-disclosure of vocational high school students. journal of guidance and counseling studies, 3(2), 59–68. https://doi.org/10.17977/um001v3i2 2018p059 paired sample, one group pretestposttest design t-test, n=7 selfdisclosure miracle question, exception question practical and effective for increasing self-disclosure of vocational students 5 pratiwi, s. (tt). application of reality group counseling to reduce the delay rate of sma negeri 1 gresik students. 9. baseline/int ervention, single-case experiment late behavior group counseling, miracle question, reality group counseling can decrease the behavior couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 reality counseling application to improve learning motivation | 141 indonesian counselor association (iki) | doi: 10.23916/0020210638740 al design variation ab, n=3 exception question, of late students no literary identity research design and number of samples psychological problems/sym ptoms counseling techniques study results 6 rosida, ua, & hidayat, rr (2017). reality counseling to increase achievement motivation and learning achievement of junior high school students. 5, 8. pretest-posttest (control group design), n=8 achievement motivation and learning achievement group counseling, miracle question, wants direction evaluation plan (wdep) wdep reality counseling (wants, doing, evaluation, planning) is effective for increasing student achievement motivation 7 muhammad sholeh marsudi, imas kania rahman. (2018). islamic reality therapy guidance and counseling to improve student learning motivation. edutainment, 6(1), 31–47. https://doi.org/10.35 438/e.v6i1.42 the reality therapy method, n=1 motivation to learn individual counseling, miracle question, exception question quasi experiment an approach in islamic guidance and counseling that is appropriate for dealing with student behavior lacking motivation to learn with the alqur'an and hadith approach as the basis for guidance and counseling 8 khabib, fl (2019). guidance and counseling study program faculty of teaching and educational sciences muhammadiyah university magelang 2019. 92. one group pretestposttest design, purposive sampling, n=7 motivation to learn individual counseling, miracle question, exception question quasi experiment group counseling uses an effective reality approach to increase student learning motivation in class ix d smp muhammadiyah tempuran magelang 9 yulianti, d., & hardianti, y. (2018). the influence of reality counseling approach to improving the selfconcept of broken homesman1 sikur students. 2(1), 10. literature reviews motivation to study during covid 19 individual counseling, miracle question, exception question quasi experiment based on the results of the literature review which has been explained that the application of reality counseling techniques can be done to increase learning motivation couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu sudiarsana, i. k., et al. reality counseling application to improve learning motivation | 142 indonesian counselor association (iki) | doi: 10.23916/0020210638740 no literary identity research design and number of samples psychological problems/symp toms counseling techniques study results 10 failasufah, f. (2016). the effectiveness of reality group counseling to improve student learning motivation (experimental study on students of man yogyakarta iii). hisbah: journal of islamic guidance and counseling, 13(1), 18–40. https://doi.org/10.14 421/hisbah.2016.13102 purposive sampling, pre-test and post-test, n=11 motivation to learn group counseling, miracle question, exception question quasi experiment reality group counseling is effectively used to increase student learning motivation at man yogyakarta iii application of reality counseling to increase learning motivation the results of the selection of articles that have been carried out using the prism method and adjusted to the criteria that have been determined that reality counseling is effectively used to increase student learning motivation, revealed by failasufah (2016) proves that at man iii yogyakarta, reality group counseling is effectively used to increase student learning motivation . this can be seen from the results of calculating the output statistics of the experimental group before and after the test, the learning motivation score increased from before treatment to after treatment. reality counseling can increase student learning motivation which is also revealed by research by rosida, ua, & hidayat, rr (2017) who stated that wdep reality consultation (ask, do, evaluate, plan) can effectively increase achievement motivation for junior high school students (student learning at smp negeri 1 ngemplak boyolali class viii), this explanation also shows that increasing student achievement motivation, students learn significantly. and in line with ginting's research (2017), it proved that after being given individual counseling services with reality techniques in the first and second cycles, students' positive attitudes increased. reinforced by research results from muhammad sholeh marsudi, imas kania rahman. (2018). islamic-based reality therapy is an approach in islamic guidance and counseling that is appropriate for dealing with the behavior of students lacking motivation to learn using the al-qur'an and hadith approach as the basis for guidance and counseling. conclusions based on the results of the literature review which has been explained that the application of reality counseling techniques can be done to increase learning motivation. reality therapy counseling is designed to make it easier for individuals to become rational and strong, and is believed to be effective in increasing student learning motivation. this consultation process focuses on changing behavior to be more responsible by planning and implementing actions. suggestions that can be given: 1) for counseling teachers to be able to apply this reality counseling technique, 2). for students who experience a decrease in learning motivation, so that student learning motivation will tend to increase. hope for students to be able to maintain their learning motivation and 3) expectations for future researchers are expected to be able to enrich existing literature studies and further develop them. couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 reality counseling application to improve learning motivation | 143 indonesian counselor association (iki) | doi: 10.23916/0020210638740 references abdul aziz, a. r. (2022). the effectiveness of reality therapy in group counseling to achieve student motivation for academic well-being. international journal of academic research in business and social sciences, 12(8), pages 886-898. https://doi.org/10.6007/ijarbss/v12-i8/14632 cahyaningsih, n., & setiawati, f. a. (2022). effectiveness of reality group counseling to enhance students’ self-efficacy in high school: international seminar on innovative and creative guidance and counseling service (icgcs 2021), sleman, indonesia. https://doi.org/10.2991/assehr.k.220405.027 damayanti, e., muchlisah, m., muthmainnah, m., sudirman, s. a., rasyid, m. r., & ismail, w. (2021). enhancing motivation of students completion of study using rebt counseling based on islam. psikis : jurnal psikologi islami, 7(2), 196–210. https://doi.org/10.19109/psikis.v7i2.8349 davis, e., smith-adcock, s., & towns, l. (2018). experiences of elementary school counselors and students in using reality art therapy to address chronic conditions. professional school counseling, 22(1), 2156759x1987079. https://doi.org/10.1177/2156759x19870792 failasufah, f. (2016). the effectiveness of reality group counseling to improve student learning motivation (experimental study on students of man yogyakarta iii). hisbah: journal of islamic guidance and counseling, 13(1), 18–40. https://doi.org/10.14421/hisbah.2016.131-02 fitri, a. (2021). self-acceptance with reality counseling about the prohibition of safe-game marriage in minangkabau. research and technology: guidance and counseling journal, 6(1), 102. https://doi.org/10.31604/ristekdik.2021.v6i1.102-108 hakim, br, muhid, a., & mastutik, s. (2020). the effectiveness of reality counseling to improve learning motivation literature review. journal of wahana counseling, 3(2), 69. https://doi.org/10.31851/juang.v3i2.5205 istiqomah, d., & habsy, ba (2019). the effectiveness of reality counseling for overcoming anxiety speaking opinions to middle school students. indonesian journal of educational counseling, 3(1), 61–70. https://doi.org/10.30653/001.201931.48 kadafi, a., pratama, bd, suharni, s., & mahmudi, i. (2020). reduce phubbing behavior through islambased reality group counseling. jbki (indonesian counseling guidance journal), 5(2), 31. https://doi.org/10.26737/jbki.v5i2.1721 khabib, fl (2019). guidance and counseling study program faculty of teaching and educational sciences muhammadiyah university magelang 2019. 92. liu, r., & chiang, y.-l. (2019). who is more motivated to learn? the roles of family background and teacher-student interaction in motivating student learning. journal of chinese sociology, 6(1). https://doi.org/10.1186/s40711-019-0095-z muhammad sholeh marsudi, imas kania rahman. (2018). islamic reality therapy guidance and counseling to improve student learning motivation. edutainment, 6(1), 31–47. https://doi.org/10.35438/e.v6i1.42 nurcahya, a. (2021). youth, broken home, reality counseling therapy: a self-awareness approach. empathy-journal of guidance and counseling, 8(2), 50–66. https://doi.org/10.26877/empati.v8i2.8032 nurjanah, a. s., sanyata, s., & zatrahadi, m. f. (2020). the effectiveness of reality therapy in improving learning motivation and discipline. psikopedagogia jurnal bimbingan dan konseling, 9(2), 87. https://doi.org/10.12928/psikopedagogia.v9i2.19470 rosida, ua, & hidayat, rr (2017). reality counseling to increase achievement motivation and learning achievement of junior high school students. 5, 8. sucianti, nw (2020). the effect of reality approach group counseling services on student learning independence. syifaul qulub: journal of islamic guidance and counseling, 1(2), 53–60. https://doi.org/10.32505/syifaulqulub.v1i2.2464 sari, e. k. wulan. (2019). enhancing students’ learning motivation through bibliocounseling technique. couns-edu: the international journal of counseling and education, 4(1), 23. https://doi.org/10.23916/0020190419410 https://doi.org/10.6007/ijarbss/v12-i8/14632 https://doi.org/10.32505/syifaulqulub.v1i2.2464 couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu sudiarsana, i. k., et al. reality counseling application to improve learning motivation | 144 indonesian counselor association (iki) | doi: 10.23916/0020210638740 sarkar, s. (2019). gratitude, conscience, and reciprocity: models of supplier motivation when quality is non-contractible. european journal of operational research, 277(2), 633–642. https://doi.org/10.1016/j.ejor.2019.02.047 seriwati, s. (2017). application of reality group counseling to improve adjustment in school. 3, 5. sulistiya, e. (2016). the effect of reality counseling on the formation of independence in smpn 1 kuripan students. 3, 7. yulianti, d., & hardianti, y. (2018). the effect of the reality counseling approach to improve the selfconcept of broken homesmani elbow students. 2(1), 10 404 not found couns-edu the international journal of counseling and education vol.6, no.3, 2021, pp. 120-128 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210636640 received on 06/23/2021; revised on 07/18/2021; accepted on 08/26/2021; publishedon:09/27/2021 120 blended counseling to reduce career anxiety of adolescents during the covid-19 era shopyan jepri kurniawan 1 , edi purwanta 1 , dominikus david biondi situmorang 2 , ifdil ifdil *)3 1department of guidance and counseling, universitas negeri yogyakarta, indonesia, 2department of guidance and counseling, atma jaya catholic university of indonesia, indonesia, 3 department of guidance and counseling, universitas negeri padang, indonesia *)corresponding author, e-mail: ifdil@konselor.org abstract the purpose of this paper is to discuss the development of blended-based counseling services to reduce anxiety in adolescents during the covid-19 pandemic. the important role of counselors in the formation of mental health through integrated counseling the implementation of face-to-face and online counseling allows the community to be more flexible and intensive according to conditions in coaching mental health during covid-19 pandemic conditions and post-covid-19 preparations. keywords: adolescents, anxiety, blended counseling, career, covid-19 how to cite: kurniawan, s., purwanta, e., situmorang, d., & ifdil, i. (2021). blended counseling to reduce career anxiety of adolescents during the covid-19 era. couns-edu: the international journal of counseling and education, 6(3), 120. doi:http://dx.doi.org/10.23916/0020210636640 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction at the end of 2019 the world was shocked by the emergence of a virus that attacks the human respiratory system in wuhan, china known as the sars-cov 2 virus). who (world health organization or world health organization) officially declared this virus as a covid-19 pandemic on march 9, 2020. like other viruses (sars, 2003; swine flu (h1n1), 2009; mers, 2012; ebola, 2014; and zika, 2016) which has caused a high rate of human mortality, the covid-19 virus has also triggered disruption in various sectors of human life, including the education sector (peeri et al., 2021; mailizar et al., 2020). recent research says that the effects of the covid-19 pandemic are psychological and mental risks obtained from various social media (holingue et al., 2020). the fear felt from the covid-19 virus is very wide for vulnerable groups, teenagers and even children. in addition, it changes from the education system and other fields in everyday life (daniel, 2020; research, 2020). events that cannot even be predicted are undeniable as conditions that come suddenly and make them mentally and psychologically unprepared (sabir & m. phil, 2016). among the psychological conditions experienced by the community is a sense of anxiety (fitria, linda, neviyarni, netrawati, & karneli, 2020; muyasaroh, 2020). anxiety is something that is very feared by individuals. according to the american psychological association (apa), anxiety is an emotional state that arises when individuals are stressed, and is characterized by feelings of tension, thoughts that make individuals feel worried and accompanied by physical responses (heart beats, rising blood pressure, and so on) (o'hara, 2009). this anxiety is also experienced by teenagers (gozali et al., 2018), because adolescence can be said to be an age that is still unstable in dealing with unexpected conditions (ketut et al., n.d.). teenagers will be easily shaken by things such as excessive anxiety, fear of contracting this virus and so on (dani & mediantara, 2020). this mailto:ifdil@konselor.org http://dx.doi.org/10.23916/0020210636640 couns-edu  the international journal of counseling and education vol.6, no.3, 2021 blended counseling to reduce career anxiety… | 121 indonesian counselor association (iki) | doi: 10.23916/0020210636640 study reveals the anxiety conditions experienced by adolescents during the covid-19 pandemic (situmorang, 2021). this is also reinforced by the statement that anxiety is a psychological condition which is one of the central issues in the mental health sector in the midst of the covid-19 pandemic. in indonesia, this pandemic has had a very broad impact on various dimensions of people's lives. for the people of indonesia, from various aspects of concern in the fields of education, economy, social politics (aji, 2020; mansyur, 2020). this pandemic condition forces people to carry out a new life order (hsiang et al., n.d.) which is no exception also in the formal sectors, such as industry, offices, including educational activities in schools. the role of counselors, psychologists, and psychiatrists is highly anticipated and needed to reduce feelings of stress and anxiety (dong et al., 2020). this is also a service area that can be carried out by counselors who have the ability in counseling services based on knowledge, experience, cultural skills, basic attitudes, basic communication skills, and counselor basic attitudes are the main elements of counselor competence in counseling services (setiyowati et al., 2019). counselors during the covid-19 or post-covid-19 pandemic must be required to have innovations in counseling services, one of which is service strategy counseling through blended counseling which can be done by meeting face-to-face or social media assistance where this will be immediately felt by the counselor in providing service. blended counseling combines face-to-face and online counseling synchronously and asynchronously (pyrstöjärvi & saramäki, 2011). this study aims to conceptualize blended counseling services to help reduce anxiety and in indonesian society. method the method used is a literature study method. researchers collect productive data and the next stage is drawing conclusions from the process of qualitative research proceedings. this research uses literature study. supporting theory is a complete source of information for qualitative research (savinbaden & howell-major, 2013). the instrument used is a documentation study. sources of data and information obtained from various literatures and compiled based on the results of the study of the information obtained. the writing is attempted to be interrelated with each other and in accordance with the topic being studied. the collected data is selected and sorted according to the topic of study. then do the preparation of the paper based on the data that has been prepared logically and systematically. the data analysis technique is descriptive argumentative. conclusions are obtained after referring back to the formulation of the problem, the purpose of writing, and discussion. results and discussions anxiety the term anxiety in english is anxiety which comes from the latin angustus which means stiff, and ango, anci which means suffocating. meanwhile, according to schwartz (2000) suggests anxiety from the latin word anxius, which has the meaning of constriction or strangulation. anxiety has a meaning with fear but is not very specific, in contrast to fear usually a response to some immediate threat, whereas anxiety is characterized by worry about unexpected dangers that lie in the future. anxiety is a negative emotional state characterized by premonitions and somatic tension, such as a racing heart, sweating, difficulty breathing. the same thing was also expressed by (yusuf, 2009) who stated that anxiety is a neurotic helplessness, insecurity, immaturity, and inability to face the demands of reality (environment), difficulties and pressures of everyday life. understanding anxiety that has been described above can be concluded that anxiety is an emotional condition with the emergence of discomfort in a person, and is a vague experience accompanied by feelings of helplessness and uncertainty caused by something that is not clear. the results of research conducted by fakhriyani et al. (2021), anxiety faced by the subject, causes effects such as headaches, heart palpitations, fear of being exposed to covid-19, worried that this pandemic will not end, worried if you can't pay the money lectures, lack of concentration in learning, tend to be offended, avoid, and feel not free to carry out daily activities. similarly, research conducted by ifdil et al. (2020) stated that during the couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu kurniawan, s. p., et al blended counseling to reduce career anxiety… | 122 indonesian counselor association (iki) | doi: 10.23916/0020210636640 covid-19 pandemic, many people felt anxious about several things, worried about being exposed to covid-19, fears of losing their lives, losing their closest people and losing their jobs (ifdil et al., 2020), so that anxiety due to fear of exposure can have an impact on the student learning process as well as anxiety about the disruption of the family economy (mahfud & gumantan, 2020). the results of research from fakhriyani et al. (2021) also released the characteristics of subject anxiety due to the covid-19 pandemic including: 1. first, on the physical aspect, in the last few days before the counseling session, he/she felt that his/her heart was pounding unusually, and he/she tended to have a headache. 2. second, cognitively. cognitive aspects are interpreted by reasoning or how the subject thinks about a thing or rational ability. in the cognitive aspect, the subject admitted that he was worried about being exposed to covid-19, worried about the pandemic that would never end, worried about paying tuition fees in the next semester due to the uncertain family economy, and having difficulty concentrating on online learning held at the university. his/her campus. 3. third, on the emotional aspect, the subject finds it difficult to control his/her emotions, namely he/she is easily offended for trivial things, for example criticism of suggestions from friends that make him/her offended, where previously the subject was an individual who tended to be open. 4. fourth, in terms of behavior, subjects tend to avoid and feel less flexible in their activities compared to before the pandemic occurred, where they tend to be active in various activities, both academic and organizational. according to nevid, rathus and greene (2005), the characteristics of anxiety include: 1. physical characteristics of anxiety, including: 1) restlessness, nervousness, 2) shaking or shaking hands or limbs, 3) sensation of a tight band tying around the forehead, 4) tightness in the pores of the skin on the abdomen or chest, 5) sweating a lot, 6) sweaty palms, 7) dizziness or fainting, 8) dry mouth or throat, 9) difficulty speaking, 10) difficulty breathing, 11) shortness of breath, 12) heart pounding or racing , 13) trembling voice, 14) cold fingers or limbs, 15) dizziness, 16) feeling weak or numb, 17) difficulty swallowing, 18) feeling of constriction in the throat, 19) neck or back stiffness, 20) sensations such as choking or suffocation, 21) cold and clammy hands, 22) abdominal pain or nausea, 23) chills, 24) frequent urination, 25) flushed face, 26) diarrhea, and 27) feeling sensitive or “irritable”. 2. behavioral characteristics of anxiety, including: 1) avoidance behavior, 2) clinging and dependent behavior, and 3) shaken behavior. 3. cognitive characteristics of anxiety, including: 1) worrying about something, 2) feeling disturbed by fear or understanding of something that will happen in the future, 3) belief that something terrible will happen soon, without any clear explanation, 4) fixated on bodily sensations, 5) highly alert to bodily sensations, 6) feels threatened by people or events that normally receive little or no attention, 7) fear of losing control, 8) fear of not being able to solve problems, 9) thinking that the world is collapsing, 10) thinking that things are out of control, 11) thinking that things are overwhelmingly confusing and insurmountable, 12) worrying about things. trivial things, 13) thinking about the same annoying thing over and over again, 14) thinking that you should be able to escape from the crowd, otherwise you will definitely pass out, 15) thoughts are jumbled or confused, 16) unable to get rid of thoughts distracted, 17) thinks they will die soon, even though doctors find nothing medically wrong, 18) worries about being left alone, and 19) has difficulty concentrating or focusing thoughts while anxiety (anxiety) has levels (stuart, 2006) suggests levels of anxiety, among others. a. mild anxiety associated with tension in everyday life, this anxiety causes the individual to be alert and increases his perceptual field. this anxiety can motivate learning and generate growth and creativity. b. moderate anxiety allows the individual to focus on what is important and to the exclusion of others. this anxiety narrows the field of individual perception. thus, the individual experiences selective inattention but can focus on more areas if directed to do so. couns-edu  the international journal of counseling and education vol.6, no.3, 2021 blended counseling to reduce career anxiety… | 123 indonesian counselor association (iki) | doi: 10.23916/0020210636640 c. severe anxiety greatly reduces the field of individual perception. individuals tend to focus on something detailed and specific and don't think about anything else. all behavior is aimed at reducing tension. the individual needs a lot of direction to focus on other areas. d. panic level associated with amazement, fear, and terror. the details are disproportionately due to experiencing a loss of control, the individual experiencing panic is unable to do anything even with direction. panic includes personality disorganization and causes increased motor activity, decreased ability to relate to others, distorted perceptions, and loss of rational thinking. besides that, the biggest thing that was felt during the covid-19 pandemic, was in teenagers who felt it the most. thus, the anxiety caused by the covid-19 pandemic can not only happen to workers or health workers, but can also happen to anyone including students. research has shown that adolescents and college students show high anxiety about covid-19 (wang & zhao, 2020). furthermore, students in bangladesh experience increased depression and anxiety. around 15% of students reported experiencing moderate depression, while 18.1% suffered from severe anxiety (akhtarul islam et al., 2020). in indonesia, adolescents during the covid-19 pandemic, 54% were in the high category (fitria et al., 2020). meanwhile, in late adulthood they have moderate levels of stress and anxiety (ifdil et al., 2020). moreover, during the pandemic, each individual certainly has a level of anxiety that cannot be equated, this is a note in order to get services that are in accordance with professionals. anxiety, which is often ignored by individuals, is even considered normal, so it often happens that many are more oppressed than revealing but get "weak" or "lebay" judges. blended learning concept blended learning is a learning model that combines face-to-face learning with e-learning. blended learning is a new concept in learning where the delivery of material can be done in class and online (husamah, 2014). a well-done combination of face-to-face teaching where teachers and students meet face-to-face and through online media that can be accessed at any time. the combination of face-to-face learning with e-learning is due to the limited time and easy to make students feel bored quickly in the learning process and the demands of increasingly widespread technological developments (bhakti & kurniawan, 2020). figure 1 <counseling work patterns based on blended learning to reduce anxiety> from the explanation above, it is clear that the opportunities for personal social guidance and counseling services still have room for further exploration, considering that indirectly from the covid-19 pandemic, services related to the scope of mental health have become very necessary. therefore, coupled with the strengthening of technology, it will certainly get a very positive response. this concept is certainly a development so that individuals who experience problems quickly get services. in fact, it is often for the millennials generation who often feel anxious about their aspects. now from the picture above, the pattern created is of course a counselee/individual with problems can access services that provide counseling services easily, then choose to follow services face-to-face or through e-counseling. later in this concept, it will be accompanied by the developer of the android application which will be a record of the counselee with what he/she is experiencing. couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu kurniawan, s. p., et al blended counseling to reduce career anxiety… | 124 indonesian counselor association (iki) | doi: 10.23916/0020210636640 blended-based counseling to overcome anxiety during covid-19 the use of online-based counseling methods, especially in indonesia, is still very rarely done. whereas based on research conducted by atmoko et al. (2017), it was found that as many as 74% of students agreed to the blended learning method in counseling services. this shows that face-to-face counseling methods and online counseling methods are equally in demand by students. online-based counseling methods also have a fairly good level of time efficiency, and can be done without space and time constraints. figure 2 <blended counseling android application design to reduce anxiety> this is also one of the services developed in counseling for those who have anxiety, sometimes it is possible that there are counselees who like to tell stories using the media. therefore, e-learning-based services use applications that can be accessed at any time by the counselee. because at this time what is needed is a responsive and adaptive service. so that in fact this becomes a challenge and opportunity, especially for counselors, besides helping in reducing anxiety and providing information about herd immunity, this is a form of existence from the present principle that can be done by counselors. professional counselors apply blended counseling. blended counseling is a service that helps develop the mental health condition of the covid-19 pandemic and prepares for the post-covid-19 pandemic. mental health-based counseling services have a unique role in reducing the adverse effects of the pandemic as a supporter of individual recovery (baldwin et al., n.d.). the need for counseling services for mental health development is an urgency in the conditions of the covid-19 pandemic or post-covid-19 pandemic preparations. mental health services require resistance training and stress reduction programs, job role change, job recognition and communication, moral injury reduction strategies, peer and social support, and mental health support programs (schwartz et al., 2020). in addition to mental health, the public also needs clarity about the end of the covid-19 pandemic. it can end the covid-19 pandemic by controlling covid-19 with vaccination or non-pharmaceutical interventions, or so-called natural immunity (the lancet microbe, 2021). it can solve the covid-19 pandemic by building herd immunity through the participation of all elements of society. it is the cooperation of elements of society that makes a country in the world able to end the pandemic faster. counselors have a role in providing psychoeducation to the community, especially counseling services through face-to-face or face-to-face virtual. counseling services aim to understand the importance of vaccination and herd immunity for the common good and the wider society (situmorang, 2021a). understanding herd immunity is a central issue for ending the war from the covid-19 pandemic (situmorang, 2021b). findings by carlbring et al. (2018) found that online-based counseling showed therapeutic results that were as effective as face-to-face counseling in dealing with psychological symptoms such as anxiety, panic disorder, and insomnia. this is in line with the findings by suranata et al. (2020), which confirm that couns-edu  the international journal of counseling and education vol.6, no.3, 2021 blended counseling to reduce career anxiety… | 125 indonesian counselor association (iki) | doi: 10.23916/0020210636640 the website-based counseling method is effective in improving students' psychological competence and the results are not much different from the face-to-face counseling method. in addition, it is developed in a blended learning manner which is intended so that later it can be used on a face to face basis and online. in addition, the taxonomy of forms of online counseling practice consists of: 1. individualized counseling based on e-mail, which involves asynchronous remote interaction between counselor and client using what is read via text to communicate; 2. individual counseling based on chat, which involves interaction synchronous long distance between counselor and client using what is read via text to communicate; 3. chat-based couples counseling, which involves synchronous remote interaction between one or more counselors and a client partner using what is read via text to communicate; 4. chat-based group counseling, which involves synchronous remote interaction between counselors (or more than one counselor) and multiple clients using what is read via text to communicate; 5. video-based individual counseling, which involves synchronous remote interaction between counselor and client using what is seen and heard via video to communicate; 6. video-based couples counseling, which involves synchronous remote interaction between a counselor or more than one and a pair of clients using what is seen and heard via video to communicate; g. video-based group counseling, which involves synchronous remote interaction between several counselors and several clients using what is seen and heard via video to communicate (glading, 2015). in addition to the flexibility of blended counseling, it has the advantages of blended forms of counseling about the intensity with the counselee from the meeting according to the client's condition. clients can choose face-to-face or virtual. mixed counseling combines cyber or virtual counseling with face to face as a form of novelty in the digital age. the results of other studies show that cyber counseling is more satisfying to counselees than face-to-face counseling (zainudin et al., 2018). cyber counseling is a form of flexibility in the digital era of counseling services, but not everyone has access to online counseling during the covid-19 pandemic (situmorang, 2020; supriyanto et al., n.d.). conclusions counseling services in the personal social field during the covid-19 period became an area that must be of particular concern, when talking about the field of anxiety is a behavior that is often considered normal in society in general, but it is a behavior that needs to be received. moreover, the covid-19 pandemic has brought changes in various sectors, including education, culture, economy and politics. it is as if this is a new era where no individual has prepared conditions like this from the start. there are many problems, of course this is an area of service that should be provided. this must get the services of a professional, namely a counselor. blended-based counseling has two stages that can be used either face-toface or e-learning. so this is a challenge and opportunity for counselors in providing services. where this blended service provides flexibility for counselees who want to perform services. individuals are free to decide. in addition, counselors must take the meaning that in the future many services must be integrated with technology. because the anxiety that occurs in the counselee can not be separated from one of the most influential aspects, namely social media and the internet.. references aji, r. h. s. (2020). dampak covid-19 pada pendidikan di indonesia: sekolah, keterampilan, dan proses pembelajaran. salam: jurnal sosial dan budaya syar-i, 7(5). https://doi.org/10.15408/sjsbs.v7i5.15314 akhtarul islam, m., barna, s. d., raihan, h., nafiul alam khan, m., & tanvir hossain, m. (2020). depression and anxiety among university students during the covid-19 pandemic in bangladesh: a web-based cross-sectional survey. plos one, 15(8 august). https://doi.org/10.1371/journal.pone.0238162 https://doi.org/10.15408/sjsbs.v7i5.15314 https://doi.org/10.1371/journal.pone.0238162 couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu kurniawan, s. p., et al blended counseling to reduce career anxiety… | 126 indonesian counselor association (iki) | doi: 10.23916/0020210636640 atmoko, a., indreswari, h., simon, m. i., utami, n. w., & bariyyah, k. (2017). analisis kebutuhan siswa dalam layanan konseling berbasis blended learning dan implikasinya terhadap pengembangan karakter. seminar nasional pendidikan – fakultas ilmu pendidikan universitas negeri malang sinergitas keluarga, sekolah, dan masyarakat dalam penguatan pendidikan karakter, 2(2), 11–28. http://ap.fip.um.ac.id/wp-content/uploads/2017/12/adi-atmoko.pdf baldwin, d., gordon, r., care, k. m.-c. in i., & 2021, undefined. (n.d.). the roles of a psychiatrist in the covid-19 pandemic. elsevier. diambil 28 desember 2021, dari https://www.sciencedirect.com/science/article/pii/s2666869621000026 beaudreau, s. a., & o‟hara, r. (2009). the association of anxiety and depressive symptoms with cognitive performance in community-dwelling older adults. psychology and aging, 24(2), 507–512. https://doi.org/10.1037/a0016035 bhakti, c. p., & kurniawan, s. j. (2020). konsep psikoedukasi berbasis blended learning bagi remaja di masa pandemi covid-19. prosiding seminar bimbingan dan …, 52–60. http://conference.um.ac.id/index.php/bk2/article/view/80 bostan, s., erdem, r., öztürk, y., kılıç, t., & yılmaz, a. (2020). the effect of covid-19 pandemic on the turkish society. http://acikerisim.kku.edu.tr/xmlui/handle/20.500.12587/2673 carlbring, p., andersson, g., cuijpers, p., riper, h., & hedman-lagerlöf, e. (2018). internet-based vs. face-to-face cognitive behavior therapy for psychiatric and somatic disorders: an updated systematic review and meta-analysis. cognitive behaviour therapy, 47(1), 1–18. https://doi.org/10.1080/16506073.2017.1401115 dani, j. a., & mediantara, y. (2020). covid-19 dan perubahan komunikasi sosial. persepsi: communication journal, 3(1), 94–102. https://doi.org/10.30596/persepsi.v3i1.4510 daniel, s. j. (2020). education and the covid-19 pandemic. prospects, 49(1–2), 91–96. https://doi.org/10.1007/s11125-020-09464-3 dong, l., bouey, j., & bouey, j. (2020). public mental health crisis during covid-19 pandemic, china. emerging infectious diseases, 26(7), 1616–1618. https://doi.org/10.3201/eid2607.200407 fakhriyani, d. v., sa‟idah, i., & annajih, m. z. (2021). pendekatan rebt melalui cyber counseling untuk mengatasi kecemasan di masa pandemi covid-19. counsellia: jurnal bimbingan dan konseling, 11(1), 56. https://doi.org/10.25273/counsellia.v11i1.8463 fitria, linda., neviyarni., netrawati., & karneli, y. (2020). cognitive behavior therapy counseling untuk mengatasi anxiety dalam masa pandemi covid-19. al-irsyad: jurnal pendidikan dan konseling, 10(1), 23–29. http://jurnal.uinsu.ac.id/index.php/al-irsyad/article/viewfile/7651/3538 fitria, l., indonesia, i. i.-j. e. j. p., & 2020, undefined. (2020). kecemasan remaja pada masa pandemi covid-19. jurnal.iicet.org, 6(1), 1. https://doi.org/10.29210/120202592 glading, s. (2015). konseling profesi yang menyeluruh. indeks. https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=gladding%2c+s.+t.+2012.+kons eling%3b+profesi+yang+menyeluruh+%28edisi+keenam%29+%28alih+bahasa%3a+winarno +dan+lilian+yuwono%29.+jakarta%3a+pt+indek&btng= gozali, m., tjahjo, j. d. w., & vidyarini, t. n. (2018). anxiety uncertainty management ( aum ) remaja timor leste di kota malang dalam membangun lingkungan pergaulan pendahuluan. jurnal e-komunikasi program, 6(2), 1–12. http://publication.petra.ac.id/index.php/ilmukomunikasi/article/view/8324 holingue, c., badillo-goicoechea, e., riehm, k. e., veldhuis, c. b., thrul, j., johnson, r. m., fallin, m. d., kreuter, f., stuart, e. a., & kalb, l. g. (2020). mental distress during the covid-19 pandemic among us adults without a pre-existing mental health condition: findings from american trend panel survey. preventive medicine, 139. https://doi.org/10.1016/j.ypmed.2020.106231 hsiang, s., allen, d., annan-phan, s., bell, k., nature, i. b.-, & 2020, undefined. (n.d.). the effect of large-scale anti-contagion policies on the covid-19 pandemic. nature.com. diambil 28 desember 2021, dari https://www.nature.com/articles/s41586-020-2404-8 husamah. (2014). pembelajaran bauran (blended learning). research report., 832. ifdil, i., yuca, v., & yendi, f. m. (2020). stress and anxiety among late adulthood in indonesia during covid-19 outbreak. jppi (jurnal penelitian pendidikan indonesia), 6(2), 31. https://doi.org/10.29210/02020612 http://ap.fip.um.ac.id/wp-content/uploads/2017/12/adi-atmoko.pdf https://www.sciencedirect.com/science/article/pii/s2666869621000026 https://doi.org/10.1037/a0016035 http://conference.um.ac.id/index.php/bk2/article/view/80 http://acikerisim.kku.edu.tr/xmlui/handle/20.500.12587/2673 https://doi.org/10.1080/16506073.2017.1401115 https://doi.org/10.30596/persepsi.v3i1.4510 https://doi.org/10.1007/s11125-020-09464-3 https://doi.org/10.3201/eid2607.200407 https://doi.org/10.25273/counsellia.v11i1.8463 http://jurnal.uinsu.ac.id/index.php/al-irsyad/article/viewfile/7651/3538 https://doi.org/10.29210/120202592 https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=gladding%2c+s.+t.+2012.+konseling%3b+profesi+yang+menyeluruh+%28edisi+keenam%29+%28alih+bahasa%3a+winarno+dan+lilian+yuwono%29.+jakarta%3a+pt+indek&btng= https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=gladding%2c+s.+t.+2012.+konseling%3b+profesi+yang+menyeluruh+%28edisi+keenam%29+%28alih+bahasa%3a+winarno+dan+lilian+yuwono%29.+jakarta%3a+pt+indek&btng= https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=gladding%2c+s.+t.+2012.+konseling%3b+profesi+yang+menyeluruh+%28edisi+keenam%29+%28alih+bahasa%3a+winarno+dan+lilian+yuwono%29.+jakarta%3a+pt+indek&btng= http://publication.petra.ac.id/index.php/ilmu-komunikasi/article/view/8324 http://publication.petra.ac.id/index.php/ilmu-komunikasi/article/view/8324 https://doi.org/10.1016/j.ypmed.2020.106231 https://www.nature.com/articles/s41586-020-2404-8 https://doi.org/10.29210/02020612 couns-edu  the international journal of counseling and education vol.6, no.3, 2021 blended counseling to reduce career anxiety… | 127 indonesian counselor association (iki) | doi: 10.23916/0020210636640 ketut, i., rasmadi, p., putra, a., gede, d., yustiawan, p., & usfunan, j. z. (n.d.). penguatan karakter sebagai upaya penanggulangan kenakalan remaja (juvenile delinquency). ejournal.warmadewa.ac.id. https://doi.org/10.22225/kw.14.1.1551.29-38 mailizar, almanthari, a., maulina, s., & bruce, s. (2020). secondary school mathematics teachers‟ views on e-learning implementation barriers during the covid-19 pandemic: the case of indonesia. eurasia journal of mathematics, science and technology education, 16(7). https://doi.org/10.29333/ejmste/8240 mahfud, i., & gumantan, a. (2020). survey of student anxiety levels during the covid-19 pandemic. jp. jok (jurnal pendidikan jasmani, olahraga dan kesehatan), 4(1), 86-97. mansyur, a. r. (2020). dampak covid-19 terhadap dinamika pembelajaran di indonesia. education and learning journal, 1(2), 113. https://doi.org/10.33096/eljour.v1i2.55 muyasaroh, h. (2020). kajian jenis kecemasan masyarakat cilacap dalam menghadapi pandemi covid 19. lp2m unugha cilacap. http://repository.unugha.ac.id/id/eprint/858 nevid, j. s., rathus, s. a., & greene, b. (2005). psikologi abnormal. jakarta: erlangga. peeri, n. c., shrestha, n., siddikur rahman, m., zaki, r., tan, z., bibi, s., baghbanzadeh, m., aghamohammadi, n., zhang, w., & haque, u. (2021). the sars, mers and novel coronavirus (covid-19) epidemics, the newest and biggest global health threats: what lessons have we learned? international journal of epidemiology, 49(3), 717–726. https://doi.org/10.1093/ije/dyaa033 pyrstöjärvi, t., & saramäki, t. (2011). blended counselling a means of supporting students university of eastern finland. university of eastern finland., january. http://www.oppi.uef.fi/wanda/virtukampus/wpcontent/uploads/2011/01/tartoesitysenglanti.pdf research, c. t.-p., & 2020, undefined. (2020). challenges and opportunities for higher education amid the covid-19 pandemic: the philippine context. eric, 2020(4), 2468–4929. https://doi.org/10.29333/pr/7947 sabir, a., & m. phil. (2016). gambaran umum persepsi masyarakat terhadap bencana. jurnal ilmu ekonomi dan sosial, 5(3), 304–326. https://media.neliti.com/media/publications/237547-gambaranumum-persepsi-masyarakat-terhad-501404e6.pdf savin-baden, m., & howell-major, c. (2013). qualitative research: the essential guide to theory and practice maggi savin-baden and claire howell-major. schwartz, r., sinskey, j. l., anand, u., & margolis, r. d. (2020). addressing postpandemic clinician mental health: a narrative review and conceptual framework. annals of internal medicine, 173(12), 981–988. https://doi.org/10.7326/m20-4199 schwartz, s. (2000). abnormal psychology: a discovery approach. https://psycnet.apa.org/record/2000-07588000 setiyowati, a., pali, m., pendidikan, b. w.-… c., & 2019, undefined. (2019). structural model of counseling competence. journal.uny.ac.id, 38(1). https://doi.org/10.21831/cp.v38i1.21509 situmorang, d. d. b. (2020). online/cyber counseling services in the covid-19 outbreak: are they really new?. journal of pastoral care & counseling, 74(3), 166-174. https://doi.org/10.1177/1542305020948170 situmorang, d. d. b. (2021a). indonesia is already in a state of „herd stupidity‟: is it a slump?. journal of public health (oxford, england), fdab340. https://doi.org/10.1093/pubmed/fdab340 situmorang, d. d. b. (2021b). „herd stupidity‟ as a result of „irrational beliefs‟: the mental health issues in the covid-19 outbreak. asian journal of psychiatry, 65, 102851. https://doi.org/10.1016/j.ajp.2021.102851 stuart, g. (2006). buku saku: keperawatan jiwa. http://repo.unikadelasalle.ac.id/index.php?p=show_detail&id=3773&keywords= supriyanto, a., hartini, s., … w. i.-c. j., & 2020, undefined. (n.d.). teacher professional quality: counselling services with technology in pandemic covid-19. e-journal.unipma.ac.id. diambil 28 desember 2021, dari http://e-journal.unipma.ac.id/index.php/jbk/article/view/7768 suranata, k., rangka, i. b., & permana, a. a. j. (2020). the comparative effect of internet-based cognitive behavioral counseling versus face to face cognitive behavioral counseling in terms of student‟s resilience. cogent psychology, 7(1). https://doi.org/10.1080/23311908.2020.1751022 the lancet microbe. (2021). covid-19 vaccines: the pandemic will not end overnight. the lancet microbe, 2(1), e1. https://doi.org/10.1016/s2666-5247(20)30226-3 https://doi.org/10.22225/kw.14.1.1551.29-38 https://doi.org/10.29333/ejmste/8240 https://doi.org/10.33096/eljour.v1i2.55 http://repository.unugha.ac.id/id/eprint/858 https://doi.org/10.1093/ije/dyaa033 http://www.oppi.uef.fi/wanda/virtukampus/wp-content/uploads/2011/01/tartoesitysenglanti.pdf http://www.oppi.uef.fi/wanda/virtukampus/wp-content/uploads/2011/01/tartoesitysenglanti.pdf https://doi.org/10.29333/pr/7947 https://media.neliti.com/media/publications/237547-gambaran-umum-persepsi-masyarakat-terhad-501404e6.pdf https://media.neliti.com/media/publications/237547-gambaran-umum-persepsi-masyarakat-terhad-501404e6.pdf https://doi.org/10.7326/m20-4199 https://psycnet.apa.org/record/2000-07588-000 https://psycnet.apa.org/record/2000-07588-000 https://doi.org/10.21831/cp.v38i1.21509 https://doi.org/10.1177/1542305020948170 https://doi.org/10.1093/pubmed/fdab340 https://doi.org/10.1016/j.ajp.2021.102851 http://repo.unikadelasalle.ac.id/index.php?p=show_detail&id=3773&keywords= http://e-journal.unipma.ac.id/index.php/jbk/article/view/7768 https://doi.org/10.1080/23311908.2020.1751022 https://doi.org/10.1016/s2666-5247(20)30226-3 couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu kurniawan, s. p., et al blended counseling to reduce career anxiety… | 128 indonesian counselor association (iki) | doi: 10.23916/0020210636640 wang, c., & zhao, h. (2020). the impact of covid-19 on anxiety in chinese university students. frontiers in psychology, 11. https://doi.org/10.3389/fpsyg.2020.01168/full yusuf, s. (2009). mental hygine: terapi psikopiritual untuk hidup sehat berkualitas. in bandung: maestro.https://scholar.google.com/scholar?hl=id&as_sdt=0%2c5&q=syamsu+yusuf.+%282009 %29.+mental+hygine%3a+terapi+psikopiritual+untuk+hidup+sehat+berkualitas.+bandung%3 a+maestro.&btng= zainudin, z., academic, y. y.-i. j. of, & 2018, undefined. (2018). client‟s satisfaction in face-to-face counselling and cyber counseling approaches: a comparison. researchgate.net. https://doi.org/10.6007/ijarbss/v8-i3/399 2. https://doi.org/10.3389/fpsyg.2020.01168/full https://doi.org/10.6007/ijarbss/v8-i3/399 couns-edu  the international journal of counseling and education vol.2, no.1, march 2017, pp.35-41 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/002017023810 received on 12/29/2016; revised on 11 /29/2016; accepted on 12/05/2017; published on : 3/30/2017; 34 individual counseling to argue in social media erwin erlangga *) fakultas psikologi universitas semarang *) corresponding author,  e-mail: erwinerlangga@usm.ac.id abstract the purpose of this study is to improve students' argumentation skills in social media. the subjects were 20 students who were divided into two groups: the control group consisting of 10 people and the experimental group consisting of 10 people. the technique used was an quasi experiment with 10 interventions using individualized counseling services to the control group and experimental group. based on the quasi experimental results by giving counseling to 20 students 10 times and analyzed, students' argumentation skill level increased after individual counseling. shown with change of skill level of argumentation before treatment (preliminary evaluation) and after (final evaluation) as much as 90 points and through test using test with significance level 5% show t count = 7.077> t table = 2,179. based on the results of these calculations, show that the hypothesis mentions individual counseling affect students' argumentation skills can be accepted. keywords: argument skills, social media, individual counseling how to cite: erlangga, e. (2017). individual counseling to argue in social media. couns-edu: international journal of counseling and education, 2(1): pp. 35-41. doi: 10.23916/002017023810 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction in the case of individual beings the individual creatures of social beings, as social beings, individuals must communicate with each other in everyday life. other individuals can understand what he thinks, what he feels, and what he wants. in today's communicating activities, more people use social media as a means to argue express opinions, but sometimes not everyone can argue well in social media that cause problems to themselves, society and country (katz, j., capron, a. m., & glass, e. s., 1972). mentioned that the skill of argument is important for human life so that human beings can establish the relationship of environment (bronfenbrenner ,u. 2005). argumentation skills are part of the adaptation of the environment so that humans need it as a condition for life, in this era of arguing skills is very important to establish communication with others. communication can make a relationship warm and produce something positive. if the skill of argument is bad then the relationship between humans will be destroyed and the state will collapse (andrews, f. m., & withey, s. b., 2012). children need a control in expressing opinions, because children are in the process of developments that always try, sometimes children imitate friends and even parents in communicating with the community (keyes, c. l. m., 1998). as social beings, individuals must communicate with each other in everyday life. other people can understand what he's thinking, what he was feeling and what he wants. in today's communication activities, more people are using social media as a means to argue express his opinion, but sometimes not everyone can argue well in the social media causing problems with the self, http://dx.doi.org/10.23916/002017023810 couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu erwin erlangga individual counseling to argue in social media … |36 indonesian counselor association (iki) | doi: 10.23916/002017023810 society and the state. in circular kapolri se/06/x/2015 of article 28, paragraph 2, which reads "any person intentionally and without right to disseminate information intended to cause hatred or hostility individual and / or a particular group of people based on ethnicity, religion, race and intergroup (sara). "and article 45 paragraph (2):" (2) every person who meets the elements referred to in article 28 paragraph (1) or subsection (2) shall be punished with imprisonment of six (6) years and / or a fine of 1,000,000,000.00 (one billion rupiah). "i'm 1000 percent agree with the se of hate speech. i love baseball too far freedom of expression. cook the people say anything goes in social media. it's a lot of ngos (nongovernmental organizations), people press ultraliberal translating democracy is freedom of speech, it's nonsense, "said tjipta (weston 2007). in the book (weston 2007) 'argued' means provides a reason or evidence to support a conclusion. an argument is not only a statement about a particular view, and not merely just a disagreement. the argument is an attempt to support a particular view with reasons. another opinion is also spoken by (keraf, 1981) that "argument is a form of rhetoric that seeks to influence the attitudes and opinions of others, that they believe and finally act in accordance with what is desired by the author or communicator". so in essence, argued a couple of facts in such a way so as to indicate whether an opinion or a certain thing is true or not is poured orally, while the ability to argue is the ability to influence the attitudes and opinions of others, so that the listener believes and ultimately act according to what is desired by the communicator. argument is an attempt to find out which view is better than the other. arguing is a way to explain and defend it by giving reasons and evidence that another person or listener could prepare the mind for yourself. to be able to argue well, a communicator in addition to having to explain the reasons and evidence to strengthen the establishment or opinions expressed, and understand what to talk about, what to say, and how to talk about it, the communicator must also have the courage and conveys regularly arguments submitted in accordance with applicable regulations. skills argue still considered difficult by students. the difficulty of this argument is reflected in students' ignorance about the ethics of argumentation in social media, the phenomenon of what was discussed, and how appropriate to talk about the phenomenon. this is reinforced by the results of research that found that individual counseling is effective in increasing confidence in children broken home (arfitriani, y. n. 2010). confidence is the basis of communication skills of social media meanwhile, the study argues in social media held less emphasis on training (practice) argued. even if there workout activity was less effective and engaging for students. in addition, it has not been consistent and comprehensive activities to hone skills of argumentation in social media. if it continues to happen, then the purpose of learning to argue in social media can never be achieved with the result that many people will commit unlawful acts in social media. therefore, it takes an activity that can lead students to be wise in arguing. a condition in the low ability to argue in social media as experienced by 20 students aged 15-18 in demak (from mgbk demak). students feel not knowing the ethics convey the idea in social media, confused addressing information in the social media and easily provoked mediated social provocation. low ability to argue in social media on students cannot be left alone, because if left students will have problems during speech in violation of the rules of social media and result in criminal penalties. counseling is an effort of assistance provided by the supervising teacher to students who use the procedures, methods and materials to individual members to argue in social media. communication is important in the formation of individual personality. with the individual communication can have a good life in the family, school and community, including in social media. efforts to improve the ability of students to argue in social media can be done by organizing activities of individual counseling services. these activities address topics that are being experienced, give advice and ideas, respond, communicate with each other create the dynamics to develop themselves are practicing argue or express the opinions of the counselee. the purpose of this study is individual counseling services are expected to effectively improve the ability to argue 20 students aged 15-18 in demak. according to prayitno, e. a. (2004), argues that individual counseling services (individual) is a special service in direct face to face relationship between counselor and client, in a relationship that is a problem the students themselves. this can be realized with the improvement and refinement. willis (2004) adds that the notion of individual counseling services is the assistance provided by the counselor to a student with the goal of developing students' potential, able to cope with its own problems, and can adapt positively. counseling is very important to help the child in the process of development and growth. counseling can help children to be eradicated so that children will live more independently and happy. individual counseling services appropriate to be used as a form of counseling services and counseling to be given to students who have ability to argue in social media is still low. counseling is not only face to face (ftf), counseling can be done with online counseling, online counseling can be used to help couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu erwin erlangga individual counseling to argue in social media … |37 indonesian counselor association (iki) | doi: 10.23916/1-9.0016.11-i3b clients who cannot meet with a counselor because of the distance difference. with online counseling then counseling can be done anywhere and anytime (ifdil, i. 2013). so expect optimally students can change and achieve positive improvement after participating in individual counseling activities. students who participated in individual counseling can directly create a dynamic private practice doing exercises argue, respond to, listen to and to feel. this event is a place to develop them self in order to learn to argue in a positive and effective. this is reinforced by a study that found that individual counseling effectively alleviates the problems of students experiencing aggressive behavior in both the real world and the virtual world so it is expected that schools can provide individual counseling to students who have aggressive behavior. (restu, y. 2013). method this study uses quasi experimental methods experimental quay is a method by using a control class to compare with the same experimental class in the given treatment. experiment class then analyzed to find the level of significance (coolican, h., 1990; howell, d. c., 2012). the final goal of this study was to determine the effectiveness of individual counseling to improve their skills in argumentation rest of the social media. here, researchers used an quasi experimental method by comparing the full class in the given individual counseling services (experimental class) with classes that are not given individual counseling services (grade control). the researchers used a total population of respondents as many as 20 respondent researchers provide individual counseling 10 times against respondent. the study was conducted by a counselor for one semester with one hour of counseling. according arikunto (2002) a data analysis technique is a method used to process research data to obtain a conclusion. technical data used to determine the effect of individual counseling services for student who have a less argumentation skills. mechanical t test was used to test the significant differences in means. this research is to test whether individual counseling has significant influence to the skill of argument in social media or individual counseling has no significant effect on argumentation skill in social media. results and discussion based on the results of t-test with significance level of 5% shows t = 7.017> table = 2.179. thus, means ho accepted and rejected so that it can be said that the ability to argue in social media 20 students in demak increased after being given individual counseling services, based on the pre-test results, obtained data showing that there are some students have low scores. the research data 10 student figure 1.1 graph acquisition total score initial evaluation and final evaluation 10 student (experimental group) couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu erwin erlangga individual counseling to argue in social media … |38 indonesian counselor association (iki) | doi: 10.23916/002017023810 tabel 1.2 acquisition total score initial evaluation and final evaluation argumentation level 10 student (experimental group) no name ∑ pre criteria post criteria enhancement group % 1 nh ∑ 113 l 190 h 77 % 51.36 86.36 2 ra ∑ 90 l 162 m 72 % 40.91 73.64 3 ga ∑ 148 m 178 m 30 % 67.27 80.91 4 mk ∑ 187 h 209 h 22 % 85 95 5 4jf ∑ 131 l 169 m 38 % 59.55 76.82 6 ln ∑ 180 t 203 t 23 % 81.82 92.27 7 hs ∑ 148 m 177 m 29 % 67.27 80.45 8 aa ∑ 93 l 165 m 72 % 42.27 75 9 at ∑ 152 m 193 h 41 % 69.09 87.73 10 ts ∑ 138 l 181 h 48 % 62.73 82.27 mean ∑ 158 l 192.7 h 60 % 67.73 87.05 20 criteria height : over 180 medium : 160 to 180 low : less 160 for this reason, researchers are working to develop the ability to argue through individual counseling services. the counseling process is a systematic process that is carried out by counselors and clients to solve client problems. there are stages that must be passed to get on achieving a successful counseling. but before entering that stage the counselor should obtain data regarding the client's self through a preliminary interview (intake interview). this is reinforced by research that found that individual counseling is effective in modifying the behavior of junior high school children so that individual counseling is expected to help children live according to school and community rules (serketich, w. j., & dumas, j. e. 1996; macarthur, j. f., & mack, w. a. 2017). individual counseling is effective in improving students' ability to argue, because of the activities of individual counseling that students are encouraged to practice argue. of these students will gain a variety of experiences, knowledge and ideas. students can learn to develop values and implement joint measures to reach the topics covered in individual counseling. the result showed that an increase in the development of the ability to argue between before and after individual counseling. data pre-test of 20 couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu erwin erlangga individual counseling to argue in social media … |39 indonesian counselor association (iki) | doi: 10.23916/1-9.0016.11-i3b students showed the ability to argue that low and fairly. at the end of the activity, the study provides post-test. post-test results showed an increase in average scores on the respondent's ability to argue. researchers in an effort to test whether there significant using t-test with significance level of 5% shows t = 7.077> table = 2.179. based on the results of these calculations, shows that ability to argue students increased after being given individual counseling services. based on the analysis of research data it is said that the treatment of individual counseling that is done is a kind of effective services, especially for students. this is because the study subjects after receiving individual counseling, based on data obtained showed an increased ability to argue with an average increase significantly. increased ability to argue was marked by students who originally easily ignited emotions while reading news hoax, made a status which leads to sara and use the word dirty word in response to the phenomenon of social media has changed into selective in responding to a message, and using words that are polite in making social media posts. in a research report prepared to explain that individual counseling is very effective in giving the views and character so that students have ethics in communicating in social media. (hulukati, w.2013). the counseling process is done with individual counseling methods with techniques rabt. counseling performed 10 times with a pretest and posttest. effective and efficient helping skills produce a variety of behaviors, techniques, and practices that match the theoretical and philosophical point of view of the counselor. successful counselors improve arguing skills to adapt in choosing and developing strategies that bring their theoretical credentials that are appropriate to them and their clients. the benchmark for effective counselors in this regard is the ability to select tendencies in a particular theory, to cultivate them to fit the unique perspective and beliefs of each person, and to have the communication and facilitation skills required to use those views and assumptions to help him and others achieve optimum development (schmidt, j.j. 2008). school counselors should be sensitive to the problem of arguing in this social media because this is very important. the counseling profession gets its name from a function that explains and describes the main role of its members. the cornerstone of all services provided by professional counselors is knowledge of the theory of counseling and the use of effective helping skills. so, understanding, attitude, and skills of counselor in implementing strategy and intervention as core of counselor success in increasing skill of argue social media. the counseling profession has been discussing, explaining, debating, and working on counseling. the term counseling has been extensively defined in various professional literatures, but this effort does not always result in a consistent definition. on the one hand, this inconsistency is due to the various places where the counselor practices one of the many theories on which the definitions are based. the contemporary definition of counseling illustrates that the profession focuses on the breadth of human needs, including the prevention, development and healing relationships. pietrofesa, hoffman, and splete (in schmidt, 2008) describe counseling as a process facilitated by a professional for someone who "seeks help in achieving better selfknowledge, better decision making, and behavioral change skills for problem solving and / or growth progress ". nugent (in schmidt, 2008) mimics that point of view by saying, "wherever they work, counselors help people, families and groups solve conflicts, overcome problems, or make decisions in social and cultural contexts." by building a broader goal for helping relationships, counselors offer services to a wide range of people who are actually healthy and able to move. among these groups some people have psychological and social problems, others seek information and support for self-development decisions they will make in the future. gladding (in schmidt, 2008) abbreviates these elements by defining counseling as a brief relationship formed on one or more theoretical models to assist relatively healthy people to make decisions in their lives. individual counseling since the early days of the counseling movement has been defined as a core activity in which all other activities are effective. counseling is a one-to-one relation that focuses on personal growth and adjustment, and meets the need for problem solving and decision making needs. the assistance is a client-centered process that demands the trust of the counselor and the client's trust in him. this process begins when a condition of contact or psychological relation is formed between counselor and client; it will move forward when certain conditions essential to the success of the counseling process are met. many practitioners believe these essential conditions include such things as sincerity and counselor congruence, respect for clients and an empathetic understanding of the client's internal frame of reference (gibson & mitchell, 2011). school is the specific place where the counseling process is practiced. as with other professional venues, the primary mission of the school coloring school practices focuses on the educational goals of students, parents and teachers. therefore, counseling in couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu erwin erlangga individual counseling to argue in social media … |40 indonesian counselor association (iki) | doi: 10.23916/002017023810 schools is a process to help students, parents and teachers learn about themselves; understand how their personal characteristics, human potential, and how behavior affects their relationships with others; and make decisions to solve problems encountered and plan strategies for optimal growth. using the broad definition, school counselors' access to students, parents and teachers will benefit from counseling relationships, and indicate whether they are the best professionals who provide services for this group (schmidt, 2008). counseling is a process. counseling has a beginning. counseling is characterized by a series of steps and stages, and will end when the goal is met. as well as the abundance of theories about counseling, there are many choices of models of help-help to choose from (stone & dahir in schmidt, 2008). by having an effective model on which their counseling relationship relies, it allows counselors to organize and demonstrate effective aid processes. in schools with young students, structure and direction is a precise, steady step in counseling relationships. counseling models range from three to many stages. the following will explain the four-stage approach to the counseling process. a stage that offers counselors a design to build effective relationships, where these stages help school counselors stay alongside and consistently encourage students and other clients to move closer to their identified objectives. counseling is the process of expressing expectations, desires, concerns, fears, and failures in changing behavior, changing external factors, and setting future goals. close and communicative relationships are only possible if they are based on positive acceptance, understanding and appreciation. counselors show empathetic understanding as they accurately perceive the client's world, being able to see things in the client's eyes, and the ability to verbally communicate that understanding back to the client. respect is another equally important point from the first stage of relationship in counseling. respect here means equality, justice, and shared responsibility (schmidt, j.j. 2008). in counseling, nothing is more important than the people in it, therefore counseling recognizes the rich complexity and unique value of every human being. in school, the condition of respecting one's worth is very important as a successful effort to help establish relationships with students. school counselors should show their liveliness and appear to be authoritative, firmly held, accountable, and worthy of respect. it is not easy to achieve. counselors who practice honor, act cautiously, and show the highest levels of professional performance are able to win the respect of students, parents, and teachers. on the other hand, counselors who neglect their duties, divulge secrets, behave without acceptance, use mockery, and defame education and counseling professions mean showing disrespect for themselves and others (schmidt, j.j. 2008). the result is always avoided by students, parents, and teachers. authenticity is concerned with respect. counselors who can accept others can also express their true feelings and react to the concerns expressed by their clients. at the same time, the original counselor shows the same consistent behavior between what they say and what they do (schmidt, j.j. 2008). authenticity is sometimes called congruence, a condition that reflects honesty, transparency and openness to the client. this congruence arises from respecting the client relationship. another important thing in the relationship, is the ability of the counselor to reveal themselves, the ability to express thoughts, opinions, and feelings after the awareness or understanding of what the client disclosed. this self-disclosure is very important to let the client understand that the counselor is a person, not just a role. thus this ability should be used appropriately during the counseling process. conclusion individual counseling services are effective in improving students' ability to argue in social media include sage in response to a phenomenon in social media, using polite language in response to a phenomenon and adults in the act on social media. it is shown from changes in the behavior of students at each meeting individual counseling has led to an increase in the ability to argue in social media better than ever. additionally known from the results of data analysis showed that t is greater than t table. acknowledgment i thank the stakeholders in the district of demak, demak teachers, lecturers and friends student that i love. i would like to thank friends in arms, guidance and counseling teacher who never tired of helping solve student’s problems. i dedicate this to friends so that we can reduce children who commit negative actions in social media. hopefully in the future i can help with future research studies related to the advancement of the students indonesia couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu erwin erlangga individual counseling to argue in social media … |41 indonesian counselor association (iki) | doi: 10.23916/1-9.0016.11-i3b references andrews, f. m., & withey, s. b. (2012). social indicators of well-being: americans' perceptions of life quality. springer science & business media. arfitriani, y. n. (2010). upaya meningkatkan kepercayaan diri pada siswa broken home melalui konseling individual dengan pendekatan realita. arikunto, suharsimi. (2002). prosedur penelitian suatu pendekatan dan praktik. jakarta: rineka cipta. coolican, h. (1990). research methods and statistics in psychology. hodder & stoughton educational. gibson, r.l. & mitchell, m.h. 2011. bimbingan dan konseling. yogyakarta: pustaka pelajar. howell, d. c. (2012). statistical methods for psychology. cengage learning. hulukati, w. (2013). the improvement of teacher competencies in guidance and counseling for the development of students personality. indian journal of positive psychology, 4 (3), 396. ifdil, i. (2013). konseling online sebagai salah satu bentuk pelayanan e-konseling. jurnal konseling dan pendidikan, 1(1), 15-22. katz, j., capron, a. m., & glass, e. s. (1972). experimentation with human beings: the authority of the investigator, subject, professions, and state in the human experimentation process. russell sage foundation. keraf, gorys. (1981). argumentasi dan narasi (komposisi lanjutan iii). jakarta: pt gramedipustaka utama. keyes, c. l. m. (1998). social well-being. social psychology quarterly, 121-140. macarthur, j. f., & mack, w. a. (2017). counseling: how to counsel biblically. harpercollins christian publishing. prayitno, e. a. (2004). dasar-dasar bimbingan dan konseling. jakarta: rineka cipta. restu, y. (2013). studi tentang perilaku agresif siswa di sekolah. konselor, 2(1). schmidt, j.j. (2008). counseling in school. new york: pearson. serketich, w. j., & dumas, j. e. (1996). the effectiveness of behavioral parent training to modify antisocial behavior in children: a meta-analysis. behavior therapy, 27(2), 171-186. shanty, r. m. n., & christiana, e. (2013). pelaksanaan layanan konseling individudi smpn sekecamatan bangsal mojokerto. jurnal bk unesa, 3(1), 388-393. soffyan s. wilis. (2004). konseling individual teori dan praktek. bandung: alfabeta. surat edaran kapolri se/06/x/2015. weston, anthony. (2007). kaidah berargumentasi. yogyakarta: pustaka pelajar. . couns-edu the international journal of counseling and education vol. 7, no. 4, 2022 | p-issn: 2548-348xe-issn: 2548-3498 https://counsedu.iicet.org/index.php/counsedu/index doi: 10.23916/0020220740540 received on 13/10/2022; revised on 03/11/2022; accepted on 25/11/2022; published on 30/11/2022 162 peer counseling mentoring model to assist students with problems in higher education neni noviza*1, nyayu khadijah1, evia darmawani2, kushendar kushendar3 universitas islam negeri raden fatah palembang, indonesia1 universitas pgri palembang, indonesia2 institut agama islam ma'arif nu (iaimnu) metro lampung3 *)corresponding author, e-mail: neninoviza_uin@radenfatah.ac.id abstract this study aims to: (1) identify the factual conditions of guidance and counseling services that exist at the faculty of dakwah and communication of uin raden fatah palembang, (2) analyse the problems experienced by students, (3) identify the needs of students for guidance and counseling services, ( 4) knowing the process of developing a peer counseling guidance service model with a mentoring approach and (5) producing an effective mentoring approach peer counseling service model following the objective conditions of the faculty of da'wah and communication. this study uses a development approach (research & development). the population and research subjects were students, pa lecturers, bk lecturers, deputy dean iii for student affairs and cooperation and guidance and counseling experts. data collection tools in this study used interview guidelines and questionnaires. the results of the study show: (1) the factual condition of counseling guidance services at the faculty of da'wah and communication is carried out by academic supervisors individually (45.14%), and group (42.44%) not good category (2) description of the problems experienced by students of the faculty of da'wah and communication-based on the results of the aum analysis of the most common problems experienced by bpi study program students in the field of career and work problems ( kdp) of 46.01%, and personal self (dpi) of 36.58% (3) students' need for guidance and counseling services is needed (86.98%) with reasons to help students solve/handle problems (9.44%), personal, academic, social, career and religious fields, students will take advantage of (52, 05%). 4) developing a model for peer counseling services by conducting preliminary studies, designing a hypothetical model, carrying out due diligence, improving the model, limited field trials, and perfecting the model. 5) the peer counseling guidance service model, the mentoring approach is effective 72.04%, in helping solve student problems at the faculty of da'wah and communication at uin raden fatah palembang. keywords: peer counseling guidance, mentoring approach, student problems how to cite: noviza, n., khadijah, n., darmawani, e., & kushendar, k. (2022). model peer counseling mentoring to assist students with problems in higher education. couns-edu: the international journal of counseling and education, 7(4). https://doi.org/10.23916/0020220740540 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction guidance and counseling professional services in educational institutions have increased very rapidly. this is evidenced by several deregulation of government regulations. one of them is the minister of education and culture ri no. 111 of 2014, page 1 emphasised that "in the context of developing life competencies, students need an education service system in education units not only relying on learning services/subjects/fields of study and management but also special psycho-educational assistance services through counseling services". (attachment to the minister of education and culture of the republic of mailto:neninoviza_uin@radenfatah.ac.id https://doi.org/10.23916/0020220740540 couns-edu  the international journal of counseling and education vol. 7, no. 4, 2022 peer counseling mentoring model … | 163 indonesian counselor association (iki) | doi: 10.23916/0020220740540 indonesia no. 111 of 2014 concerning guidance and counseling in elementary and secondary education units.2014) (zamroni & rahardjo, 2015). the results of research related to the need and urgency of guidance and counseling services in tertiary institutions include: at the zulia venezuella university already has a guidance and counseling program as written by (vera, 2011) in a journal entitled "the counseling program at the university of zulia: an international program”. they prepare professional counsellors trained in preparing, implementing, evaluating, and developing, especially if students need special counseling. sadia saleemand zahid mahmood's research at lahore madeha naz gc university emphasised students' mental health. this study was designed to determine the prevalence rate of mental health problems among university students (saleem et al., 2013). this scale relates to four dimensions of mental health problems, as students reported: a sense of being dysfunctional, loss of faith, lack of self-regulation, and anxiety. furthermore, research conducted by (park et al., 2021) university in south korea focused on guiding the development of student achievement indexes. ramzan et al., (2012) highlighted the seriousness of plagiarism among students in pakistan entitled "awareness about plagiarism among university students in pakistan”, which uncovers various empirical and ethical issues among academics, especially plagiarism, which is fast becoming part of the global education and research culture. more and more students and researchers are turning to the internet for mature solutions and shortcuts for writing assignments, research papers and theses. it also explores the level of awareness of students about plagiarism. 365 graduates and postgraduate students from private and state universities were randomly selected to participate in this exploratory study. a self-reported questionnaire survey was used for primary data collection. the findings reveal a low level of awareness about plagiarism and policies plagiarism universities and processes among students (gilmore et al., 2010). unethical behavior of students of the czech university of life science also emphasises the unethical behaviour of students, such as in carrying out exams at the universitylife of science prague (dömeová & jindrová, 2013). the results of this study show that students feel that these actions are not immoral. this needs effective remedial action. caludia's research is entitled "need assessment guidance and counseling services for students” (claudia et al., 2015). the research results in showed that assessment for the implementation of counseling services at instika it is urgently needed. counseling guidance programs that can be developed are aspects of self-development and academic development that focus on literacy development. based on the search results from esbco, education full tek eric and socindex in 2019 by entering the keyword mentoring (university or college), as many as 47,500,000 articles discussing mentoring in tertiary institutions. the results of the writings in journals, research results and guidebooks contain explanations regarding mentoring in tertiary institutions starting from policies, recruiting potential mentors, financing, programs, implementation and effectiveness of mentoring activities in tertiary institutions (schmidt & faber, 2016). from the results of previous studies, guidance and counseling and mentoring activities in universities in various countries have been held and implemented. the reality is that not all universities, especially ptkin, provide guidance and counseling services to assist the development and solving problems of its students. search results by group whatsapp the association of islamic counseling guidance experts (pabki) of the state islamic university which already has counseling services are uin banten, uin makassar, uin surabaya, iain surakarta, uin sts jambi, and uin jogya. uin raden fatah palembang, especially the faculty of da'wah and communication, still needs a particular counseling institution. guidance and counseling activities for students have so far been handled by academic supervisors. the task of this academic supervisor is an additional task assigned to lecturers outside of their primary duties. therefore pa lecturers are required to provide time to communicate, guide, motivate students and find ways of solving the problems faced by the students they mentor. the relationship between pa lecturers and students is formed from informal relationships based on formal relations as lecturers and students. this is in line with what (yusuf & nurihsan, 2003) that the relationship between academic supervisors and students is arbitrary which was created based on a decision letter from the institution which aims as an effort to help students to be able to complete their studies correctly and in a relatively short time following applicable regulations. couns-edu  vol. 7, no. 4, 2022 available online: http://journal.konselor.or.id/index.php/counsedu neni noviza, nyayu… peer counseling mentoring model … | 164 indonesian counselor association (iki) | doi: 10.23916/0020220740540 meanwhile, prayitno in (darmawani, 1999) suggests that academic supervisors are expected to be able to guide students under their care in personal, social, learning and career aspects. all the aspects referred to are outside the curricular academic material presented in the tertiary curriculum. one of the main tasks of a lecturer (academic supervisor) in carrying out his role as an educator is to guide students. the guidance meant here is as follows: “the process of assistance from lecturers (as academic supervisors) to students so that they can optimally develop their potential or developmental tasks, through the creation of an environment (physical, psychological, social, and religious) that facilitates this development.(syamsu, 2009) in general, the duties of an academic supervisor are to provide direction to students who are under their responsibility in preparing plans and study loads and choosing courses to take, allowing students to discuss problems they are experiencing, especially those relating to their studies and helping students to develop good attitudes and study habits (spouse, 2001). based on their duties and responsibilities, academic supervisors focus more on helping students in education and learning. while student problems according to the problem-solving tool, there are 10 problem areas, namely: physical and health (jdk), personal self (dpi), social relations (hso), economics and finance (edk), career and employment (kdp), education and learning ( pdp), religious values and morals (anm), youth relations and marriage (hmp), family relationship status (khk)and leisure time (wsg). from the research results from conductedgrand challenges in student mental health (2014), the problems experienced by students are related to academic demands (thesis), economics, family problems, friendship and love issues. based on the initial observations of researchers in the field, the problems experienced by students were very diverse. problems related to the teaching system (difficulty attending lectures, reading source books in foreign languages, difficulty concentrating, not liking specific courses or lecturers, endurance and continuity of study, disappointment because of low grades, wanting to quit college, wrong major). problems related to self-adjustment and social relationships include difficulty finding friends, awkward social situations and not knowing what to do, and feelings of inferiority or embarrassment. adjustment to campus life and coursework, difficulty adjusting to the environment in which students live, conflicts with roommates, dormitories or majors. problems of a personal nature, such as conflicts with boyfriends or girlfriends that parents don't approve of, conflict problems with family members. problems related to the economy include many students who experience economic difficulties because of late remittances, insufficient money or needing help managing finances. problems in choosing majors, positions and futures include students who choose the wrong major and want to move, some who enter specific majors because of their parent's wishes, and some who feel that their future is uncertain and need help figuring out what to do. these problems will cause anxiety, tension, conflict and frustration, and if they are not resolved quickly, they will interfere with the smooth running of student studies. to overcome the problems experienced by these students, the efforts made by the faculty of da'wah and communication were only limited to empowering pa lecturers because there were no counseling service units at the faculty and university levels. the reality in the field is that the academic supervisors at the faculty of da'wah and communication of uin raden fatah palembang have yet to carry out their functions and roles ideally because the ratio of students and academic supervisors is not balanced in number. in 2019 the faculty of da'wah and communication had 2,466 active students from the 2015-2019 class from 5 study programs, while there were 32 active lecturers. the total ratio of pa lecturers and students is 1:77. while ideally, the ratio of pa lecturers to students is 1:20. in addition to this, the limited function and role of pa lecturers in helping solve student problems is because there is no particular program from uin raden fatah to conduct training for pa lecturers related to student assignments and development, the use of instruments and assessments to reveal student problems and the approach used in help solve student problems. couns-edu  the international journal of counseling and education vol. 7, no. 4, 2022 peer counseling mentoring model … | 165 indonesian counselor association (iki) | doi: 10.23916/0020220740540 students are also included as human beings with the right to prosper in their lives, one of which is to have a healthy mentality (seligman & csikszentmihalyi, 2000). in this case, the obligation and responsibility of the higher education institution are required to provide a good atmosphere so that students feel safe, and comfortable and can help optimise their students when constrained by conflicts in lectures. the government also supports activities promoting mental health as stipulated in law no. 18 of 2014 article 1, paragraph 4 through promotive, preventive, curative and rehabilitative approaches. the provision of mental health services on campus is aimed at preventing psychiatric problems, reducing risk factors due to mental disorders in the general public or individuals and preventing the impact of psychosocial problems. preventive actions (prevention), which are also promotive (explaining the importance of maintaining mental health), can be this is done by: providing active listening training for students to improve students active listening skills and knowing the characteristics of individuals who have a vulnerability to mental health disorders and preparing students to be sensitive to the need for counseling for fellow students and to be able to invite students who need professional assistance to come to the unit counseling service,counseling services and programs per counsellor and health educated (pche). peer counselors are students selected based on criteria to become peer counsellors and health educators in each faculty who aim to carry out preventive and promotive actions (petosa, 2014). this group is responsible for detecting psychological problems experienced by people around them, especially students. not only that, students who have become peer counselor also tasked with promoting the existence of counseling services. in addition to the university level, ideal counseling services are available at the faculty level, including the student counseling board (bkm). apart from helping reduce the number of mental disorders, another target of the service peer counselor on campus is to be part of efforts to increase knowledge, promote mental health, and reduce discrimination of people with mental disorders in all levels of the academic community. this is expected to provide a paradigm shift in mental health services. if previously it focused more on a medical-biological approach, now it focuses on a new paradigm that emphasises a psychological approach. therefore, it is necessary to encourage a placement policy for counselors, counselors and other experts (psychologists, psychiatrists and others) and allocate budgets for these services on campus. methods this study uses a development approach (research & development). according to borg and gall, the steps taken in research and development include (1) preliminary study, (2) planning, (3) development of a hypothetical model, (4) review of a hypothetical model, (5) revision, (6) limited trial, (7) revision of trial results, (8) wider trials, (9) revision of the final model, and (10) dissemination and outreach. in this development research, quantitative and qualitative methods are used together. in this study, we selected a mixed method design sequence because quantitative and qualitative methods are used simultaneously and support each other. quantitative methods are used to determine the factual conditions of the field regarding guidance and counseling services performed by pa lecturers, the problems experienced by students, the level of student development tasks, the needs of students for the field of guidance and counseling services as well as the effectiveness of the peer guidance and counseling service model with the mentoring approach used. developed collaborative, participatory methods are carried out in the feasibility test process of the peer counseling service model of the mentoring approach. data on objective conditions in the field were collected through three types of instruments: questionnaires, interview guidelines, and field observation guidelines. those designated as respondents in this study were divided into two parts, the first for preliminary studies were: deputy dean iii of student affairs and collaboration of the faculty of da'wah and communication, academic supervisor (pa), student of the faculty of da'wah and communication class of 2017. the second respondent was expert guidance and counseling, a lecturer bpi faculty of da'wah and communication, and a bpi students class of 2017. the procedure in this study was carried out through several stages of activity, namely: (1) preliminary study stage, (2) hypothetical model design stage, (3) rational test (model validation), ( 4) model improvement stage, (5) limited field trials, (6) couns-edu  vol. 7, no. 4, 2022 available online: http://journal.konselor.or.id/index.php/counsedu neni noviza, nyayu… peer counseling mentoring model … | 166 indonesian counselor association (iki) | doi: 10.23916/0020220740540 model improvement. for testing the effectiveness of the mentoring approach peer guidance and counseling model is measured by significance testing using frequency analysis using spss version 21.00. results and discussion results the results of the study show: (1) the factual condition of counseling services at the faculty of da'wah and communication, that the guidance services carried out so far at the faculty of da'wah and communication are guidance services carried out by academic supervisors. the form and type of services provided are academic guidance services. students take advantage of academic guidance services provided by pa lecturers only limited to consulting subjects for validating krs and validating thesis titles. in contrast, at other times, they have never provided guidance. the implementation of guidance that has been carried out so far by pa lecturers has not been effective because mentoring activities have not utilised the time outside of krs validation, lecturers have not been trained as counselors, there is no coordination (time compatibility between lecturers and students) and standard controls in dealing with problems, and students' reluctance to consult with pa lecturer other than when filling out the krs. the possibility of establishing peer counseling at the faculty of da'wah and communication is possible because the faculty of da'wah and communication has a bpi study program that scientifically specialises in counseling, bpi lecturer resources at the faculty of da'wah and communication. there are approximately 7 people who can be counselors and students there are approximately 500 bpi who can be trained to become peer counselors, and the bpi study program also has a counseling website www.konselingislam.com. the involvement of pa lecturers in guiding student problems individually is in the unfavourable category (45.14%), and the involvement of pa lecturers in guiding student problems as a group is also in the unfavourable category (42.44%), meaning that the involvement of pa lecturers is not good in solving student problems. an overview of the problems experienced by students of the faculty of da'wah and communication based on the results of the aum analysis showed that the most common problems experienced by students were career and occupational problems (kdp) of 46.01%, personal self (dpi) of 36.58% the percentage of problems experienced by students of the faculty of da'wah and communication in each study program can be visualised in the following diagram: 0,00% 5,00% 10,00% 15,00% 20,00% 25,00% 30,00% 35,00% 40,00% 45,00% 50,00% picture 1. recapitulation of fdk study program problems bimbingan penyuluhan islam jurnalistik komunikasi penyiaran islam manejemen dakwah pengembangan masayarakat islam the percentage of posing problems students of the faculty of da'wah and communication in each study program can be visualised in the following diagram: couns-edu  the international journal of counseling and education vol. 7, no. 4, 2022 peer counseling mentoring model … | 167 indonesian counselor association (iki) | doi: 10.23916/0020220740540 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% bpi jur kpi md pmi parents friends pa lecture (academic supervisor) expert student needs for guidance and counseling services are needed (86.98%) with reasons to help students solve/handle problems (9.44%), personal, academic, social, career and religious fields, students will use (52.05%). from the results of a questionnaire distributed to 146 respondents, the needs of students of the faculty of da'wah and communication for guidance and counseling services can be seen in the table below: table. 1 student needs for counseling guidance services answer amount percentage really need 67 45,89 need 60 41.09 depends 5 3,42 no need 10 6,85 don't know 4 2,73 amount 146 100 to be more precise, the percentage of the need for students of the faculty of da'wah and communication for guidance and counseling services can be visualised in the following diagram: 46% 41% 3% 7% 3% picture 2. student needs for guidance and counseling services really need need depends no need don't know couns-edu  vol. 7, no. 4, 2022 available online: http://journal.konselor.or.id/index.php/counsedu neni noviza, nyayu… peer counseling mentoring model … | 168 indonesian counselor association (iki) | doi: 10.23916/0020220740540 developing a model for peer counseling guidance services by conducting preliminary studies, designing a hypothetical model, carrying out due diligence, improving the model, limiting field trials, and perfecting the model. peer counseling guidance service model effective mentoring approach 63,32%, in helping solve student problems at the faculty of da'wah and communication uin raden fatah palembang. the results of the content feasibility test by experts were carried out through the analysis of feasibility instruments on a scale. the results of this analysis found that most of the components from each aspect were stated in the feasible category, but there were several suggestions for improvement. the results of empirical validation by bk lecturers of the faculty of da'wah and communication, which were carried out through focused discussions and analysis of acceptance instruments, obtained the results of an average counsellor acceptance level of 54.27% (scale scores 1, 2, 3, and 4). this identifies that, in general, the guidance counselor/counselor lecturer accepts the concept being developed. based on the feasibility test results, it can be concluded that the developed model is considered feasible to be continued in the following development process so that it becomes more operational and tested and can be recommended as an applicable model in the field. to be more precise, the results of the trial of the mentoring approach peer counseling service model are visualised in the following diagram: picture 2. results of the peer counseling trial of the mentoring approach based on the problem area 0,00% 20,00% 40,00% 60,00% 80,00% personal social academic very effective effective less effective ineffective 0,00% 20,00% 40,00% 60,00% 80,00% very effective effective less effective ineffective picture 3. overall results results from the data processing above, it can be concluded that the peer counseling mentoring approach is in the effective category (72.04%). this is in line with the results of the interviews showing that peer-topeer counseling services with a mentoring approach have a role in helping students increase selfconfidence, understand their strengths and weaknesses and provide motivation to be even better. in addition, peer counseling services with a mentoring approach also help build positive affect, such as subjects being more enthusiastic, alert, happy and calm. in addition, peer counseling services also make it a habit of acting constructively, such as: improving the subject's mindset. couns-edu  the international journal of counseling and education vol. 7, no. 4, 2022 peer counseling mentoring model … | 169 indonesian counselor association (iki) | doi: 10.23916/0020220740540 from these results, it can be concluded that peer-to-peer counseling with a mentoring approach can help overcome the limitations of the role and function of pa lecturers in dealing with student problems. in this case, peer counseling guidance does not mean replacing the role of the pa lecturer but as a partner of the pa lecturer in conducting guidance with the limited time that the pa lecturer has. discussion the analysis results from the preliminary study on the involvement of pa lecturers in guiding individuals (53.92%), and groups (53.32%) were in the poor category. while the problems experienced by students in various problem areas that students most experienced were the personal self (dpi) problem area at 29.54% and the career and occupational problem area (kdp) at 31.69%. for guidance and counseling services needed by students (86.98%). those who need the most are female students (90.24%). while the study programs that most needed counseling services were bpi and md study programs (100%) with the reason being to help students solve/handle problems (9.44%), add insight/knowledge/skills, students need good guidance with themselves, the environment and future as well as increasing selfmotivation for better/achievement/progress of students (7.08%), the most needed form of counseling guidance services, students are forms of information (17.80%), consulting services (13.69%), group guidance & group counseling (12.32%), services needed in the personal, educational and religious fields. students who will take advantage of guidance and counseling services as much as (52.05%). the reason students take advantage of guidance counseling services is to motivate them (9.32%), and can consult about lectures and services that provide benefits and positive value (better) (8.47%). peer counseling guidance service model effective mentoring approach 63,32%, in helping solve student problems at the faculty of da'wah and communication uin raden fatah palembang. based on the results of the research that has been carried out as a whole, it shows that the peer guidance and counseling service model with the mentoring approach developed has a positive impact in overcoming the limitations of the role and function of pa lecturers in dealing with student problems at the faculty of da'wah and communication. this is in line with aspects in higher education guidance and counseling relating to the various difficulties that arise, which can be divided into two groups: academic and non-academic (idris, 2009). however, the two groups of difficulties affect one another. fundamental difficulties in the academic field that are often mentioned are lack of mastery of independent learning methods, lack of success in digesting lecture materials and mandatory literature materials; less able to manage time properly; less clear motivation to learn; choosing the wrong study program; relationship with lecturers tenuous or distant (kharizmi, 2015). fundamental difficulties in the non-academic field that are often mentioned are difficulties in bearing the cost of education; deficiencies in learning facilities, housing and nutritious food (specht et al., 2014). the tension of hanging out with friends, for example, in a boarding house; conflict with boyfriend; tension with the immediate family environment, stress within oneself, which comes from feelings of inferiority, boredom, frustration and conflicts between psychic needs. conclusion overall, the results of this research model of peer guidance and counseling services with the mentoring approach can be used as a guide for counseling counselors and students in implementing the peer counseling mentoring approach. the mentoring approach guidance and counseling service model developed is relevant to the needs of the field in overcoming the limitations of the role and function of the pa lecturer in overcoming student problems because the ratio of the pa lecturer and the students being mentored is unequal. in addition, students feel more open and are attached to their peers. the peer guidance and counseling service model with the mentoring approach developed shows high accountability, namely clear objectives, activities can be carried out anytime and anywhere, the results are effective in achieving goals, the process of achieving results is efficient, the mechanism is easy to implement, and the service targets are all student. its scope includes all areas of problems experienced by students, namely personal, academic/learning, social, career and religious fields. the model developed is effective and can be further developed based on android. the deficiencies of this model can continue to be refined in line with student service activities. the mentoring approach peer guidance and counseling service model as the final product developed (after revision) is believed to be able to overcome the limitations of the role and function of pa lecturers in solving student problems. couns-edu  vol. 7, no. 4, 2022 available online: http://journal.konselor.or.id/index.php/counsedu neni noviza, nyayu… peer counseling mentoring model … | 170 indonesian counselor association (iki) | doi: 10.23916/0020220740540 acknowledgment the researcher would like to thank the uin raden fatah palembang, universitas pgri palembang and institut agama islam ma'arif nu (iaimnu) metro lampung for giving permission and support to conduct the research. references claudia, c., anişoara, p., & oana, g. (2015). a need assessment on students’ career guidance. procedia social and behavioral sciences, 180(5), 1022–1029. darmawani, e. (1999). eksistensi penasehat akademik dalam membimbing mahasiswa belajar pada stie “x” palembang. padang. dömeová, l., & jindrová, a. (2013). unethical behavior of the students of the czech university of life sciences. international education studies, 6(11), 77–85. https://doi.org/10.5539/ies.v6n11p77 gilmore, j., strickland, d., timmerman, b., maher, m., & feldon, d. (2010). weeds in the flower garden: an exploration of plagiarism in graduate students’ research proposals and its connection to enculturation, esl, and contextual factors. international journal for educational integrity, 6(1). https://doi.org/10.21913/ijei.v6i1.673 idris, r. (2009). mengatasi kesulitan belajar dengan pendekatan psikologi kognitif. lentera pendidikan : jurnal ilmu tarbiyah dan keguruan, 12(2), 152–172. https://doi.org/10.24252/lp.2009v12n2a3 kharizmi, m. (2015). kesulitan siswa sekolah dasar dalam meningkatkan kemampuan literasi. jurnal pendidikan almuslim, ii(2), 11–21. file:///d:/jurnal skripsi/literasi 2019 (jurnal) (2).pdf park, m. s. a., golden, k. j., vizcaino-vickers, s., jidong, d., & raj, s. (2021). sociocultural values, attitudes and risk factors associated with adolescent cyberbullying in east asia: a systematic review. cyberpsychology, 15(1), 1–19. https://doi.org/10.5817/cp2021-1-5 petosa, r. l. (2014). peer mentoring for health behavior change: a systematic review. american journal of health education, 45(6), 351–357. https://doi.org/10.1080/19325037.2014.945670 ramzan, m., munir, m. a., siddique, n., & asif, m. (2012). awareness about plagiarism amongst university students in pakistan. higher education, 64(1), 73–84. https://doi.org/10.1007/s10734011-9481-4 saleem, s., mahmood, z., & naz, m. (2013). mental health problems in university students: a prevalence study. fwu journal of social sciences, 7(2), 124–130. schmidt, e. k., & faber, s. t. (2016). benefits of peer mentoring to mentors, female mentees and higher education institutions. mentoring and tutoring: partnership in learning, 24(2), 137–157. https://doi.org/10.1080/13611267.2016.1170560 seligman, m. e., & csikszentmihalyi, m. (2000). positive psychology. an introduction. the american psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066x.55.1.5 specht, k., siebert, r., hartmann, i., freisinger, u. b., sawicka, m., werner, a., thomaier, s., henckel, d., walk, h., & dierich, a. (2014). urban agriculture of the future: an overview of sustainability aspects of food production in and on buildings. agriculture and human values, 31(1), 33–51. https://doi.org/10.1007/s10460-013-9448-4 spouse, j. (2001). bridging theory and practice in the supervisory relationship: a sociocultural perspective. journal of advanced nursing, 33(4), 512–522. https://doi.org/10.1046/j.1365-2648.2001.01683.x syamsu, y. l. n. (2009). layanan bimbingan bagi mahasiswa (panduan untuk dosen pembimbing akademik. rizqi press. hal.1. vera, g. d. (2011). the counseling program at the university of zulia: an international program. the professional counselor, 1(1), 10–12. https://doi.org/10.15241/gdv.1.1.10 yusuf, s., & nurihsan, j. (2003). penyusunan program bimbingan dan konseling berbasis perkembangan. universitas pendidikan indonesia. zamroni, e., & rahardjo, s. (2015). manajemen bimbingan dan konseling berbasis permendikbud nomor 111 tahun 2014. jurnal konseling gusjigang, 1(1). https://doi.org/10.24176/jkg.v1i1.256 couns-edu the international journal of counseling and education vol.5, no.4, 2020, pp. 205-215 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200536840 received on 09/22/2020; revised on 10/18/2020; accepted on 11/27/2020; published on12/16/2020 205 the depression anxiety stress scales (dass-21): an indonesian validation measure of the depression anxiety stress ifdil ifdil*)1, yuda syahputra2, rima pratiwi fadli3, nilma zola3, yola eka putri3, berru amalianita3, itsar bolo rangka2, kadek suranta4, m. fahli zatrahadi5, gian sugiana sugara6, dominikus david biondi situmorang7, linda fitria8 1universitas negeri padang, padang, indonesia 2universitas indraprasta pgri, jakarta, indonesia 3indonesian institute for counseling, education, and therapy (iicet), padang, indonesia 4universitas pendidikan ganesha, bali, indonesia, 5universitas islam negeri sultan syarif kasim riau, pekanbaru, indonesia 6universitas muhammadiyah tasikmalaya, indonesia 7universitas katolik indonesia atma jaya, jakarta, indonesia 8universitas putra indonesia yptk, padang, indonesia *) corresponding author, e-mail: ifdil@konselor.org abstract this study attempts to evaluate the indonesian adaptation of the dass-21, a scale adapted from peter f. and sydney h. lovibond 1995 to assess levels of stress, anxiety, and depression. multistage random sampling taking from 1478 indonesian. additionally, we use the rasch measurement model to examine psychometric properties of dass-21. the results indicate that the dass-21 fulfills the psychometric measurement aspect by providing evidence as a valid and reliable instrument, with a very good item reliability value .99 and sufficient person reliability (.89), as well as a cronbach alpha value kr-20. of .91, meaning that the quality of the items is very good for revealing depression, anxiety, and stress. furthermore, the results are reinforced by the principal component analysis (pca) value to the residual of 39.7%, meaning that the items in dass-21 are representative for measuring depression, anxiety, and stress. therefore, it can be said that the dass-21 is valid and reliable for assessing the levels of stress, anxiety, and depression. the indonesian translation of the dass-21 constructs can also be used to assess the stress, anxiety, and depression levels. keywords: depression anxiety stress scale-21 (dass-21), rasch, validity, reliability how to cite: ifdil, i., syahputra, y., fadli, r., zola, n., putri, y., amalianita, b., rangka, i., suranta, k., zatrahadi, m., sugara, g., situmorang, d., & fitria, l. (2020). the depression anxiety stress scales (dass-21); an indonesian validation measure of the depression anxiety stress. counsedu: the international journal of counseling and education, 5(4), 205-215. doi: http://dx. doi.org/10.23916/0020200536840 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction the world health organization (who) estimates that over 615 million people worldwide suffer from common mental diseases like anxiety and depression, which has drawn a lot of attention to the couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i., et al the depression anxiety stress scales (dass-21) … | 206 indonesian counselor association (iki) | doi: 10.23916/0020200536840 development of the dass scale (world health organization, 2017). this mental illness affects up to 10% of the global population, and it contributes 30% of all non-fatal diseases worldwide (world health organization, 2017). additionally, previously released data demonstrates that 13–14% of the global burden of disease is caused by mental diseases (prince et al., 2007). additionally, according to the who, up to 1 in 5 adults may experience sadness or anxiety (world health organization, 2017). according to research, more than 300 million people are now living with depression, an increase of more than 18% between 2005 and 2015. depression has been identified as a main cause of poor health and disability worldwide (ifdil, amalianita, et al., 2020; ifdil, fadli, gusmaliza, et al., 2020; prince et al., 2007; world health organization, 2017). depression is a frequent mental illness that is marked by chronic melancholy, loss of interest in activities, exhaustion, and the inability to carry out daily tasks (at least for two weeks). additionally, those who suffer from depression may experience changes in their appetite, more or less sleep, concern, diminished attention, indecision, anxiety, and thoughts of self-harm or death (world health organization, 2017)therefore, it is essential to precisely quantify the symptoms of anxiety and depression as a first screening step before treatment is administered in order to prevent illness or mental incapacity. the depression anxiety stress scales (dass) were created to evaluate depression and anxietyrelated variables and to solve the inability of earlier emotional measures to distinguish between depression and anxiety (s. h. lovibond & lovibond, 1995). depression (dass-d), anxiety (dass-a), and stress/tension were the three aspects of negative emotional states that the original dass measured with 42 items (lovibond & lovibond, 1995). dysphoria, hopelessness, loss of energy, and anhedonia are difficulties associated with depression, whereas subjective symptoms and somatic anxiety are problems associated with anxiety. measures of stress include behaviors like impatience, difficulty relaxing, nervous tension, irritability, and overreacting to stressful situations (ifdil, yuca, et al., 2020). efa results and confirmatory factor analysis (cfa) in clinical and nonclinical populations were used to construct the three-factor dass model (crawford & henry, 2003; gloster, rhoades, novy, klotsche, senior, kunik, ..., et al., 2008; p. f. lovibond & lovibond, 1995; s. h. lovibond & lovibond, 1995; norton, 2007). the three-factor dass model shows better fit than some alternative models (crawford & henry, 2003; s. h. lovibond & lovibond, 1995). the researchers analyzed cronbach's alpha on the dass, depression (0.91 to 0.97), anxiety (0.81 to 0.92), and stress (0.90 to 0.95; antony et al., 1998; chan et al., 2012; crawford & henry, 2003). in addition, a higher cronbach dass alpha value has also been reported as 0.96 (chan et al., 2012; crawford & henry, 2003; page et al., 2007). the original dass consisted of 42 items, with 14 items each measuring symptoms of depression, anxiety, and stress. later, a shorter version of the dass was developed (lovibond & lovibond, 1995) to reduce administration time and make it easier to screen for symptoms at different levels of depression, anxiety, and stress commonly referred to as dass-21. dass-21 is often administered by a psychologist or doctor before starting treatment given in person by pencil-paper or a structured clinical interview (antony et al., 1998). in addition, dass-21 was found to differentiate clinical groups in a manner comparable to dass-42 (antony et al., 1998; clara et al., 2001). finally, dass-21 has been used in more diverse populations than dass-42, such as samples of young adolescents and the elderly (gloster, rhoades, novy, klotsche, senior, kunik, ., et al., 2008; szabó, 2010). cross-cultural validity is an important consideration in questionnaire development, especially if it is used across different cultures (rogler, 1989). this applies to dass as it has been translated in more than 35 different languages to date. three-factor structures as well as psychometric indices have been reported in spanish (21 items; daza, p. et al., 2002), portuguese (21 items; vignola & tucci, 2014), dutch (42 item; nieuwenhuijsen et al., 2003) and other non-english versions (tran et al., 2013). dass-21 items adapted and evaluated in taiwan by (oei et al., 2013). however, the dass has not been translated into indonesian, therefore this study aims to adapt the dass, which will be adapted and evaluated is the indonesian version of dass-21. this study designed the validation of the depression anxiety stress scale-21 (dass-21) using rasch modeling with the help of the winstep 4.7.0 application (linacre, 2011). the validation process is carried out by evaluating the psychometric properties of dass-21 which meet the standards of the research instrument. in addition, we also took a close look at how respondents positioned themselves to respond to all items. the rasch model is an approach from item responses theory (irt; boone et al., 2014; erwinda et al., 2018; syahputra et al., 2019, 2020). in contrast to the classical test theory (ctt) couns-edu  the international journal of counseling and education vol.5, no.4, 2020 the depression anxiety stress scales (dass-21) …| 207 indonesian counselor association (iki) | doi:10.23916/0020200536840 which relies heavily on samples, is non-linear, and is limited to a range score, then the rmt has a different perspective (bond & fox, 2015; boone et al., 2014). the rasch model returns data according to its condition, while the characteristics of the rasch model analysis are not relying on samples, overcoming differences between metric items, generating scores which has been lifted from pure error measurements, overcomes missing, linear data, and provides independent and objective measurements/invariants (bond & fox, 2015; linacre, 2011). method the steps of the adaptation procedure are translating, language validation, and back-translation. translation conducting by english-indonesian translation expertise. this process is carried out to maintain the validity of dass-21, where the “meaning” of each item must be understood in the same context as the original language (hambleton et al., 2004). there are several translation procedures that can be used by researchers. however, this procedure needs to be carried out objectively, to avoid cultural bias (canino & bravo, 1999; jones et al., 2001). c (lenz et al., 2017). the indonesian version of dass-21 was then tested on 1478 respondents (age range …..) spread throughout indonesia using multi-stage random sampling. the data obtained were then analyzed to test the validity and reliability of dass-21. the validity test was carried out using the rasch measurement model, the rasch model measuring objective measurement, reliability and separation index, threshold: partial credit model, estimation validity through principal component analysis, and item measure (bond & fox, 2015; ifdil, fadli, et al., 2018; ifdil, putri, et al., 2018; marsinun et al., 2020; sandjaja et al., 2020; sumintono & widhiarso, 2015). results and discussions reliability the reliability of an instrument refers to the stability of a measurement and consistency in measurement. to get information about the reliability of the person and the reliability of the item can be displayed in summary statistics. the statistical summary results are further explained in the following table 1. table 1. summary statistics estimation measure items reliability .99 person reliability .89 mean measure person -.88 cronbach alpha (kr-20) person raw score “test” reliability .91 item separation index 13.05 person separation index 2.82 in table 1, it can be seen that the person's reliability score is 0.89, indicating that the quality of the answers given by the person is good. however, what attracted the researchers' attention was the item reliability score of 0.99, meaning that the reliability score was very good or it could be stated that the quality of the items was very good for revealing depression, anxiety, and stress in individuals. furthermore, cronbach's alpha value (kr-20) is 0.91 which indicates that the interaction between person and item is good. in addition, it also discusses the grouping of people in answering and grouping items, it is known from the separation value using the person strata formula, h = [(4*separation) + 1]/3 (sumintono & widhiarso, 2015). the value of separation person is 2.82, then h = [(4*2.82) + 1]/3, h = 4.09 (rounded up to 4). this shows that four individual groups were formed during dass filling (very heavy, heavy, light, and normal abilities). the value of the separation item is known to be 13.05, then the value of h = 17.73. the value of the separation item shows a very perfect strata result, where the scale can be grouped into 18 or the scale can measure individuals with any depression, anxiety, and stress conditions (ranging from very severe to normal). in line with some researchers regarding the good internal consistency of dass-21, cronbach's alpha values ranged between 0.81 and 0.94 (antony et al., 1998; crawford & henry, 2003; gloster, couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i., et al the depression anxiety stress scales (dass-21) … | 208 indonesian counselor association (iki) | doi: 10.23916/0020200536840 rhoades, novy, klotsche, senior, kunik, ..., et al., 2008; s. h. lovibond & lovibond, 1995; norton, 2007). good convergent and discriminant validity have been established with the beck depression inventory beck et al., 1961) and beck anxiety inventory (bai; antony et al., 1998; beck et al., 1988; gloster, rhoades, novy, klotsche, senior, kunik, ., et al., 2008; p. f. lovibond & lovibond, 1995). dass-21 retest reliability has been found to be 0.19 to 0.47 in college students over 3 to 8 years (lovibond, 1998); weeks in a clinical sample of patients with anxiety and mood disorders (brown et al., 1997); and 0.70 to 0.73 in a sample of depressed patients for about ten days (page et al., 2007) validity construct validity construct validity explains how well the measurements match theoretical expectations (sumintono, b., & widhiarso, 2015). this means that the various measures exist in various theoretical contexts, all of which must show relationships with other concepts that can be predicted and interpreted in that context. the dass (depression anxiety stress scale) scale is evaluated for whether it is able to measure what it should be measured using the principal component analysis (pca) of the residuals, which measures the extent of diversity. pca analysis uses two parameters, the first is the total raw variance in observation (minimum 20%) and the second is the total raw unexplained variance (minimum 15%) (linacre, 2011). further details are presented in the following two tables. table 2. standardized residual variance observed expected total raw variance in observations 100.0 % 100.0 % raw variance explained by measures 39.7 % 40 % raw unexplained variance (total) 60.3 % 100.0 % 60 % unexplned variance in 1st contrast 5.6 % 9.3 % unexplned variance in 2nd contrast 4.8 % 7.9 % unexplned variance in 3rd contrast 4.4 % 7.3 % unexplned variance in 4th contrast 3.9 % 6.4 % unexplned variance in 5th contrast 3.5 % 5.8 % in the two tables above, it can be seen that the total raw variance is 39.7%, not much different from the expected value of 40%. this shows that the construct on a good scale means that the items are representative for the measurement of depression, anxiety, and stress (as evidenced by the unidimensional value of 20% that has been met; (linacre, 2011). while the results are all unexplained variances (1 st to 5 th) below 15% which indicates the level of independence of the items in a good scale. thus this condition states that the unidimensional requirements of the scale are met and it is stated that the dass-21 items used to measure depression, anxiety, and stress are valid. very well formed, as evidenced by the curve that contains and has a high peak (figure 1), meaning that the dass-21 scale is able to measure individuals with any conditions of depression, anxiety, and stress (from very severe to normal). in line with findings from other countries, similar findings were recorded in bangladesh (alim et al., 2014), greece (lyrakos et al., 2011), malaysia (hashim et al., 2011), turkey (zanan & nuran, 2010), and vietnam (le et al., 2017). the concurrent, convergent, and divergent validity of the depression and anxiety subscales determined by stai-y2 and sds using pearson correlation analysis were found to be quite strong (coker et al., 2018). for example, quite strong values were found for depression and stress (0.658) which were also statistically significant. the depression domain dass-21 was also positively and strongly correlated with sds (0.701). likewise, the dass-21 anxiety subscale is positively and strongly correlated with the stai (0.650). the positive correlation value between these two domains means that participants who experience depression also experience symptoms of stress (coker et al., 2018). instrument validity furthermore, to find out the distribution of respondent abilities and items in knowing depression, anxiety and stress conditions, it can be proven from the results of variable maps (figure 1), the distribution of respondent abilities on the left and the distribution of item difficulty levels on the right (sumintono & widhiarso, 2015). first, the wright map on the left shows that the individual conditions related to depression, anxiety, and stress are in a mild condition, as evidenced by the individual's m (average) value being lower than the average item. second, the wright map on the right explains the distribution of logit values, which are divided into three parts, depression items are marked in red, anxious in green and stress couns-edu  the international journal of counseling and education vol.5, no.4, 2020 the depression anxiety stress scales (dass-21) …| 209 indonesian counselor association (iki) | doi:10.23916/0020200536840 in blue. this condition shows that the most difficult item to answer is item d7 (item from depression) with a logit of +1.77. item validity in addition to estimating the maps variable, the researcher also analyzed the items, and saw the relationship between items on the dass-21 scale. table three shows the item measure describing the distribution and order of items from the easiest to the most difficult. the item code d7 (depression item) is the most difficult item for all respondents to answer. on the other hand, the item code s1 (stress item) is the item most easily answered by all respondents. furthermore, all items in dass-21 have mnsq outfit values and point measure correlation according to the criteria. in addition, table three also shows the relationship between items from dass-21, items coded s5 (stress items) have the strongest relationship to the dass-21 scale, and code a1 (anxiety items) has the weakest relationship with other items. in line with the functioning of the differential person, it shows the depression items that are the most difficult for respondents to answer (figure 2). figure 1. variable map (1478 people and 21 items) couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i., et al the depression anxiety stress scales (dass-21) … | 210 indonesian counselor association (iki) | doi: 10.23916/0020200536840 table 3. dass measure items (items = 21) code item measure outfit mnsq ptmea corr. perceived d7 1.77 1.06 .62 difficult d6 .94 .97 .64 7 .39 1.06 .65 s6 .35 1.04 .56 d3 .28 1.08 .59 a2 .24 1.27 .54 d1 .08 .82 .61 a1 .05 1.27 .41 s5 -.08 .80 .67 s2 -.10 1.13 .52 s7 -.12 1.02 .58 d2 -.20 .80 .63 a4 -.21 1.22 .59 a6 -.26 .99 .63 d4 -.27 .94 .65 a5 -.32 .89 .59 d5 -.37 .77 .65 s4 -.37 .84 .66 a3 -.49 1.19 .50 s3 -.64 1.01 .56 s1 -.67 .77 .60 easy mnsq = mean square = 0.5 > mnsq < 1.5 (bond & fox, 2015; linacre, 2011) ptmea corr. = point measure correlation = ptmea corr. = > 0.40 (bond & fox, 2015) d = depresi; a = anxiety; s = stress figure 2. differential person functionality (dpf) rating scale validation the rating scale provided on the dass-21 scale must be well understood by respondents. the scale using a 4-point likert scale is presented in figure 3. couns-edu  the international journal of counseling and education vol.5, no.4, 2020 the depression anxiety stress scales (dass-21) …| 211 indonesian counselor association (iki) | doi:10.23916/0020200536840 figure 3. probability of response the answer choices in dass-21 show the numbers 0 = never, 1 = rarely, 2 = often, and 3 = very often. this means that the response points given by dass-21 have been understood by respondents, marked by numbers that form a curve or have peaks. these findings indicate that the four choices given are valid. furthermore, the discussion about the integration of measurements with the andrich threshold category is presented in the following table: table 4. andrich threshold category label infit outfit andrich threshold mnsq 0 .98 .99 none 1 .96 .92 -1.89 2 .97 .96 .11 3 1.13 1.17 1.77 based on table 4, it shows that the answer choices provided by dass-21 are appropriate, as evidenced by the mnsq outfit and infit values which are close to the value of 1.00. in addition, the threshold value in the choice is never up to very often it meets the standards between ratings (difference between ideal ratings of 1.4 – 5.0; engelhard jr & wind, 2017). the answer choices provided by dass-21 are valid and not confusing for individuals who answered the scale. however, the condition of the scale that has odd answer choices often has a social bias, the social bias in question is the desire to make the interviewer feel happy because he wants to be a respondent. whereas respondents will tend to answer by choosing neutral (point in the middle; garland, 1991). the findings in this study indicate that the items in the indonesian version of dass-21 are valid and highly reliable. based on the findings in this study, researchers recommend that psychologists, doctors, counselors, and therapists can be used as a measuring tool for early identification or screening before giving treatment (milfayetty et al., 2020). in line with (snaith & zigmond, 1994) described dass-21 and hads are screening for anxiety and depression after traumatic brain injury (tbi). the performance of the couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i., et al the depression anxiety stress scales (dass-21) … | 212 indonesian counselor association (iki) | doi: 10.23916/0020200536840 hads-a as a screening measure for anxiety was aided by items reflecting tension and worry, whereas for the dass these symptoms were reported separately on the dass-s scale. the dass-d shows the best overall outcome as a screening measure for mood disorders (dahm et al., 2013). while items reflecting anhedonia in dass-d and hads-d are indicators of depression, dass-d performance is enhanced by additional items reflecting self-deprecation and hopelessness. an unexpected finding was that the dass-d also performed best overall as a screening measure for anxiety disorders. by screening those at risk for anxiety and mood disorders, and following up with clinical diagnostic assessments (dahm et al., 2013). ifdil, fadli, suranata, et al. (2020) stated that during the covid-19 outbreak in indonesia, several practitioners such as counsellors, psychiatrists, psychologists, therapists, and social workers have developed their own initiatives to assist with psychological first aid and to improve the psychological state of society in general, including overcoming high levels of stress. high blood pressure, anxiety, depression, ocd, and other psychological conditions. the intervention is carried out through online counseling, distribution of disease prevention brochures, websites, youtube video tutorials, videos, short films, online discussions through whatsapp groups, and other means (ifdil, fadli, suranata, et al., 2020). in addition, a study conducted in 2003-2004 with outpatients from 50 randomly selected public hospitals in beijing identified 73 cases that met the dsm-iv criteria for major depressive episodes (dahm et al., 2013; wang et al., 2016). among these 73, only 10 (14%) were identified by doctors, and only four (5%) sought help from a psychiatrist or psychologist (zhang et al., 2006). a short questionnaire containing 21 items that has the potential to screen those at high risk of experiencing three different negative emotional states would be a useful tool for clinicians (dahm et al., 2013; wang et al., 2016). conclusions the results of the validity and reliability analysis that were tested on 1478 indonesian showed that the items in the indonesian version of dass-21 were valid and reliable. based on the results of this study, it can be concluded that the dass-21 fulfills the psychometric measurement aspect, with a very good item reliability value (.99) and a good person reliability (.89) to measure depression, anxiety, and depression, stress on respondent. in addition, the items on the dass-21 are representative for measuring the depression, anxiety, and stress as evidenced by the raw value of 39.7% variance. all items in dass-21 have outfit values mnsq and point measure correlation according to the ideal criteria set 0.5 > mnsq < 1.5 and ptmea corr. = > 0.40. another finding shows that the answer choices provided by dass-21 are valid and do not confuse individuals in answering the dass-21. references alim, a. h. m., mahbub-e-kibria, s., islam, j., uddin, z., nessa, m., & a, a. (2014). translation of dass 21 into bangla and validation among medical students. bang j psychiatry, 28(2), 67–70. antony, m. m., bieling, p. j., cox, b. j., enns, m. w., & swinson, r. p. (1998). psychometric properties of the 42-item and 21-item versions of the depression anxiety stress scales in clinical groups and a community sample. psychological assessment, 10, 176 –181. https://doi.org/10 .1037/10403590.10.2.176 beck, a. t., epstein, n., brown, g., & steer, r. a. (1988). an inventory for measuring clinical anxiety: psychometric properties. journal of consulting and clinical psychology, 56, 893– 897. https://doi.org/10 .1037/0022-006x.56.6.893 beck, a. t., ward, c. h., mendelson, m., mock, j., & erbaugh, j. (1961). an inventory for measuring depression. archives of general psychiatry, 4, 561–571. https://doi.org/10.1001/archpsyc.1961.01710120031004 bond, t. g., & fox, c. m. (2015). applying the rasch model, fundamental measurement in the human science (3rd editio). routledge. boone, w. j., stever, j. r., & yale, m. s. (2014). rasch analysis in the human science. springer. brown, t. a., chorpita, b. f., korotitsch, w., & barlow, d. h. (1997). psychometric properties of the depression anxiety stress scales (dass) in clinical samples. behaviour research and therapy, 35, 79– 89. https://doi.org/10.1016/s0005-7967(96)00068-x canino, g., & bravo, m. (1999). the translation and adaptation of diagnostic instruments for cross-cultural couns-edu  the international journal of counseling and education vol.5, no.4, 2020 the depression anxiety stress scales (dass-21) …| 213 indonesian counselor association (iki) | doi:10.23916/0020200536840 use. in shaffer, d., lucas, c. p., & richters, j. e. (eds.), diagnostic assessment in child and adolescent psychopathology. guilford press. chan, r. c., xu, t., huang, j., wang, y., zhao, q., shum, d. h., ..., & potangaroa, r. (2012). extending the utility of the depression anxiety stress scale by examining its psychometric properties in chinese settings. psychiatry research, 200(2–3), 879–883. https://doi.org/10 .1016/j.psychres.2012.06.041 clara, i. p., cox, b. j., & enns, m. w. (2001). confirmatory factor analysis of the depression–anxiety– stress scales in depressed and anxious patients. journal of psychopathology and behavioral assessment, 23, 61– 67. https://doi.org/10.1023/a:1011095624717 coker, a. o., coker, o. o., & sanni, d. (2018). psychometric properties of the 21-item depression anxiety stress scale (dass-21). international multi-disciplinary, 12(2), 135–142. crawford, j. r., & henry, j. d. (2003). the depression anxiety stress scales (dass): normative data and latent structure in a large nonclinical sample. british journal of clinical psychology, 42, 111–131. https://doi.org/10.1348/014466503321903544 dahm, j., wong, d., & ponsford, j. (2013). validity of the depression anxiety stress scales in assessing depression and anxiety following traumatic brain injury. journal of affective disorders, 151(1), 392–396. daza, p., novy, d., stanley, m., & averill, p. (2002). the depression anxiety stress scale-21: spanish translation and validation with a hispanic sample. journal of psychopathology and behavioral assessment, 24, 195–205. https://doi.org/10.1023/a:1016014818163 engelhard jr, g., & wind, s. (2017). invariant measurement with raters and rating scales: rasch models for rater-mediated assessments. routledge taylor dan francis group. erwinda, l., syahputra, y., fadli, r. p., & zola, n. (2018). rasch politomy analysis: measuring the level of student senior high school resilience after the disaster in west sumatra. konselor, 7(4), 138–144. garland, r. (1991). the mid-point on a rating scale: is it desirable? marketing bulletin, 2(1), 66–70. gloster, a. t., rhoades, h. m., novy, d., klotsche, j., senior, a., kunik, m., ..., & stanley, m. a. (2008). psychometric properties of the depression anxiety and stress scale-21 in older primary care patients. journal of affective disorders, 110(3), 248–259. https://doi.org/10.1016/j.jad .2008.01.023 gloster, a. t., rhoades, h. m., novy, d., klotsche, j., senior, a., kunik, m., .. ., & stanley, m. a. (2008). psychometric properties of the depression anxiety and stress scale-21 in older primary care patients. journal of affective disorders, 110, 248 –259. https://doi.org/10.1016/j.jad .2008.01.023 hambleton, r. k., merenda, p. f., & spielberger, c. d. (2004). adapting educational and psychological tests for cross-cultural assessment. psychology press. hashim, h. a., golok, f., & ali, r. (2011). factorial validity and internal consistency of malaysian adapted depression, anxiety and stress scale item-21 in an adolescent sample. intern j coll res inter med public health, 3, 9–39. ifdil, i., amalianita, b., fadli, r. p., zola, n., & putri, y. e. (2020). the impact of social media access and anxiety among indonesia society during covid-19 outbreak. couns-edu: the international journal of counseling and education, 5(3), 115–124. ifdil, i., fadli, r. p., gusmaliza, b., & putri, y. e. (2020). mortality and psychological stress in pregnant and postnatal women during covid-19 outbreak in west sumatra, indonesia. journal of psychosomatic obstetrics & gynecology, 41(4), 251–252. ifdil, i., fadli, r. p., suranata, k., zola, n., & ardi, z. (2020). online mental health services in indonesia during the covid-19 outbreak. asian journal of psychiatry, 51, 102153. ifdil, i., fadli, r. p., syahputra, y., erwinda, l., zola, n., & afdal, a. (2018). rasch stacking analysis: differences in student resilience in terms of gender. konselor, 7(3), 95–100. ifdil, i., putri, y. e., fadli, r. p., erwinda, l., suranata, k., ardi, z., fitria, l., churnia, e., zola, n., barriyah, k., & rangka, i. b. (2018). measuring internet addiction: comparative studies based on gender using bayesian analysis. iop conf. series: journal of physics: conf. series, 1114, 012073. ifdil, i., yuca, v., & yendi, f. m. (2020). stress and anxiety among late adulthood in indonesia during covid-19 outbreak. jppi (jurnal penelitian pendidikan indonesia), 6(2), 31–46. jones, p. s., lee, j. w., phillips, l. r., zhang, x. e., & jaceldo, k. b. (2001). an adaptation of brislin’s translation model for cross-cultural research. nursing research, 50(5), 300–304. le, m. t. h., tran, t. d., holton, s., nguyen, h. t., wolfe, r., & j, f. (2017). reliability, convergent validity and factor structure of the dass-21 in a sample of vietnamese adolescents. plos one, 12(7), e0180557. https://doi.org/10.1371/journal. pone.0180557 couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i., et al the depression anxiety stress scales (dass-21) … | 214 indonesian counselor association (iki) | doi: 10.23916/0020200536840 lenz, a. s., gómez soler, i., dell’aquilla, j., & uribe, p. m. (2017). translation and cross-cultural adaptation of assessments for use in counseling research. measurement and evaluation in counseling and developmen, 50(4), 224–231. linacre, j. m. (2011). a user’s guide to winsteps ministeps rasch-model computer programs. https://doi.org/isbn 0-941938-03-4 lovibond, p. f. (1998). long-term stability of depression, anxiety, and stress syndromes. journal of abnormal psychology, 107, 520 –526. https://doi.org/10.1037/0021-843x.107.3.520 lovibond, p. f., & lovibond, s. h. (1995). the structure of negative emotional states: comparison of the depression anxiety stress scales (dass) with the beck depression and anxiety inventories. behaviour research and therapy, 33, 335–343. lovibond, s. h., & lovibond, p. f. (1995). manual for the depression anxiety stress scales (dass). psychology foundation monograph. lyrakos, g. n., arvaniti, c., smyrnioti, g., & kostopangiotu, g. (2011). translation and validation study of the depression, anxiety and stress scale in the greek general population and in a psychiatric patient’s sample. european psychiatry, 26(10), 1731–1738. marsinun, r., erwinda, l., & syahputra, y. (2020). homosexual and transgender tendencies in terms of gender: a rasch perspective. in international conference on progressive education (icope 2019) atlantis press, 422, 358–361. https://doi.org/10.2991/assehr.k.200323.150 milfayetty, s., fadli, r. p., ifdil, i., zola, n., amalianita, b., putri, y. e., & ardi, z. (2020). the effectiveness of multidimensional counseling in the intervention of student anxiety. addictive disorders & their treatment, 19(3), 131–135. nieuwenhuijsen, k., de boer, a. g., verbeek, j. h., blonk, r. w., & van dijk, f. j. (2003). the depression anxiety stress scales (dass): detecting anxiety disorder and depression in employees absent from work because of mental health problems. occupational and environmental medicine, 60(suppl. 1), i77–i82. https://doi.org/10.1136/oem .60.suppl_1.i77 norton, p. j. (2007). depression anxiety and stress scales (dass-21): psychometric analysis across four racial groups. anxiety, stress & coping: an international journal, 20, 253–265. https://doi.org/10.1080/ 10615800701309279 oei, t. p., sawang, s., goh, y. w., & mukhtar, f. (2013). using the depression anxiety stress scale 21 (dass-21) across cultures. international journal of psychology, 14, 1018 –1029. https://doi.org/10 .1080/00207594.2012.755535 page, a. c., hooke, g. r., & morrison, d. l. (2007). psychometric properties of the depression anxiety stress scales (dass) in depressed clinical samples. british journal of clinical psychology, 46(pt. 3), 283– 297. prince, m., patel, v., saxena, s., maj, m., maselko, j., & phillips, m. r. (2007). no health without mental health. the lancet, 370(9590), 859–877. rogler, l. h. (1989). the meaning of culturally sensitive research in mental health. the american journal of psychiatry, 146, 296 –303. https://doi.org/10.1176/ajp.146.3.296 sandjaja, s. s., syahputra, y., & erwinda, l. (2020). validasi skala penilaian instrumen perencanaan karier menggunakan andrich threshold. persona: jurnal psikologi indonesia, 9(1), 105–117. schweizer, k., & distefano, c. (2016). principles and methods of test construction: standards and recent advances (vol. 3). hogrefe publishing. snaith, r. p., & zigmond, a. s. (1994). the hospital anxiety and depression scale manual. nfer-nelson: windsor, uk. sumintono, b., & widhiarso, w. (2015). aplikasi model rasch untuk penelitian ilmu-ilmu sosial. trim komunikata. sumintono, b., & widhiarso, w. (2015). aplikasi pemodelan rasch pada assessment pendidikan. trim komunikata. syahputra, y., rangka, i. b., solihatun, s., folastri, s., & oktasari, m. (2020). mengukur sifat psikometri phubbing scale (ps): rasch measurement tool (rms). in seminar nasional daring iibkin 2020, 120– 128. syahputra, y., sandjaja, s. s., afdal, a., & ardi, z. (2019). development aninventory of homosexuality and transgender exposure (ihte): a rasch analysis. konselor, 8(4), 120–133. szabó, m. (2010). the short version of the depression anxiety stress scales (dass-21): factor structure in a young adolescent sample. jounal of adolescence, 33, 1–8. https://doi.org/10.1016/j.adolescence .2009.05.014 couns-edu  the international journal of counseling and education vol.5, no.4, 2020 the depression anxiety stress scales (dass-21) …| 215 indonesian counselor association (iki) | doi:10.23916/0020200536840 tran, t. d., tran, t., & fisher, j. (2013). validation of the depression anxiety stress scales (dass) 21 as a screening instrument for depression and anxiety in a rural community-based cohort of northern vietnamese women. bmc psychiatry, 13(1), 1–7. https://doi.org/10.1186/ 1471-244x-13-24 vignola, r. c. b., & tucci, a. m. (2014). adaptation and validation of the depression, anxiety and stress scale (dass) to brazilian portuguese. journal of affective disorders, 155, 104 –109. https://doi.org/10.1016/ j.jad.2013.10.031 wang, k., shi, h. s., geng, f. l., zou, l. q., tan, s. p., wang, y., ..., & chan, r. c. (2016). crosscultural validation of the depression anxiety stress scale–21 in china. psychological assessment, 28(5), e88. world health organisation. (2017). depression: fact sheet. https://www.who.int/en/newsroom/detail/13-04-2016-investing-in-treatment-for-depression-and-anxiety-leads-to-fourfold-return zanan, b., & nuran, b. (2010). turkish version of the depression, anxiety and stress scale; psychometric properties. arch neuropsychiat, 47, 118–126. zhang, y. p., li, x. y., wang, z. q., meng, m., wang, x. q., & fei, l. q. (2006). a cross-sectional study of depressive disorders in outpatients of 50 general hospitals in beijing [in chinese]. chinese journal of psychiatry, 39, 161–164. couns-edu the international journal of counseling and education vol. 6, no. 4 2021, pp. 145-156 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210639240 received on 18/09/2021; revised on 15/10/2021; accepted on 20/11/2021; published on: 30/12/2021 145 gestalt approach group counseling implementation in junior high school: systematic literature review simon wudy 1*) , kadek suranata 1 , putu ari dharmayanti 1 1universitas pendidikan ganesha, bali, indonesia *)corresponding author, e-mail: simon.wudy@student.undiksha.ac,id abstract group counseling is an excellent support service to help with personal skills development, prevention, and dealing with interpersonal conflicts or problem solving. gestalt counseling believes that through awareness, there must be change. the focus is on helping individuals through their transition from a state that is always assisted by the environment to a state that is independent. the main concept of the gestalt approach is the here and now and unfinished business. this study aims to collect and analyze relevant articles to find out the progress of the articles, the methods or techniques used, and to find out whether the gestalt approach to counseling can be implemented in junior high schools. the method in this study uses a systematic literature review, namely research to identify, evaluate, and interpret all relevant research results related to certain research questions, certain topics, or phenomena of concern, searching for journal article data sources is done through the publish or perish application, documentation of scientific journal articles that have been published from the google scholar, croosref and garuda databases in the last 5 years and in working on these journals/papers using the mendeley application and vosviewer, one of the software that can be used to build and visualize bibliometric networks using the keywords "group counseling gestalt approach” which obtained 536 papers and classified based on the research protocol, namely the rq (request question) and aq (answers question) set by the researcher. in order to obtain 15 relevant articles.based on the results of a systematic literature review of 15 relevant articles about the gestalt approach group counseling in junior high schools. the article analyzed provides a statement that group counseling services have an influence in helping special junior high school students to be more mature, responsible and integrated with their world using a gestalt approach. keywords: group counseling, gestalt approach, systematic literature review how to cite: wudy, s., suranata, k., & dharmayanti, p. a. (2021). gestalt approach group counseling implementation in junior high school: systematic literature review. couns-edu: the international journal of counseling and education, 6(4), 145–156. https://doi.org/10.23916/0020210639240 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction gestalt therapy is an existential therapy based on the premise that individuals must find their own way in life and accept personal responsibility if they hope to reach maturity. the basic assumption of gestalt therapy is that individuals are able to deal effectively with their own life problems. the main task of the therapist is to help the counselee to fully understand his existence here and now by being aware of his actions preventing himself from feeling and experiencing the present moment. in the end, the counselee is encouraged to directly experience the struggle here and now over unfinished business in the past.the gestalt view is that the individual has the capacity to assume personal responsibility and live fully mailto:simon.wudy@student.undiksha.ac,id couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu wudy, s., et al. gestalt approach group counseling implementation … | 146 indonesian counselor association (iki) | doi: 10.23916/0020210639240 as an integrated person. for perls, nothing "is" except "now", because the past has gone and the future has not yet come, it is the present that matters. this view is also reinforced by the opinion (setiyawan et al., 2021) gestalt psychology is a flow of psychology that studies a sign, gestalt psychology data is known as phenomena (gestures/symptoms) which are the most fundamental data in this theory where existence is felt here and now. group counseling services are a type of service that can be carried out by counselors using various counseling approaches, one of which is the gestalt approach. the most important area of attention in gestalt counseling is the thoughts and feelings that individuals are currently experiencing. the basic tendency of every individual is to strive for balance, but in interacting with the environment many individuals encounter disturbing imbalances, both through external factors (demands and the environment) and internal (needs). according to (dharsana et al., 2020) the basic assumption of the gestalt approach to humans is that individuals can overcome their own problems in life, especially if they use awareness of the experiences they are experiencing and the world around them. this group counseling service is more efficient for dealing with problems faced by students at the adolescent developmental stage. returning to the purpose and function of counseling that actually cannot be done easily is like turning the palm of the hand, but must be gradual so that it can be ingrained into a habit. the first step is to change the mindset which so far has been limited by several things that are contradictory to one another. the data collected and used in this study is the source of journal/paper proceedings which discuss guidance and counseling on the gestalt approach in junior high schools for the 2018-2022 period using the systematic literature review (slr) method. articles are done through the pop (publish or perish) application, documentation of scientific journal articles that have been published from the google scholar database, croosref and garuda in the last 5 years and in working on these journals/papers using the mendeley and vosviewer applications. this research is expected to be useful for counselors/counseling guidance teachers in seeing an overview of the results of current research and obtaining gaps/knowledge gaps to be able to objectively provide a form of research direction in the future. method the method used in this study is a systematic literature review and has several process flows, namely: the planning stage is the initial stage in research using the slr method, then enters the conducting stage, namely the implementation stage of the systematic literature review (slr) and the final stage, namely the reporting stage. is the stage of writing slr which will become a report. the research design that the authors use is a qualitative approach with the type of systematic literature review (slr) research, which is a synthesis of literature studies that are clear systematic in nature, this overall method is used to identify, assess and interpret all the articles found. so that the purpose of this literature review research is to help the writer to better understand the development of the research topic being sought and to understand effective methods and how the influence of previous research that has been carried out regarding the gestalt approach group counseling in junior high schools. the subject of this research is published scientific articles with the keywords gestalt group counseling, from 2018-2022. based on the research that the author has done, it is known that the number of articles on self-confidence gestalt group counseling of students in 2018-2022 were published in the google schoolar, crosseref and garuda databases in the last five years. based on searches on the database, it is known that the number of gestalt group counseling articles in 2018-2022 was 25 articles on google schoolar, 500 articles on the croosref database and 11 articles on garuda for the last five years for a total of 536 articles. in this study the authors used secondary data sources where the authors obtained data from scientific journal article documentation that had been published from the google scholar database, croosref and garuda in the last 5 years. the main focus of the research is the implementation of the gestalt approach group counseling. this research question arises based on the understanding that until now group counseling services in junior high schools have different models and techniques, and the effects on the consequences are different, with this gap making the research question: couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 gestalt approach group counseling implementation … | 147 indonesian counselor association (iki) | doi: 10.23916/0020210639240 research question rq1: what are the developments in the articles on the results of the gestalt approach group counseling research in 2018-2022? rq2: what are the methods or techniques that are often used in research on guidance and counseling with the gestalt approach in the 2018-2022 period? rq3: does the gestalt approach group counseling have an effective effect on implementation in junior high schools for the 2018-2022 period? search process the search process or search process is used to obtain relevant sources to answer research questions or research questions and other related references. during the process of searching for scientific articles the researcher conducted an online search of digital libraries by limiting the publication of articles from january 2018 to december 2022. the author used pop (publish or perish) software to find scientific articles on the google schoolar and croosref databases and researchers used search. engine (google chrome) with the site address http://garuda.ristekdikti.go.id/ garuda. the database is a literature search engine for various scientific fields, by providing trusted and fixed links because it uses doi links. before starting the search, the researcher adjusts the correctness of the database that has been selected to increase the likelihood of finding relevant scientific articles. inclusion and exclusion criteria at this stage the inclusion and exclusion criteria are used in selecting the main studies with the aim of deciding whether the data found is suitable for use in slr research or not. these criteria are shown in table 1. table 1<inclusion and exclusion criteria> inclusion criteria scientific articles written by general researchers and students use english and indonesian. scientific articles are published in journals linked to google scholar, croosref and garuda scientific articles published between 2018 and 2022 scientific articles have a relationship with the gestalt approach group counseling scientific articles use research samples from adolescents aged 13-16 years or who are at the junior high school level criteria exclusion non-empirical research and not published by general researchers or students and using languages other than english and indonesian. scientific articles are not published through journals linked to google scholar, croosref and garuda the research was conducted in the last 5-6 years between 2018 and 2022 the research in it is not about guidance counseling the gestalt approach the study took samples with different stages of development and not from adolescents with an average age of 15-18 years or those at the junior high school education level quality assesment in research using the slr systematic literature review method, the data that has been found will be evaluated based on the question of quality assessment criteria so that the literature its credibility can be recognized. the quality assessment (qa) is based on the following criteria questions: qa1: have there been any developments in articles on the gestalt approach group counseling in junior high schools for the 2018-2022 period? qa2: is there an approach/method that is commonly used regarding the gestalt approach group counseling research in junior high schools in the 2018-2022 period? qa3: is there a gestalt approach group counseling data collection technique in junior high schools? each scientific article (paper) will be given an answer value for each of the questions above. y (yes): for problems and methods written on paper in the 2018-2022 period. t (no): for unwritten problems and methods. couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu wudy, s., et al. gestalt approach group counseling implementation … | 148 indonesian counselor association (iki) | doi: 10.23916/0020210639240 data collection data collection or data collection is the stage where data for research is collected. in this study, the data collected were primary data and secondary data. 1. primary data primary data is information collected through surveys, interviews, observations and adapted to needs. in this study, the primary data taken were journals from pop (publish or perish) software and from http://garuda.ristekdikti.go.id/ for the following reasons:  the pop application is an application used to decide which journal to submit to conduct a literature review.  pop applications can be used to find out the number of citation numbers in scientific published articles.  garuda digital referrals provides quite complete facilities.  the data from garuda found is easy to find, because it has a range of years that can be adjusted based on the needs of the researcher.  the data displayed can be adjusted to the needs. 2. secondary data secondary data is used to complement primary data if there is only abstract primary data, then researchers need secondary data to complement primary data. secondary data in this study were obtained using google's assistance and there were several reference books. collecting data in research was obtained through several stages, including:  observation (observation) at this stage the author made observations of data through direct observation of research data sources, namely the pop application (publish or perish) on the google scholar and croosref database and observations on garuda, namely http://garuda.ristekdikti.go.id/.  library studies this is the stage for conducting data assessment studies related to the slr method in journals obtained from the pop (publish or perish) application and http://garuda.ristekdikti.go.id/.  documentation documents are records of past events. documents can be in the form of writing, pictures, or monumental works of a person. written document for example diaries, life histories, stories, biographies, regulations, policies. document study is a complement to systematic literature review research. at this stage the data researcher searches for articles that are relevant or related to the topic to be studied on internet networking sites. the data collected by researchers is research data that is in accordance with the variables needed for researc. results and discussions search process results the search process results shown in table 1.3 are grouped by journal and type of journal, author, year of publication and database to make it easier to see the type of data or type of journal obtained through keywords as in table 2. couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 gestalt approach group counseling implementation … | 149 indonesian counselor association (iki) | doi: 10.23916/0020210639240 table 2< journals and types of journal> no journals and types of journal writer year of publication database 1 analysis of the gestalt approach in increasing adolescent confidence. literasi nusantara. vol.2 no. 1, november 2021 – february 2022 issn 2746-8208 (online) and issn 2746-3575 (print) doi: https://doi.org/10.21107/literasinusantara.v 2n1.263 aqimasholehat i, netrawati 2021 croosref 2 meta-analysis: gestalt counseling contribution in increasing students’ selfconfidence: a meta-analysis. psikopedagogiajurnalbimbingan dan konselingvol.10, no.2, december 2021 pissn 2301-6167 e-issn 2528-7206 doi: 10.12928/psikopedagogia.v10i2.20368 filastrikurnias ari, sigitsanyata, anisasitinurja nahdanrojana h 2021 croosref 3 assessment in gestalt group counseling. indonesian teacher research journal (vol. 4 no 1, 2019) print issn: 2541-3163 online issn: 2541-3317 | doi: https://doi.org/10.29210/02353jpgi0005 indah sukmawati, neviyarni, yenikarneli, dannetrawati 2019 croosref 4 the effectiveness of empty chair technique gestalt group counseling and role revelsal to improve students' self esteem. jurnalilmiah mandala education http://ejournal.mandalanursa.org/index.php/ji me/index terakreditasiperingkat 4 (no. sk: 36/e/kpt/2019) vol. 7. no. 2 april 2021 pissn: 2442-9511 e-issn: 2656-5862 maskhairaniha rahap, mungin eddy wibowodanm ulawarman 2019 garud a 5 increasing students awareness of school discipline through the gestalt approach in group counseling. literasi nusantara. vol.2 no. 1, november 2021 – february 2022 issn 2746-8208 (online) and issn 2746-3575 (print) doi: https://doi.org/10.21107/literasinusantara.v 2n1.279 rahayudewan y, netrawati 2021 google scholar 6 the effectiveness of gestalt approach group counseling to improve interpersonal communication jurnalfokuskonseling, volume 8 number 2 (2022) pp. 1 9 issn print : 2356-2102 issn online : 2356-2099 doi: https://doi.org/10.52657/jfk.v8i2.1688 fransisca cabrini lebo1, ayonglianawa ti 2022 google scholar couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu wudy, s., et al. gestalt approach group counseling implementation … | 150 indonesian counselor association (iki) | doi: 10.23916/0020210639240 no journals and types of journal writer year of publication database 7 the influence of group counseling in overcoming confidence problems in mataram city middle school students jurnalrealitabimbingan dan konseling (jrbk) volume 7 nomor 2 edisioktober 2022 p-issn: 2503 – 1708 bimbingan dan konselingfippuniversitaspendidikanmandali ka e-issn: 2722 – 7340 https://ejournal.undikma.ac.id/index.php/realita aluhhartati 2022 google scholar 8 group counseling with assertive exercise techniques to improve the manners of junior high school students literatus literature for social impact and cultural vol. 4, no. 1, april 2022, pp. 329336 studies e-issn: 2686-5009 novi andriati 2022 croosref 9 group guidance based on gestalt theory to develop creativity in learning konseli: jurnalbimbingandankonseling (e-journal) p-issn 2089-9955 e-issn 23558539 06 (2); 2019; 149-156 rizki diana putri 2019 croosref 10 the effectiveness of applying gestalt counseling through reframing techniques to reduce internet addiction behavior in middle school students jurnalilmiahmahasiswabimbingandankonsel ing volume 3 nomor 4 tahun 2018 hal 67 – 74 desember 2018 fattayatinur, nurhasanah, dan abu bakar 2018 google scholar 11 gestalt counseling model development for middle school students jurnalbimbingankonseling indonesia volume 1 number 1, 2020, pp xxxx issn: print 2598-3199 – online 2598-3210 undiksha | doi: 10.23887/xxxxxx-xx0000-00 open access ni komang ari darsini, i wayantirka, dan ni ketutsuarni 2020 croosref 12 effects of gestalt group counseling with techniques dialogue games to reduce the level of isolation of class viii students of smp nurul islam jakarta guidance jurnalbimbingandankonseling volume 16 nomor 2 desember 2019. halaman 9-15 dindakurniali sdianti, sabarlesmana, amir erwin 2019 garud a 13 gestalt counseling with empty chair techniques to increase student self esteem jurnal prakarsa paedagogia vol. 4 no. 1, juni 2021 hal. 123-129 issn 2620-9780 (online), 2621-5039 (cetak) an nisanurafifah, susilorahardjo , nurmahardika 2021 google scholar couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 gestalt approach group counseling implementation … | 151 indonesian counselor association (iki) | doi: 10.23916/0020210639240 no journals and types of journal writer year of publication database 14 the effect of gestalt counseling with dialogue game techniques to minimize self aggression. jurnalilmiahbimbingankonselingundiksha volume 9 number 1, 2018, pp 52-60 issn: print 2598-3199 – online 2598-3210 undiksha | doi: 10.23887/xxxxxx-xx0000-00 open access rosmaditajay antiputri, ,ni ketutsuarni, i ketutdharsana 2018 google scholar 15 reducing student anxiety in facing semester exams through group counseling gestalt. psikologikonseling, (2019). 15(2), 531– 544., husniah, w. o., &ulfa, m. 2019 garud a selection results inclusion and exclusion criteria the results of the search process are then selected based on inclusion and exclusion criteria. in the initial search process there were 536 journals and then data scanning was carried out. table 4 lists the number of articles resulting from the search process using the keyword "gestalt group counseling". the researcher then checked the relevance of the article by applying inclusion criteria to the title and then to the article's abstract. then, the researcher obtained 15 articles for review. tabel 3 inclusion danexclusionselection results database initial search selection results google scholar 25 6 garuda 11 3 croosref 500 6 total 536 15 quality assessment results (quality assessment) table 4 shows the results of the quality assessment to indicate whether the data is used or not in this study. of the 15 journals that resulted from a search process based on inclusion and exclusion in the 3 search databases, there were the same journal/article titles in different databases, so that 5 journals were re-selected using quality assessment. table 4 < journal/article titles in different databases> no writer citation journal title year qai qa2 qa3 results 1 aqimasholehat i, netrawati analysis of the gestalt approach in increasing adolescent confidence 2021 y t t no accepted 2 filastrikurniasa ri, sigitsanyata, anisasitinurja nah, rojanah meta-analysis: gestalt counseling contribution in increasing students’ self-confidence: a meta-analysis. 2021 y t t no accepted couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu wudy, s., et al. gestalt approach group counseling implementation … | 152 indonesian counselor association (iki) | doi: 10.23916/0020210639240 no writer citation journal title year qai qa2 qa3 results 3 indah sukmawati, neviyarni, yenikarneli, netrawati assessment in gestalt group counseling . 2019 t y t no accepted 4 maskhairaniha rahap, mungin eddy wibowo mulawarman the effectiveness of empty chair technique gestalt group counseling and role revelsal to improve students' self esteem. 2019 y y y accepted 5 rahayudewan y, netrawati increasing students awareness of school discipline through the gestalt approach in group counseling. 2021 y t t no accepted 6 fransisca cabrini lebo1, ayonglianawa ti the effectiveness of gestalt approach group counseling to improve interpersonal communication y y y accepted 7 aluhhartati the influence of group counseling in overcoming confidence problems in mataram city middle school students 2022 y y y accepted 8 novi andriati group counseling with assertive exercise techniques to improve the manners of junior high school students 2022 y y t accepted 9 rizki diana putri group guidance based on gestalt theory to develop creativity in learning 2019 y y t accepted 10 fattayatinur, nurhasanah, dan abu bakar the effectiveness of applying gestalt counseling through reframing techniques to reduce internet addiction behavior in middle school students 2018 y y y accepted couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 gestalt approach group counseling implementation … | 153 indonesian counselor association (iki) | doi: 10.23916/0020210639240 no writer citation journal title year qai qa2 qa3 results 11 ni komang ari darsini, i wayantirka, ni ketutsuarni gestalt counseling model development for middle school students 2020 y y y accepted 12 dindakurniali sdianti, sabarlesmana, amir erwin effects of gestalt group counseling with techniques dialogue games to reduce the level of isolation of class viii students of smp nurul islam jakarta 2019 y y y accepted 13 an nisanurafifah, susilorahardjo, nurmahardika gestalt counseling with empty chair techniques to increase student self esteem 2021 y t t accepted 14 rosmaditajaya ntiputri, ,ni ketutsuarni, i ketutdharsana the effect of gestalt counseling with dialogue game techniques to minimize self aggression 2018 y y y accepted 15 wa ode husniah, maria ulfa reducing student anxiety in facing semester exams through group counseling 2019 y y y accepted of the 15 journal/article titles that were re-selected using a quality assessment, leaving 5 relevant journals which were then grouped to be able to answer research questions (rq1-rq3) results discussion padabagian sub babiniakanmenjelaskandanmenjawabhasilresearch question (rq) 1, 2 ,dan 3. 1. qa1: are there any developments in articles regarding the gestalt approach group counseling in junior high schools in the 2018-2022 period? the development of articles on special research on group counseling with the gestalt approach in the 2018-2022 range was very minimal, in searching through several databases such as the published or perish pop application on the google scholar database and croosref and garuda using the keywords gestalt approach group counseling, researchers experienced difficulties so that the data that can be found and is relevant for the guidance and counseling service of the gestalt approach in junior high schools is only five (5) articles. according to (herlina, 2015) group counseling is an effort to help individuals in a group atmosphere that is preventive and healing in nature, and is directed at providing convenience in the framework of development and growth. group counseling aims to be able to speak in front of many people, to be able to express opinions, ideas, suggestions, responses, feelings, and so on to many people, to learn to respect the opinions of many people, to be responsible for the opinions expressed, and to be able to control oneself and be tolerant too become familiar with one another. couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu wudy, s., et al. gestalt approach group counseling implementation … | 154 indonesian counselor association (iki) | doi: 10.23916/0020210639240 according to (nuryanti et al., 2018) students must have the ability to think critically in order to be able to deal with various personal and social problems in their lives. critical thinking ability is the ability to think reflectively and reason in making decisions and (fauzi et al., 2022) argues that gestalt counseling is very suitable for children and adolescents. counseling with the gestalt approach has good quality because in the counseling process there is contact between the individual and the group. from several previous researchers in the article annisanurafifahet.c with the title effects of gestalt counseling with dialogue game techniques to minimize self aggression. found that the gestalt group counseling service can help increase self-esteem by using the empty chair technique, this results in a change in attitude and an increase in self-assessment in students. the results of research by wa ode husniah and maria ulfa, with the gestalt approach group counseling can reduce students' anxiety in facing semester exams, besides that using dialogue game techniques also helps students to be able to be responsible for themselves. the gestalt counseling model for junior high school students emphasizes the current and present level of awareness. (darsini& , i wayantirka, 2020). the conclusion is that research on the use of gestalt approach group counseling services in junior high schools in the last five years has rarely been studied. 2. qa2: is there an approach/method that is commonly used in relation to the gestalt approach counseling group research in junior high schools in the 2018-2022 period? the gestalt counseling approach holds that humans in their lives are always active as a whole. each individual is not merely the sum of the parts of organs such as the liver, heart, brain, and so on, but is a coordination of all these parts. the active human is driven toward the whole and the integration of his thoughts, feelings, and behavior. according to (anugrah faisal, 2020) the main concepts in gestalt therapy include personal responsibility, unfinished business, avoidance, experiencing and being aware of the present moment, this therapy suppresses feelings and the influence of unfinished business on present personality development (corey, 2013 : 327 ). therefore, in the gestalt approach, the counselee is assisted to honestly express what he feels, which hinders him in expressing his abilities. it is hoped that this gestalt approach group counseling will help students to be aware of their feelings and behavior, accept reality and be able to take responsibility for their life choices, accept current and present circumstances and unfinished business. (lebo &lianawati, 2022). every individual has the ability to accept personal responsibility, has the drive to develop awareness that will lead to the formation of personal integrity or wholeness. so human nature according to this counseling approach is: (1) cannot be understood, except in the whole context, (2) is part of the environment and can only be understood in relation to that environment, (3) actors are not reactors, (4) have the potential to fully aware of his sensations, emotions, perceptions, and thoughts, (5) able to choose consciously and responsibly, (6) able to organize and direct his life effectively. in relation to the journey of human life, the gestalt counseling approach views that nothing "is" except "now". the past has gone and the future has not yet been lived, therefore what determines human life is the present. 3. qa3: is there a gestalt approach group counseling data collection technique in junior high schools? in gestalt therapy there are several techniques, according to levitsky and perls(1970, p. 144-149) in corey, 2009:132-133, including: a) dialogue games. this technique is carried out in a way that the client is conditioned to dialogue between two conflicting tendencies, namely the top dog tendency and the under dog tendency, for example: (1) parental tendencies versus children's tendencies; (2) the tendency to be responsible versus the tendency to be ignorant; (3) the tendency of "good boy" versus the tendency of "stupid child" (4) the tendency of autonomous versus dependent tendency;(5) strong or strong tendencies against weak tendencies. through this contradictory dialogue, according to the gestalt view, the client will eventually direct himself to a position where he is willing to take risks. the application of this dialogue game can be carried out using the "empty chair" technique. b) make a circle. c) unfinished business. d) exercise "i am responsible for ..." is a technique intended to help clients to acknowledge and accept their feelings rather than projecting those feelings onto others. in this technique the counselor asks the client to make a statement and then the client adds to the statement with the sentence: "...and i am couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 gestalt approach group counseling implementation … | 155 indonesian counselor association (iki) | doi: 10.23916/0020210639240 responsible for that." for example: "i feel bored, and i am responsible for that saturation" "i don't know what to say now, and i am responsible for that ignorance". "i'm lazy, and i'm responsible for that laziness." even though it seems mechanical, according to gestalt it will help increase the client's awareness of feelings that may have been denied. f) play projection. projection means reflecting to others feelings that he himself does not want to see or accept. denying one's own feelings by reflecting them on others. it often happens that the feelings reflected on others are his attributes. in the projection playing technique, the counselor asks the client to try or do things that are projected on others. g)reversal technique. certain symptoms and behaviors often represent a reversal of the underlying drives. in this technique the counselor asks the client to play a role that is opposite to the feelings he is complaining about. for example: the counselor gives the client the opportunity to play the role of "exhibitionist" for excessively shy clients. h) rhythm of contact and withdrawal. i) replay game. j) the game exaggerates. k) may i give you a sentence?. l) marriage counseling games, and m) stay with feelings. the technique can be used for a client who is displaying an unpleasant feeling or mood or who really wants to avoid it. the counselor encourages the client to persist with the feelings he wants to avoid. most clients want to escape from the frightening stimulus and avoid unpleasant feelings. in this case the counselor still encourages the client to endure the fear or painful feelings he is experiencing now and encourages the client to dive deeper into the behavior and feelings he wants to avoid. to open and make way for the development of newer awareness of feelings is not enough just to confront and confront the feelings one wants to avoid but it takes courage and experience to endure the pain of those feelings one wants to avoid. one group pretest-posttest design technique that is often used from several articles to determine the effect before and after treatment. the weakness is that there is no guarantee that x (treatment) is the only factor or even the main factor that causes the difference between t1 (pre-test before being given treatment) and t2 (post-test after being given treatment). conclusions based on the research that has been done, the following conclusions are obtained: (1) the results of the systematic literature review (slr) conducted on a collection of journals that have been researched and published from the 2018-2022 range, show that the gestalt approach group counseling is very helpful in solving problems faced by counselees/students. (2) the results of the systematic literature review (slr) conducted on a collection of journals that have been researched and published from the year 20182022, the most widely used method/approach in the counselees of the gestalt approach group is quantitative with the method used is quasi experiment type pretestposttest control group design. (3) the one group pretest-posttest design technique is a data collection technique that is most widely used for research in published journals from 2018-2022. (4) suggestions that can be made in future research for opportunities for research on group counseling with a gestalt approach is the existence of a group counseling module with a gestalt approach to facilitate group counseling services and can also be a reference for educators and anyone else. references anugrah faisal, a. (2020). pengaruh konseling kelompok melalui pendekatan gestalt untuk mengurangi kecemasan bagi warga rehabilitasi napza. skripsi. magelang. universitas muhammdiyah magelang, 1–84. darsini, n. k. a., & , i wayan tirka, n. k. s. (2020). pengembangan model konseling gestalt pada peserta didik smp. jurnal bimbingan konseling undiksha, 1(1), 23–29. https://doi.org/10.23887/xxxxxx-xx-0000-00 dharsana, i. k., suarni, n. k., & rosma. (2020). pengaruh konseling gestalt dengan teknik permainan dialog untuk meminimalisir self aggresion. jurnal jurusan bimbingan konseling undiksha, 11(1), 1– 8. https://doi.org/10.24036/xxxxxxxxxx-x https://doi.org/10.24036/xxxxxxxxxx couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu wudy, s., et al. gestalt approach group counseling implementation … | 156 indonesian counselor association (iki) | doi: 10.23916/0020210639240 fauzi, a., netrawati, & karneli, y. (2022). penerapan teori gestalt dalam pemahaman pembelajaran siswa di sekolah. algebra : jurnal pendidikan, sosial dan sains, 2(1), 33–37. https://yana.web.id/index.php/algebra volume herlina, u. (2015). teknik role playing dalam konseling kelompok. sosial horizon: jurnal pendidikan sosial, 2(1), 94–107. lebo, f. c., & lianawati, a. (2022). efektivitas konseling kelompok pendekatan gestalt untuk meningkatkan komunikasi interpersonal. jurnal fokus konseling, 8(2), 1–9. nuryanti, l., zubaidah, s., & diantoro, m. (2018). analisis kemampuan berpikir kritis siswa smp. jurnal pendidikan teori, penelitian, dan pengembangan, 3(2018), 155–158. setiyawan, a., fitriani, w., nasucha, z., & muzfirah, s. (2021). cognitive learning gestalt theory and implications on learning process in elementary school. abdau: jurnal pendidikan madrasah ibtidaiyah, 4(2), 149–159. https://doi.org/10.36768/abdau.v4i2.157 triandini, e., jayanatha, s., indrawan, a., putra, g. w., & iswara, b. (2019). metode systematic literature review untuk identifikasi platform dan metode pengembangan sistem informasi di indonesia. indonesian journal of information systems (ijis), 1(2). john w. creswell, (2021) research design pendekatan kualitatif, kuantitatif dan campuran :yogyakarta: pustaka belajar, cetakan v sugiyono, (2014) metode penelitian kuantitatif kualitatif dan r&d, bandung: alfabeta gerald corey, (2009) teoridan praktek konseling dan psikoterapi bandung: pt refikaaditama, cetakan v gladding, samuelt. (2015).“konselingprofesiyangmenyeluruh”. jakarta:pt.indeks. prayitno. (1995) layanan dan bimbingan konseling kelompok (dasar dan profil). jakarta: ghalia indonesia siregar,sitiwahyuni. (2018).“konsepdasarkonselingkelompok”. hikmah,vol.v,junihlm.71 –89. hartono&boys. (2012)“psikologikonseling(edisirevisi)”. jakarta:kencana. couns-edu the international journal of counseling and education vol. 7, no. 3, 2022 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220740130 received on 10/11/2011; revised on 02/12/2022; accepted on 02/12/2022; published on: 02/12/2022 120 academic stress among male and female students after the covid-19 pandemic ifdil ifdil*)1, lela lela2, yuda syahputra3, linda fitria4, nilma zola1, rima pratiwi fadli1 mufadhal barseli4, yola eka putri5, berru amalianita5 1universitas negeri padang, indonesia, 2universitas jambi, indonesia, 3universitas indraprasta pgri, indonesia, 4 universitas putra indonesia yptk padang, indonesia, 5 indonesian institute for counseling, education and therapy, indonesia. *)corresponding author, e-mail: ifdil@fip.unp.ac.id abstract this study aims to describe the condition of students' academic stress and examine differences in academic stress in male and female students after the covid-19 pandemic. this research is a comparative research obtained through random sampling. the sample of this study was 118 students consisting of several high schools in padang city. data was collected with an academic stress scale with 57 items. the analysis technique uses the item response theory (irt) approach with the rasch model analysis. this study examines descriptive and differences with welch with the help of winsteps version 4.7.0. the results show that there is a significant difference between male and female academic stress. other findings found that women's academic stress tended to be higher than that of men, and what was interesting from this data was that there was a woman who was at the highest logit or an outlier, meaning that this woman needed to be given intervention to reduce her stress by providing individual counseling services. based on the results of this study it is hoped that school counselors will focus more on women for academic stress prevention programs. keywords: academic stress, students, covid 19 pandemic how to cite: ifdil, i., lela, l., syahputra, y., fitria, l., zola, n., pratiwi fadli, r., barseli, m., eka putri, y., & amalianita, b. (2023). academic stress among male and female students after the covid-19 pandemic. couns-edu: the international journal of counseling and education, 7(3). https://doi.org/10.23916/0020220740130 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction on december 31, 2019, the world health organization (who) was notified of a cluster of unidentified pneumonia cases reported in wuhan city, hubei province, china. the virus that causes the coronavirus disease (covid-19) was identified by chinese authorities on january 7 (who, 2020). since then, many people around the world have been infected, and many have died as a result. the world health organization has advocated social distancing as a method of protection against the virus. likewise with the indonesian cultural education ministry making policies for the implementation of online teaching and learning or also known as online learning (in the network). meanwhile, in saudi arabia as a precautionary and precautionary measure, the government closed all schools, universities and educational institutions on march 8, 2020, in response to advice from health officials to protect students and employees. saudi ministry of education, 2020). ten hours later, the saudi minister of education informed mailto:ifdil@fip.unp.ac.id https://doi.org/10.23916/0020220740130 couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 academic stress among male and female … | 121 indonesian counselor association (iki) | doi: 10.23916/0020220740130 the nation that the conventional education system would be replaced with virtual classrooms facilitated by various online education platforms (moawad, 2020). phenomena in the field of learning that are carried out online are considered to be less effective, based on a survey conducted by kpai (2020) there were 73.2% of students having difficulty doing assignments, then unstable internet access made students delay in doing assignments (rigianti, 2020). this condition is exacerbated by the ability of teachers in indonesia who are not ready to deal with online schools, online school programs have not been planned beforehand. so that those who receive the impact are students, students find it difficult to understand lessons that make students stressed in learning. stress is a part of life regardless of social, economic, ethnic, or cultural status, but the modern world, which should be a world of achievement, is also a world of stress. there is stress in every aspect of life, including family, work, school, and all other social and economic activities. meanwhile, academic stress is usually used to refer to stress that arises in the school or education environment (rahmadani, 2014; sinaga, 2015). desmita (2009) explains academic stress is induced by academic pressure. academic stressors include pressure to move up grades, length of study, cheating, multiple assignments, receiving repeat grades, deciding on majors or careers, exam anxiety, and managerial stress. academic stress is a consequence of excessive demands and homework that students must complete. students are increasingly burdened with various pressures and obligations because of the pressure to demonstrate academic achievement and excellence in conditions of increasingly intensive academic competitiveness. students suffer academic stress as a result of their subjective awareness of differences between their environmental expectations and real resources. in addition to the demands of an online teaching and learning paradigm, the covid-19 outbreak presents additional challenges for students. due to the inability to engage directly with teachers or other classmates, the online learning process is more tedious and time-consuming. thus, children experience frustration which if it continues can lead to stress (barseli et al., 2020). this condition is of course influenced by many factors, one of which is gender. clabaugh et al. (2021) found that women were more stressed in their home learning environment than men; however, there were no other significant gender differences in academic perceptions. with regard to personality and emotional well-being, women have higher levels of neuroticism, more stress, and worse coping than men (clabaugh et al., 2021). a possible explanation for this gender difference is that the pressures (e.g., deadlines, competition) and change (e.g., too many disruptive changes to life and goals) that women experience can trigger physiological reactions (e.g., migraine headaches, tremors, sweating). ) to the cause of stress (karaman et al., 2019). based on the explanation of the concept above, there is no data on student academic stress based on gender in post-covid-19 pandemic conditions. for this reason, the purpose of this study was to describe the condition of students' academic stress and to examine differences in academic stress in male and female students after the covid-19 pandemic. methods participants this research is a comparative research, which was obtained through random sampling. the target population is high school (sma) students in padang city, sampling was carried out after the covid-19 pandemic through a scale spread from social media and guidance and counseling teacher council (mgbk). all procedures carried out were approved by the universitas negeri padang ethics committee. the informed consent sheet becomes one with the instrument, the data is obtained electronically from the students. the sample in this study were 118 students consisting of 38 male and 80 female. measures this study uses an academic stress scale which is compiled based on the general aspects of stress by behavior. the academic stress scale is a scale with 57 items, where the items are answered in a five response format by sarafino & smith (2014) which are then adjusted in the academic field, namely: physical, emotional, and points for example: always to never. example of the item "i get depressed when my grades don't match expectations." higher scores indicate severe academic stress, this scale has very good reliability (cronbach's of 0.96; item reliability at rasch 0.98) and satisfactory validity with raw couns-edu  vol. 7, no. 2, 2022 available online: http://journal.konselor.or.id/index.php/counsedu ifdil et al. academic stress among male and female … | 122 indonesian counselor association (iki) | doi: 10.23916/0020220740130 variance explained by measures 49.9% (fischer & molenaar, 2012; ifdil et al., 2022; syahputra et al., 2022; von davier, 2016). data analysis the analysis technique uses an item response theory (irt) approach with rasch model analysis. this study examines descriptive and differences with welch (bond & fox, 2015; ifdil et al., 2018; syahputra et al., 2019; syahputra & erwinda, 2020) with the help of winsteps version 4.7.0 (linacre, 2011). to achieve the research objectives, there are several that will be analyzed, including: 1) descriptive test of academic stress based on gender; and 2) test differences in academic stress based on gender. results and discussions this study uses two analyses, including: 1) descriptive test of academic stress based on gender; and 2) test differences in academic stress based on gender. furthermore, a descriptive test of academic stress based on gender is presented in table 1. post-covid-19 pandemic academic stress descriptive test based on gender tabel 1. descriptive of academic stress in view of gender person count mean measure s.e. mean median sd model separation model reliability rmse code 118 153.9 0.08 -0.44 0.81 4.91 0.96 0.17 * 38 144.9 0.12 -0.74 0.74 4.43 0.95 0.17 m 80 158.2 0.09 -0.35 0.82 4.97 0.96 0.17 f information: * = total; m = male; f = female in the table above, it shows that women (n = 80) are more dominant in filling out the academic stress instrument than men (n = 38). overall, the model reliability for men and women is not much different, they are still in the same category, that is, the quality of the answers given by men and women is very good. furthermore, the mean standard error indicates a good condition and the separation models formed when filling in the instrument are male (formed 4 groups) and female (formed 5 groups). to be clearer, the conditions of academic stress for men and women can be seen in figure 1. figure 1. conditions of academic stress based on gender after the covid-19 pandemic couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 academic stress among male and female … | 123 indonesian counselor association (iki) | doi: 10.23916/0020220740130 female tend to experience academic stress more often than men (as evidenced by the higher red line with the blue line (coded male). in addition, the tendency of items in the academic stress instrument to be approved more often by groups of women than men (fig. 1) to clarify academic stress conditions can be explained in figure 2 below using logit units. figure 2. academic stress logit by gender (bubble chart) figure two shows that women's academic stress tends to be higher than that of men, and what's interesting about this data is that there is a woman who is in the highest logit or an outlier, meaning that this woman needs to be given intervention to reduce her stress by providing individual counseling services. furthermore, to clarify the differences in male and female academic stress, it is explained using welch's difference analysis. the following is presented in the table of two tests of differences in academic stress based on gender. test differences in academic stress based on gender table 2. test of differences in academic stress based on gender after the covid-19 pandemic person mean difference measure s.e. t welch d.f. prob male female m f -0.36 0.16 -2.32 79 0.023 the results of the difference test showed that there was a significant difference between male academic stress and female academic stress. this reinforces the findings in figures 1 and 2 which explain that the tendency of respondents to experience academic stress is female. the results show that there is a significant difference between male academic stress and female academic stress. in addition, women's academic stress tends to be higher than that of men. the findings of couns-edu  vol. 7, no. 2, 2022 available online: http://journal.konselor.or.id/index.php/counsedu ifdil et al. academic stress among male and female … | 124 indonesian counselor association (iki) | doi: 10.23916/0020220740130 this study are the same as previous studies where women are more academically stressed than men (garcía-martínez et al., 2021). clabaugh et al. (2021) found that women were more stressed in their home learning environment than men; however, there were no other significant gender differences in academic perceptions. with regard to personality and emotional well-being, women have higher levels of neuroticism, more stress, and worse coping than men (clabaugh et al., 2021). gender is significant because female students have higher physiological stress than male students. several studies have shown results similar to this study, there are significant differences between the levels of academic stress of male and female students (backović et al., 2012; rahardjo et al., 2013). a possible explanation for this gender difference is that the pressures (e.g., deadlines, competition) and change (e.g., too many disruptive changes to life and goals) that women experience can trigger physiological reactions (e.g., migraine headaches, tremors, sweating). ) to the cause of stress (karaman et al., 2019). women and ethnic minorities are more likely to experience negative work and mental health consequences due to the pandemic (adams-prassl et al., 2022; alonzi et al., 2020). men and ethnic minorities are more likely to experience negative health outcomes after exposure to covid-19 (griffith et al., 2020). women and ethnic minorities are more likely to experience negative changes in emotional well-being due to the pandemic, according to preliminary studies (rothman et al., 2020; smith et al., 2020; thibaut & van wijngaarden-cremers, 2020). academic stress can affect student learning outcomes, in line with research (barseli et al., 2018) finding that there is a significant relationship between academic stress and student learning outcomes. students' academic stress conditions increased, when the national examination standards became more difficult, and burdened student learning activities in senior high schools (taufik et al., 2013). in addition, piña‐watson et al. (2015)revealed that achievement motivation is not significant for predicting academic stress. higher academic stress levels in research (karaman et al., 2019) are associated with higher levels of external control and lower life satisfaction. test anxiety and academic stress are negatively predicted by resilience, the higher the student's resilience, the lower the exam anxiety and academic stress (trigueros et al., 2020). academic stress increased dramatically when schools were closed due to the covid-19 pandemic (andiarna & kusumawati, 2020; clabaugh et al., 2021; harahap et al., 2020; lubis et al., 2021) a recent report on american college students showed that before covid-19, only 35% had taken one or more courses online (d’amato, 2020).this is because one of the best predictors of academic success in online formats is previous online course experience (hachey et al., 2012). this lack of experience can be compounded by challenging home conditions, including loss of access to academic resources (e.g., computers and internet connectivity) and disruption in the home learning environment. indeed, early research suggests that distractions at home (including distraction from other family members and additional responsibilities) are a significant challenge for students studying from home during covid-19 (son et al., 2020).taken together, these factors are likely to lead to significant academic stress and uncertainty. in addition to facing stressors related to potentially unfamiliar online learning environments, students are also dealing with the emotional impact of covid-19 (clabaugh et al., 2021). based on these findings, there is a need for counseling from school counselors to prevent student academic stress. aligned with (karaman et al., 2019) explained that counselors should provide psychoeducational seminars about mental health and how to recognize the harmful effects of stress on academic achievement. in accordance with the findings (karaman et al., 2019), these programs will assist students in recognizing their level of self-efficacy and the beneficial impact of self-efficacy on their academic achievement. in addition, counselors can urge teachers to collaborate closely with students, thus offering much-needed support systems (boyraz et al., 2016). as a result, educators will know when to refer students to qualified counselors, who can then provide assistance. another implication for counselors is exploring social networks as a means of increasing students' sense of belonging and assisting in cultural understanding and teacher diversity training (chun et al., 2016). couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 academic stress among male and female … | 125 indonesian counselor association (iki) | doi: 10.23916/0020220740130 conclusions the results show that there is a significant difference between male academic stress and female academic stress. other findings found that women's academic stress tended to be higher than that of men, and what was interesting from this data was that there was a woman who was at the highest logit or an outlier, meaning that this woman needed to be given intervention to reduce her stress by providing individual counseling services. based on the results of this study it is hoped that school counselors will focus more on women for academic stress prevention programs. meanwhile, future researchers pay more attention to representative research data, and the social demographics of the research sample. references adams-prassl, a., boneva, t., golin, m., & rauh, c. (2022). the impact of the coronavirus lockdown on mental health: evidence from the united states. economic policy, 37(109), 139–155. alonzi, s., la torre, a., & silverstein, m. w. (2020). the psychological impact of preexisting mental and physical health conditions during the covid-19 pandemic. psychological trauma: theory, research, practice, and policy, 12(s1), s236. andiarna, f., & kusumawati, e. (2020). pengaruh pembelajaran daring terhadap stres akademik mahasiswa selama pandemi covid-19. jurnal psikologi, 16(2), 139–149. backović, d. v, ilić živojinović, j., maksimović, j., & maksimović, m. (2012). gender differences in academic stress and burnout among medical students in final years of education. psychiatria danubina, 24(2.), 175–181. barseli, m., ahmad, r., & ifdil, i. (2018). hubungan stres akademik siswa dengan hasil belajar. jurnal educatio: jurnal pendidikan indonesia, 4(1), 40–47. barseli, m., ifdil, i., & fitria, l. (2020). stress akademik akibat covid-19. jpgi (jurnal penelitian guru indonesia), 5(2), 95–99. bond, t. g., & fox, c. m. (2015). applying the rasch model, fundamental measurement in the human science (3rd editio). routledge. boyraz, g., granda, r., baker, c. n., tidwell, l. l., & waits, j. b. (2016). posttraumatic stress, effort regulation, and academic outcomes among college students: a longitudinal study. journal of counseling psychology, 63(4), 475. chun, h., marin, m. r., schwartz, j. p., pham, a., & castro-olivo, s. m. (2016). psychosociocultural structural model of college success among latina/o students in hispanic-serving institutions. journal of diversity in higher education, 9(4), 385. clabaugh, a., duque, j. f., & fields, l. j. (2021). academic stress and emotional well-being in united states college students following onset of the covid-19 pandemic. frontiers in psychology, 765. d’amato, p. (2020). coronavirus accelerates higher education’s trend toward distance learning. the hechinger report. desmita, d. (2009). psikologi perkembangan peserta didik. remaja rosdakarya. fischer, g. h., & molenaar, i. w. (2012). rasch models: foundations, recent developments, and applications. garcía-martínez, i., pérez-navío, e., pérez-ferra, m., & quijano-lópez, r. (2021). relationship between emotional intelligence, educational achievement and academic stress of pre-service teachers. behavioral sciences, 11(7), 95. griffith, d. m., sharma, g., holliday, c. s., enyia, o. k., valliere, m., semlow, a. r., stewart, e. c ., & couns-edu  vol. 7, no. 2, 2022 available online: http://journal.konselor.or.id/index.php/counsedu ifdil et al. academic stress among male and female … | 126 indonesian counselor association (iki) | doi: 10.23916/0020220740130 blumenthal, r. s. (2020). men and covid-19: a biopsychosocial approach to understanding sex differences in mortality and recommendations for practice and policy interventions. preventing chronic disease, 17, e63. hachey, a. c., wladis, c. w., & conway, k. m. (2012). is the second time the charm? investigating trends in online re-enrollment, retention and success. journal of educators online, 9(1), n1. harahap, a. c. p., harahap, d. p., & harahap, s. r. (2020). analisis tingkat stres akademik pada mahasiswa selama pembelajaran jarak jauh dimasa covid-19. biblio couns: jurnal kajian konseling dan pendidikan, 3(1), 10–14. ifdil, i., fadli, r. p., syahputra, y., erwinda, l., zola, n., & afdal, a. (2018). rasch stacking analysis: differences in student resilience in terms of gender. konselor, 7(3), 95–100. ifdil, i., syahputra, y., fadli, r. p., zola, n., putri, y. e., amalianita, b., rangka, i. b., suranta, k., zatrahadi, m. f., & sugara, g. s. (2022). the depression anxiety stress scales (dass-21): an indonesian validation measure of the depression anxiety stress. couns-edu: the international journal of counseling and education, 5(4), 205–215. karaman, m. a., lerma, e., vela, j. c., & watson, j. c. (2019). predictors of academic stress among college students. journal of college counseling, 22(1), 41–55. linacre, j. m. (2011). a user’s guide to winsteps ministeps rasch-model computer programs. https://doi.org/isbn 0-941938-03-4 lubis, h., ramadhani, a., & rasyid, m. (2021). stres akademik mahasiswa dalam melaksanakan kuliah daring selama masa pandemi covid 19. psikostudia: jurnal psikologi, 10(1), 31. moawad, r. a. (2020). online learning during the covid-19 pandemic and academic stress in university students. revista românească pentru educaţie multidimensională, 12(1 sup2), 100–107. piña‐watson, b., lópez, b., ojeda, l., & rodriguez, k. m. (2015). cultural and cognitive predictors of academic motivation among mexican american adolescents: caution against discounting the impact of cultural processes. journal of multicultural counseling and development, 43(2), 109–121. rahardjo, w., juneman, j., & setiani, y. (2013). computer anxiety, academic stress, and academic procrastination on college students. journal of education and learning (edulearn), 7(3), 147–152. rahmadani, c. s. m. (2014). hubungan antara sense of humor dengan stress akademik pada siswa kelas akselerasi sma negeri 1 bireun. universitas medan area. rigianti, h. a. (2020). kendala pembelajaran daring guru sekolah dasar di banjarnegara. jurnal pendidikan dan pembelajaran ke-sd-an. rothman, s., gunturu, s., & korenis, p. (2020). the mental health impact of the covid-19 epidemic on immigrants and racial and ethnic minorities. qjm: an international journal of medicine, 113(11), 779– 782. sarafino, e. p., & smith, t. w. (2014). health psychology: biopsychosocial interactions. john wiley & sons. sinaga, m. a. j. (2015). stres akademik antara anak taman kanak-kanak yang mendapat pengajaran membaca dan tidak mendapat pengajaran membaca. program studi psikologi fpsi-uksw. smith, k., bhui, k., & cipriani, a. (2020). covid-19, mental health and ethnic minorities. in bmj ment health (vol. 23, issue 3, pp. 89–90). royal college of psychiatrists. son, c., hegde, s., smith, a., wang, x., & sasangohar, f. (2020). effects of covid-19 on college students’ mental health in the united states: interview survey study. journal of medical internet research, 22(9), e21279. syahputra, y., & erwinda, l. (2020). perbedaan nomophobia mahasiswa; analisis rasch. jppi (jurnal penelitian pendidikan indonesia), 6(2), 69–76. https://doi.org/https://doi.org/10.29210/02020616 syahputra, y., sandjaja, s. s., afdal, a., & ardi, z. (2019). development aninventory of homosexuality and transgender exposure (ihte): a rasch analysis. konselor, 8(4), 120–133. couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 academic stress among male and female … | 127 indonesian counselor association (iki) | doi: 10.23916/0020220740130 syahputra, y., sandjaja, s. s., alizamar, a., afdal, a., & erwinda, l. (2022). using rasch model to understand psychometric properties of junior students aggressive behavior inventory (j-sabi). jurnal psikologi, 15(2), 253–268. taufik, t., ifdil, i., & ardi, z. (2013). kondisi stres akademik siswa sma negeri di kota padang. jurnal konseling dan pendidikan, 1(2), 143–150. thibaut, f., & van wijngaarden-cremers, p. j. m. (2020). women’s mental health in the time of covid-19 pandemic. frontiers in global women’s health, 1, 588372. trigueros, r., padilla, a. m., aguilar-parra, j. m., rocamora, p., morales-gázquez, m. j., & lópezliria, r. (2020). the influence of emotional intelligence on resilience, test anxiety, academic stress and the mediterranean diet. a study with university students. international journal of environmental research and public health, 17(6), 2071. von davier, m. (2016). rasch model. in handbook of item response theory, volume one (pp. 59–76). chapman and hall/crc. who. (2020). pneumonia of unknown cause – china. https://www.who.int/csr/don/05-%0ajanuary-2020pneumonia-of-unkown-cause-china/en/ (accessed 3.31.20) couns-edu the international journal of counseling and education vol. 7, no. 4, 2022 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220741040 received on 20/04/2023; revised on 20/05/2023; accepted on 20/05/2023; published on: 11/06/2023 144 emotional intelligence and job stress: in its influence on teachers’ performance adolf bastian*)1, sri wahyuni 1, ledya oktavia liza 1, destina kasriyati 1, dominikus david biondi situmorang 2, ifdil ifdil 3 1 lancang kuning university, indonesia,2 universitas katolik indonesia atma jaya, indonesia, 3 universitas negeri padang, indonesia *)corresponding author, e-mail: adolf@unilak.ac.id abstract the competency test results for state high school teachers who served in rokan hilir regency only passed 42 percent of the total teachers. this indicates that teachers’ performance is still poor. internal and external factors both influence teachers’ performance. the internal factor is emotional intelligence, which is the ability to recognize one's own and other people's emotions. the external factor is job stress caused by the demands of the job and the work environment. the study aims to determine the impact of teachers’ emotional intelligence and job stress on teachers’ performance. this type of research uses a quantitative approach using linear regression analysis techniques. this research was conducted in all public high schools in the rokan hilir district. the population of this study was all teachers at public high schools who served in rokan hilir regency, namely 879 teachers. sampling using a random sampling technique with a size of 10% of the population, namely 90 teachers. the data collection technique is a non-test psychological measurement scale. based on data analysis, the following results were obtained: emotional intelligence has a significant influence on teachers’ performance at public high schools in rokan hilir regency; job stress has no significant effect on teachers’ performance at the state senior high school of rokan hilir regency; job stress and emotional intelligence simultaneously have a significant impact on teachers’ performance. keywords: emotional intelligence, job stress, teachers’ performance how to cite: bastian, a., wahyuni, s., liza , l. o., kasriyati, d., situmorang, d. d. b., & ifdil, i. (2023). emotional intelligence and job stress: in its influence on teachers’ performance. counsedu: the international journal of counseling and education, 7(4). https://doi.org/10.23916/0020220741040 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction teachers are one of the factors that determine whether education is of high or low quality. according to mulyasa (2016), the quality of education is inextricably linked to the quality of teachers. meanwhile, one of the causes of low teacher quality is poor teacher performance. assessing teachers’ performance is inextricably linked to assessing the process of learning activities. the results of teachers’ performance assessments at public high schools in rokan hilir regency are in accordance with the standards outlined in the minister of education's regulation. the data on the average percentage of teachers’ supervision results in state senior high schools in all subjects carried out in rokan hilir regency are as follows, the first is the syllabus preparation activity and learning implementation design with an average value of 80. 24. the design has been prepared by teachers completely and in accordance with ministerial regulation 22 of 2006 concerning content standards; the second is teaching and learning mailto:adolf@unilak.ac.id https://doi.org/10.23916/0020220741040 couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 emotional intelligence and job stress… | 145 indonesian counselor association (iki) | doi: 10.23916/0020220741040 process activities with an average value of 80.01. this means that the teachers have carried out exploration, elaboration, and confirmation activities according to ministerial regulation 41 of 2007 concerning process standards; the third class management with a value of 81.23. in classroom management, teaching teachers are generally still in the conventional way, namely the lecture system and one-on-one teachers as a learning resource. fourth is time management with a value of 56.23. this means that teachers’ have not managed class time in a systematic and proper manner. the fifth is the assessment of the learning process with a value of 80.48. this has complied with regulation no. 20 of 2007 concerning content standards (supervisors of public senior high schools in each cluster of rokan hilir regency, 2016). teachers and lecturers have been recognized as professionals since the passage of law no. 14 of 2005 concerning teachers and lecturers. in the law, a professional is defined as a job or activity performed by a person that becomes a source of income for life and necessitates expertise, proficiency, or skills that meet certain quality standards or criteria and necessitates professional education. this is in accordance with mutakin (2015), that in total teachers’ competence has an influence of 42.55% on improving teachers’ performance, and teachers’ background in total has an influence of 2.35% on improving teachers’ performance. teachers’ background has an influence of 44.9% on the performance of elementary school mathematics teachers. the requirements that teachers must meet in order to obtain certification allowances can cause job stress, according to the opinion. kayastha et al., (2012) stating that one of the factors that can lead to job stress on teachers’ is a heavy workload. according to smith et al. (2016), teachers’ in their forties and above have higher stress levels than other ages in their group. data from the rokan hilir district education office in 2016, state high school teachers serving in the district are dominated by teachers who are more than forty years old. in addition, the problem faced by teachers’ in rokan hilir regency is the incompatibility of the teachers’ academic qualifications with the subjects being taught. the academic qualification referred to is the minimum level of education that must be met by an educator as evidenced by a diploma and or certificate of relevant expertise in accordance with the provisions of the applicable legislation. for example, teachers with a degree in economics teach geography. the educational qualification of a religious teacher teaches physics, and so on. this of course, for some teachers, will be a workload, causing teachers’ to often experience boredom, boredom and also lead to stress. furthermore, problems that come from within students, the amount of work that must be done and completed by teachers, role conflicts, relationships with colleagues, rapid curriculum changes, and the same work routine every day, are factors that can trigger the emergence of job stress on teachers on duty in the rokan hilir district. symptoms of job stress are characterized by the emergence of symptoms of impatience in dealing with students in class, irritability, apathy, often absence from work (average attendance is less than 90%) and so on which can ultimately have an impact on teachers’ performance. job stress experienced by teachers’ will certainly be detrimental to students and the school concerned because the resulting performance decreases, absenteeism is high and turnover is high which in turn causes costs to increase. everyone, wherever he is in an organization, can act as a source of stress for others. managing your own stress means controlling yourself in life. the task of the teaching profession is to manage, and evaluate learning with various cutting-edge methods, and to be skilled in using teaching aids and learning media, but also to have maturity and personality toughness. one aspect related to personality maturity and rigidity is emotional intelligence (emotional intelligence) or emotional quotient (eq). tampubolon (2007), defined emotional intelligence as the ability to feel, understand and effectively represent emotional power and sensitivity. emotional intelligence is related to, among others, the ability of a person (teachers) to manage emotions towards oneself and others, motivate oneself to face difficulties and achieve success in life, have empathy, compassion, sincere love, and be able to communicate politely with others in terms of this includes students. this is also in line with coleman’s opinion in danquah (2014). which states that emotional intelligence is the ability of a teacher to regulate his emotional life, maintain emotional harmony and express it through self-awareness, self-control, self-motivation, empathy and social awareness. labbaf et al. (2011) stated the results of their research that the development of emotional skills contributes to academic and career development (situmorang & salim, 2021; salim et al., 2023). based on couns-edu  vol. 7, no. 2, 2022 available online: https://counsedu.iicet.org/index.php/counsedu bastian et al. emotional intelligence and job stress… | 146 indonesian counselor association (iki) | doi: 10.23916/0020220741040 the problems in the background of the problem, the authors conducted research related to the influence of teachers’ emotional intelligence and job stress on teachers’ performance at public high schools in rokan hilir regency. literature review teachers’ performance according to abdillah & anita (2016), teacher performance is the result of work in quality and quantity achieved by a teacher in carrying out his duties by following the responsibilities given to him. teacher performance is the ability to increase competence in carrying out tasks to produce qualified and competent students. indicators in teacher performance assessment are planning to learn, implementing quality learning processes, and assessing and evaluating learning outcomes. furthermore, pianda (2018) defined performance as something achieved, demonstrated achievement, or workability possessed by a workforce. performance is the result of work in quality and quantity achieved by an employee in carrying out his duties by following the responsibilities given to him. in modern organizations, performance appraisal provides an important mechanism for management to use to define performance goals and standards and to motivate individual performance in the future. furthermore, kurniati (2022) defined performance as the results or what comes out of a job and their contribution to the organization. based on the opinions of the experts above, it can be concluded that teacher performance is the work achieved by teachers by their respective authorities and responsibilities based on knowledge, attitudes, skills, and motivation in carrying out tasks. employee performance measurement is based on what the employee does in the field of duty assigned to him. therefore, the measurement of teacher performance refers to the implementation of the teacher's duties, namely carrying out teaching and learning activities in schools. so that the teacher's performance is meant in this case is the performance in the implementation of the teaching and learning process. performance in carrying out the teaching and learning process is defined as the success of teachers as teaching staff in completing work with the object of assessment in the process, namely carrying out the teaching and learning process which includes planning, implementation, and evaluation. planning includes compiling syllabus, discussing with team teaching, making sap, determining methods, teaching aids, media, learning resources, planning exam materials and implementing the teaching and learning process, structured assignments according to sap and schedules, and evaluating the subjects that are their responsibility, provide feedback on learning outcomes (handayani, 2019). indicators of assessing teacher performance can be done with three learning activities in the classroom (ministry of national education, 2003), namely: planning of learning activity programs, implementation of learning activities, and evaluation or assessment of learning. emotional intelligence the meaning of emotion is often wrong because emotion is generally interpreted as anger. emotion is a way that appears in the individual in response to the phenomena he faces, such as angry emotions. sometimes it is difficult to distinguish between emotions and feelings, but it can be illustrated that emotions contain a clearer character and situation than feelings. feelings are statements about the soul of a person or individual at a certain time, whether happy or not happy (john, 2011). according to goleman (in labbaf, 2011), the root of the word emotion comes from the word "move", a latin verb which means to move, to move, plus the prefix "e", to give the meaning of moving away, implying that the tendency to act is something absolute in emotion. this is a result of a stimulant that causes the emergence of a desire to act. feelings and emotions are the inner atmospheres experienced by a person at a time. feelings are related to a calm, hidden, and closed inner atmosphere while emotions show an inner atmosphere that is more dynamic, turbulent, visible, and open because it is more manifested in physical behavior. based on the understanding that has been described, it can be concluded that emotion is the character of a teacher in dealing with students both in good and bad conditions. based on some of the opinions of the experts above, it can be concluded that the definition of emotional intelligence is a person's potential to understand couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 emotional intelligence and job stress… | 147 indonesian counselor association (iki) | doi: 10.23916/0020220741040 one's desires and the desires of others so that they can feel, communicate and describe emotions. however, this is discussed in more depth by psychologists, including goleman's opinion as well as salovey and mayer explaining that eq includes five basics, but goleman (in azwar, 2011), categorizes it into two parts, including personal skills and social skills. work stress the problem of work stress in corporate organizations has become an important symptom to be observed since the demands for efficiency at work began. as a result of work stress, people become nervous, feel chronic anxiety, and increase tension in emotions, thought processes, and individual physical conditions. in addition, as a result of job stress, it often creates problems for the workforce, both in the executive group (white-collar workers) and ordinary workers (blue-collar workers). work stress can interfere with the health of workers, both physically and emotionally. from the description above, it can be concluded that the occurrence of work stress is due to an imbalance between the personality characteristics of the teacher and the characteristics of the aspects of his work and can occur in all working conditions. the existence of certain attributes can affect the stress resistance of a teacher, namely, work environment factors and personal factors. indicators of severe stress if not managed properly can lead to depression, sleeplessness, overeating, minor illnesses, disharmony in making friends, decreased efficiency and productivity, excessive alcohol consumption, and so on. today's life with intense competition can make people experience stress, one of the causes is the workload that is piling up. methods this is a quantitative study that uses simple linear regression analysis techniques to gain an overview of the effect of teachers’ emotional intelligence and job stress on the performance of state senior high school teachers in rokan hilir. correlation analysis is used to determine whether or not there is a close relationship between the two variables. this study was carried out in all public high schools in the rokan hilir regency area, a total of 34 schools. the population of this study was all teachers at public high schools who served in rokan hilir regency, namely 879 teachers (rokan hilir district education office, 2016). the sampling technique used was purposive sampling with a sample size of 10% of the population, namely 90 people. the characteristics of the respondents described are based on gender, employment status, age, education, and length of work. the following characteristics of teachers’ respondents describe the distribution of respondents by gender where most of the respondents’ teachers are 58 women (64%) and 32 men (36%). when viewed from the educational background, the teachers involved in this study were all teachers with an undergraduate education background. the data obtained through the circulation of questionnaires related to teachers’ performance, emotional intelligence, and job pressure are qualitative. therefore, for research, the data is first transformed into quantitative form by providing a scale for each alternative answer choice for each related statement. the data measurement scale used to quantify the qualitative data is a likert scale (likert scale) with intervals of 1 to 4. the research instrument has been tested for validity and reliability. the instrument is valid on all items not less than or equal to 0.207 (r table). a reliable instrument with reliability test results as follows: table 1. reliability test indicator cronbach's alpha critical value conclusion emotional intelligence 0.893 0.6 reliable job stress 0.906 0.6 reliable couns-edu  vol. 7, no. 2, 2022 available online: https://counsedu.iicet.org/index.php/counsedu bastian et al. emotional intelligence and job stress… | 148 indonesian counselor association (iki) | doi: 10.23916/0020220741040 table 2. multicollinearity assumption test results variable tolerance vif information emotional intelligence 0.437 2.286 multicollinearity does not occur job stress 0.437 2.286 multicollinearity does not occur according to the table above, the regression model in this study does not exhibit multicollinearity because the vif value is less than ten and the tolerance value is greater than ten percent. figures 10 and 10% are cut-offs used to determine the value of vif and tolerance (sugiyono, 2012). furthermore, multiple regression analysis was used to test the hypothesis using quantitative descriptive analysis. to clarify the implementation of the research and at the same time facilitate understanding, it is necessary to explain a framework of thought as the basis for understanding. the conceptual framework can be described as follows (figure 1). fig. 1research concept framework results and discussion the calculated f result from the simultaneous test results is 460.353, while the f table value is 3.10. this indicates that f count > f table with a significance value of 0.000 alpha 0.05. as a result, ho is rejected, and ha is accepted. it means that both job stress and emotional intelligence have a significant impact on teachers’ performance. table 3. anova b model sum of squares df mean square f sig. 1 regression 6027,440 2 3013,720 460,353 .000 a residual 569,549 87 6,547 total 6596,989 89 a. predictors: (constant), job stress, emotional intelligence b. dependent variable: teachers’ performance to measure how far the ability of independent variables in explaining the variation of the dependent variable is, the coefficient of determination (r 2) is between zero and one. table 4. model summary b couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 emotional intelligence and job stress… | 149 indonesian counselor association (iki) | doi: 10.23916/0020220741040 model r r square adjusted r square std. error of the estimate durbin-watson 1 .956 a .914 .912 2,559 1,653 a. predictors: (constant), job stress, emotional intelligence b. dependent variable: teachers’ performance it is known that r square is the coefficient of determination. and obtained the value of r square of 0.914. it means that the contribution of the influence of the independent variable on the dependent variable is 91.4%. while the remaining 8.6% is influenced by other variables that are not included in this regression model. table 5. multiple regression analysis model b std. error beta t sig. tolerance vif 1 (constant) -1.451 1,715 -.846 .400 emotional intelligence .719 .034 1,000 21.002 .000 .437 2.286 job stress -.049 .039 -.060 -1,268 .208 .437 2.286 a. dependent variable: teachers’ performance that is, the constant (a) has a value of -1.451. if emotional intelligence and job stress are both zero, then the teachers’ performance has decreased by 1.451. the regression coefficient value for the emotional intelligence variable is 0.719, which means that every unit increase in emotional intelligence increases the teachers’ performance by 0.719. the job stress variable has a regression coefficient value of -0.049, which means that every unit increase in job stress reduces teachers’ performance by 0.049. discussing emotional intelligence means discussing the ability to manage emotions. the results showed that it was known that t count (21.002)> t table (3.183) and sig. (0.000) <0.05. this means that the variable of emotional intelligence has a significant impact on teachers’ performance. teachers’' emotional intelligence is demonstrated by empathy, and the ability to establish a strong relationship with pedagogical competence. this means that if the teachers can empathize and form positive relationships, the teacher's personality is relatively mature. motivation is powerful in and of itself, but it also has strong relationships with pedagogy. this means that highly motivated teachers will be able to effectively carry out the learning process. teachers, as teachers and educators, must be able to become individuals who can be imitated and serve as role models and role models for both students, parents of students, and the community in carrying out their duties. show social awareness (empathy) to students and coworkers. empathy also entails being able to see other people's points of view, particularly students, to understand the source of students' difficulties receiving lessons, and adjust learning methods that are appropriate for students. capable of establishing a mutual trust relationship and harmonizing with various types of individuals (students and colleagues) to establish harmonious and synergistic relationships. harmonious relationships will foster a comfortable learning and teaching environment. being able to motivate yourself will cause the spirit and passion for work, to work with the best, able to motivate learners to be able to learn the good, able to motivate the participant students to achieve the highest learning achievements. thus, it can be stated that emotional intelligence is significantly correlated with teachers’ performance. perloff (1997) explained: "... emotional intelligence". . . refers to the capacity for recognizing our feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and our relationships . . .''. this opinion reveals that emotional intelligence refers to the capacity to recognize the feelings of oneself and others, the capacity to motivate oneself, and the capacity to manage emotions well in oneself and relationships with others. istan and hardinata (2020) concludes the understanding of emotional intelligence by stating: “according to them, emotional intelligence is the ability to monitor one's own and other's emotions, to discriminate among them, and use the information to guide one's thinking and actions.” this opinion couns-edu  vol. 7, no. 2, 2022 available online: https://counsedu.iicet.org/index.php/counsedu bastian et al. emotional intelligence and job stress… | 150 indonesian counselor association (iki) | doi: 10.23916/0020220741040 reveals that emotional intelligence is the ability to understand one's own emotions and the emotions of others to distinguish them and use the information to direct one's thoughts and actions. clark et al. (2003) stated: “emotional intelligence is about knowing what you are feeling, and being able to motivate yourself to get jobs done. it is sensing what others are feeling and handling relationships effectively.” this opinion reveals that emotional intelligence is about how a person knows what he feels that can motivate himself to be able to do tasks better so that he will be able to establish better relationships with other parties. the notion of emotional intelligence is also stated by roether and dulewicz (2011): "emotional intelligence is the innate potential to feel, use, communicate, recognize, remember, describe, identify, learn from, manage, understand, and explain emotions." this opinion states that emotional intelligence is the potential from within a person to be able to feel, use, communicate, recognize, remind, and describe emotions. the findings of the study are also supported by the findings of a study conducted by ainnisya and susilowati (2018), who concluded that emotional intelligence affects performance. sinaga and sinambela (2013) research also concludes that emotional intelligence has a significant influence on teachers’ performance. emotional intelligence is a mental condition that a person possesses that is graded in the sense that everyone has a different level. this is consistent with oktalia (2017) belief that emotional intelligence is the ability to feel in a way that is honest with one's conscience. according to william james (in parker & decotiis, 1983), emotion is a state of spiritual mind that is related to his condition. this is consistent with parker and decotiis (1983) belief that mood coordination is the foundation of healthy social relationships. when someone is adaptable to the moods of other people, they have a good level of emotionality and will find it easier to adjust to the social and school environment. the results of the study on the effect of job stress on teachers’ performance at public high schools in rokan hilir regency can be seen in the t count (-1,268) > t table (3.183) and sig. (0.208) > 0.05. this means that the job stress variable has a significant effect on teachers’ performance but with an inverse relationship. the lower the teachers' job stress, the higher the resulting performance. some teachers believe that this is the source of job stress in terms of career development opportunities and personal problems. opportunity to develop a career for the teachers is a challenge in itself because teachers must have certification, and continue the program of study post graduate; while only a few teachers’ have personal problems. overall, it is safe to say that the teachers at sma negeri tangerang selatan city do not face job stress (relatively low job stress). according to the analysis of the description of the variables of job stress, the stress level of work of teachers is low, and as a result, things are far from having an impact on teachers’ performance. teachers who can effectively control their stress and intelligence emotions will be able to achieve high levels of performance. psychologically, stressreduced work will assist teachers’ in mobilizing all sources of power to meet a variety of requirements or needs at work. however, if the stress becomes too much, the teachers may have difficulty carrying out their duties as teachers. depending on how high the levels of stress are, stress has the potential to either encourage or hinder the implementation of the work. according to reed (1988), there is an inverse relationship between stress and performance. this means that when job stress levels are low, performance levels are high, and vice versa. stress does not always have a negative or negative outcome. according to zuhri (2019), there is a type of stress that is healthy, positive, and constructive, known as eustress. according to the findings of this study, only the dimensions of school environmental conditions, namely technological advances and changes in bureaucratic policies, have a significant influence. that adds a new (cox & hassard, 2005), stress is a force that suppresses individuals which is a response to stressors. the source of stress itself comes from the interaction between the stimulus and the environment with the individual's response. the consequences of job stress not only affect performance but can also affect the health of individuals who experience it, this is by burke's findings (khodijah, 2006), who examined employed women, burke examined the relationship between job stress and health. one of the findings is that there is a positive relationship between job stressors and psychosomatic symptoms. this means that if there are more stressors, the tendency to experience psychosomatics is also greater. couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 emotional intelligence and job stress… | 151 indonesian counselor association (iki) | doi: 10.23916/0020220741040 job stress is conceptualized from the point of view, namely stress as a stimulus, stress as a response, and stress as a stimulus-response. stress as a stimulus is an approach that focuses on the environment. the definition of stimulus views stress as a force that pressures individuals to respond to stressors. this approach views stress as a consequence of the interaction between environmental stimuli and individual responses (semmer, 2003). stress is a response to adaptation which is influenced by individual differences and psychological processes, as a consequence of environmental actions, situations, or events that hold too many psychological and physical demands on a person. thus, it can be concluded that job stress arises because of environmental demands and the response of each individual in dealing with it can be different. the problem of job stress in corporate organizations has become an important symptom to be observed since the demands for efficiency at work began. as a result of job stress, people become nervous, feel chronic anxiety, and increase tension in emotions, thought processes, and individual physical conditions. in addition, as a result of job stress, it often creates problems for the workforce, both in the executive group (white-collar workers) and ordinary workers (blue-collar workers). job stress can interfere with the health of workers, both physically and emotionally. from the description above, it can be concluded that the occurrence of job stress is due to an imbalance between the personality characteristics of the teachers and the characteristics of the aspects of his work and can occur in all working conditions. the existence of certain attributes can affect the stress resistance of teachers, namely, work environment factors and personal factors. the movement of the body's defense mechanisms is not the only possible consequence of contact with a stressor. the consequences of stress are many. there are some positive ones such as increasing motivation, being stimulated to work even harder, or getting inspired to live a better life. but many of them are destructive and dangerous. ali and agustian (2018) have identified the effects of stress, which may appear. the categories compiled by cox include subjective effects, behavioral effects, cognitive effects, and physiological effects. employees can talk to other people about the problems they face, or at least there is a place to complain about their complaints. there are four approaches to job stress in the opinion of riswari et al. (2018), namely: social support approach, meditation approach, biofeedback approach, and personal health approach work environment factors can be in the form of physical conditions, office management, and social relations in the work environment. meanwhile, personal factors can be in the form of personality type, personal events/experiences as well as socio-economic conditions of the family in which the individual resides and develops himself. however, the second factor is not directly related to working conditions, but because the impact of work is quite large, personal factors are placed as a source or cause of stress. jamal (1990) identified several negative employee behaviors that affect the organization. according to this researcher, the stress faced by employees is correlated with a decrease in work performance, an increase in absenteeism from work, and a tendency to have accidents. in short, some of the negative impacts caused by job stress can be in the form of 1) the occurrence of chaos, obstacles both in management and work operations. 2) disturbing the normality of work activities, 3) reducing productivity levels, and 4) reducing company income and profits. financial losses are experienced by the company because of the imbalance between productivity and costs incurred to pay salaries, benefits, and other facilities. the test results show that the value for the significance of the variables of emotional intelligence and job stress on the performance of state senior high school teachers in rokan hilir regency is 0.000 < 0.05 so the hypothesis in this study is accepted and ho is rejected. this means that there is an influence of emotional intelligence and job stress on the performance of state high school teachers’ in rokan hilir regency simultaneously. so, the higher the emotional intelligence and the lower the job stress can improve the performance of high school teachers’ in rokan hilir regency. this means that although it partially job stress does not affect performance, together with emotional intelligence will affect performance. in other words, the stress of work that experienced teachers’ do not affect their performance because teachers’ have the intelligence of emotions well so they can manage the stress of work just fine. research conducted hidayati et al., (2011), supported the findings of researchers that job stress simultaneously affects teachers’ performance at sma negeri rokan hilir regency. couns-edu  vol. 7, no. 2, 2022 available online: https://counsedu.iicet.org/index.php/counsedu bastian et al. emotional intelligence and job stress… | 152 indonesian counselor association (iki) | doi: 10.23916/0020220741040 the process of learning and education, as well as character development, must involve not only knowledge but also the soul. teachers who attend class to guide students should do so with all of their body and soul, which means that they should not only be concerned with the sport that is on display, but also with their heart (his heart). thus, the goal of national education, namely the development of student's potential to become human beings of faith, piety, and noble character, will be met. stress can be felt psychologically by anyone at work, no matter where he works. the level or magnitude of stress can be low, medium, or high. low stress will not interfere with the implementation of the work and even stress can motivate a person to achieve lackluster performance even better, in terms of this healthy stress. as described by rodríguez‐triana et al. (2015), there is an inverse relationship between stress and performance. teachers’ performance is the work of teachers in schools to educate, nurture and guide and train students that are based on teaching skills, competence, stability of emotion, responsibility, and the spirit of fighting whose height will produce high performance and will ultimately result in learning achievement participant learners who both by the demands of society and parents are also in line with the goals of national education. this is by the research of priyono & suhariadi (2020) that "teachers’ performance evaluation must be based on a theoretical basis and teachers’ performance builds student achievement". stress can be experienced by anyone at work, not except teachers. the level or magnitude of stress can be low, medium, or high. low stress will not interfere with the implementation of work, even stress can encourage someone to be eager to achieve better performance, in this case, healthy stress. therefore, with emotional intelligence, good teachers will be able to cope or manage the stress of work, so that emotional intelligence and stress of work simultaneously/together significantly affect the performance of teachers. organizations depend on individual performance, motivation, and the ability to interact to determine performance, group behavior and interpersonal influences also provide power over organizational performance. the success of a school in improving its performance is largely determined by the extent to which every employee in the agency can carry out their duties properly. the inability of employees to complete their tasks not only has an impact on low work productivity but also harms the achievement of overall agency goals. therefore, improving teachers’ performance is very important for improving agency performance. the better the performance of employees who work in certain agencies, the more organizational goals will be achieved. on the other hand, the lower the teachers' performance, the lower the agency's performance. even though a school has good work equipment, if it is not supported by employees who can complete tasks as expected, efforts to improve agency performance will experience obstacles. in the opinion of sinaga and sinambela (2013) which states "the achievement of the goals of the organization/company is only possible because of the efforts of the actors contained in the organization/company. in this case, there is a close relationship between individual performance and institutional performance or company performance. in other words, if a person's performance is good, likely, the company's performance is also good. another opinion was also expressed by prawirosentono quoted by clark et al. (2003) stating that individual performance (individual performance) with institutional performance (institutional performance) or organizational performance (corporate performance) has a close relationship. in other words, if the individual performance (individual performance) is good, likely, the organizational performance (corporate performance) is also good. good performance of an employee if it has the expertise (skills) high, is willing to work for a salary or is paid by the agreement, and has hope (expectation) for a better future. employee performance measurement is based on what the employee does in the field of duty assigned to him. therefore, the measurement of teachers’ performance refers to the implementation of the teachers' duties, namely carrying out teaching and learning activities in schools. so that the teachers’ performance is meant in this case is the performance in the implementation of the teaching and learning process. performance in carrying out the teaching and learning process is defined as the success of teachers as teaching staff in completing work with the object of assessment in the process, namely carrying out the teaching and learning process which includes planning, implementation, and evaluation. planning includes compiling syllabus, discussing with team teaching, making sap, determining methods, teaching aids, media, learning resources, planning exam materials and implementing the teaching and learning process, structured assignments according to sap and schedules as well as evaluating the subjects they are responsible for, provide feedback on learning outcomes (istan & hardinata, 2020). couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 emotional intelligence and job stress… | 153 indonesian counselor association (iki) | doi: 10.23916/0020220741040 conclusion the test results show that there is an effect of emotional intelligence and job stress on the performance of state high school teachers’ in rokan hilir regency simultaneously. so, the higher the emotional intelligence and the lower the job stress can improve the performance of high school teachers’ in rokan hilir regency. for the leadership of the state high school of rokan hilir regency, it is recommended to pay attention to the emotional intelligence of the teachers. this is because based on the results of research conducted that emotional intelligence can affect teachers’ performance. in other words, the better the emotional intelligence, the better the performance. conflict of interest statement the authors declare no conflict of interest in this paper. data availability statements data available on request from the authors. references abdillah, m. r., anita, r., & anugerah, r. (2016). dampak iklim organisasi terhadap stres kerja dan kinerja karyawan. jurnal manajemen, 20(1), 121-141. ainnisya, r. n., & susilowati, i. h. (2018). pengaruh penilaian kinerja terhadap motivasi kerja karyawan pada hotel cipta mampang jakarta selatan. widya cipta-jurnal sekretari dan manajemen, ii (1), 133140. ali, k., & agustian, d. w. (2018). pengaruh budaya organisasi dan gaya kepemimpinanterhadap kepuasan kerja (studi di rumah sakit muhammadiyah metro). jurnal manajemen magister darmajaya, 4(02), 186–196. clark, l., manes, f., antoun, n., sahakian, b. j., & robbins, t. w. (2003). the contributions of lesion laterality and lesion volume to decision-making impairment following frontal lobe damage. neuropsychologia, 41(11), 1474–1483. cox, j. w., & hassard, j. (2005). triangulation in organizational research: a re-presentation. organization, 12(1), 109–133. danquah, e. (2014). the effect of elements of culture and personality on emotional intelligence levels in service delivery: a banking service provider perspective. international journal of business management & research, 4(3), 23–40. departemen pendidikan nasional. (2003). undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional. jakarta: depdiknas. handayani, d. (2019). pengaruh pendidikan dan pelatihan, motivasi, serta lingkungan kerja terhadap kinerja guru smk negeri banyuasin. jurnal ilmu manajemen, 6(2), 140–150. hidayati, r., purwanto, y., & yuwono, s. (2011). kecerdasan emosi, stres kerja dan kinerja karyawan. jurnal psikologi, 2(1). istan, m., & hardinata, h. (2020). gaya kepemimpinan demokratis, disiplin kerja dan imbalan finansial terhadap kinerja pegawai pada yayasan persatuan perguruan taman siswa curup. jurnal ilmiah ekonomi bisnis, 25(1), 66–81. jamal, m. (1990). relationship of job stress and type-a behavior to employees’ job satisfaction, organizational commitment, psychosomatic health problems, and turnover motivation. human relations, 43(8), 727–738. kayastha, p., dhital, m. r., & de smedt, f. (2012). landslide susceptibility mapping using the weight of evidence method in the tinau watershed, nepal. natural hazards, 63(2), 479–498. khodijah, n. (2006). psikologi belajar. palembang: iain raden fatah press. couns-edu  vol. 7, no. 2, 2022 available online: https://counsedu.iicet.org/index.php/counsedu bastian et al. emotional intelligence and job stress… | 154 indonesian counselor association (iki) | doi: 10.23916/0020220741040 kurniati, d. (2022). pengaruh stres kerja, motivasi kerja, pola kerja terhadap kinerja guru masa pandemi covid-19 (studi kasus guru min 1 kecamatan kalianda lampung selatan). stie indonesia banking school. labbaf, h., ansari, m. e., & masoodi, m. (2011). emotional intelligence and its significance in organization success. mulyasa, e. (2016). improved quality management based learning for preparing the character of graduates in response to globalization era. international journal of education and research, 4(11), 385–393. mutakin, t. z. (2015). pengaruh kompetensi, kompensasi, dan latar belakang terhadap kinerja guru. formatif: jurnal ilmiah pendidikan mipa, 3(2). oktalia, p. c. (2017). analisis pengaruh faktor lingkungan kerja dan keadilan distributif terhadap turnover intention karyawan bagian produksi pt. apac inti corpora. unika soegijapranata semarang. parker, d. f., & decotiis, t. a. (1983). organizational determinants of job stress. organizational behavior and human performance, 32(2), 160–177. perloff, r. (1997). daniel goleman’s emotional intelligence: why it can matter more than iq. the psychologist-manager journal. pianda, d. (2018). kinerja guru: kompetensi guru, motivasi kerja dan kepemimpinan kepala sekolah. cv jejak (jejak publisher). priyono, o. a., & suhariadi, f. (2020). pengaruh workload terhadap prestasi karyawan dengan kepuasan kerja sebagai mediator (studi kasus pada pt. swabina gatra gresik). jurnal manajemen dan bisnis indonesia, 6(2), 228–237. reed, e. s. (1988). james j. gibson and the psychology of perception. yale university press. riswari, l. a., yanto, h., & sunarso, a. (2018). the effect of problem based learning by using demonstration method on the ability of problem solving. journal of primary education, 7(3), 356–362. rodríguez‐triana, m. j., martínez‐monés, a., asensio‐pérez, j. i., & dimitriadis, y. (2015). scripting and monitoring meet each other: aligning learning analytics and learning design to support teachers in orchestrating cscl situations. british journal of educational technology, 46(2), 330–343. roether, m. t., & dulewicz, v. (2011). coaching mentoring and counselling: a comparison of theory & practice. salim, r. m. a., istiasih, m. r., rumalutur, n. a., & situmorang, d. d. b. (2023). the role of career decision self-efficacy as a mediator of peer support on students’ career adaptability. heliyon, 9(4), e14911. semmer, n. k. (2003). job stress interventions and organization of work. handbook of occupational health psychology, 325–353. sinaga, t., & sinambela, m. (2013). pengaruh stres kerja terhadap motivasi dan kinerja auditor pada kantor akuntan publik di kota medan. universitas tarumanagara journal of accounting, 17(1), 76817. situmorang, d. d. b., & salim, r. m. a. (2021). perceived parenting styles, thinking styles, and gender on the career decision self-efficacy of adolescents: how & why?. heliyon, 7(3), e06430. smith, m. a., boyd, a., bringloe, t., britton-foster, c., cahill, h., desnoyers, k., duitshaever, n., gibson, d., james, s., & jeong, y. (2016). the northward distribution of ants (hymenoptera: formicidae) 40 years later: revisiting robert e. gregg’s 1969 subarctic collection sites in churchill, manitoba, canada. the canadian entomologist, 148(3), 307–315. sugiyono, s. (2012). metode penelitian kuantitatif, kualitatif dan r & d. bandung: alfabeta. tampubolon, b. d. (2007). analisis faktor gaya kepemimpinan dan faktor etos kerja terhadap kinerja pegawai pada organisasi yang telah menerapkan sni 19-9001-2001. jurnal standardisasi, 9(3), 106– 115. zuhri, d. (2019). lingkungan kerja dan motivasi kerja guru di kabupaten kampar: analisis kuantitatif. improvement jurnal ilmiah untuk peningkatan mutu manajemen pendidikan, 6(1), 105–114. couns-edu the international journal of counseling and education vol.5, no.4, 2020, pp. 185-195 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200531440 received on 05/21/2020; revised on 10/29/2020; accepted on 11/25/2020; published on: 12/30/2020 185 design of decision support system in determining the single student tuition fee in higher education muhammad anwar 1*) , elsa sabrina 2 12 universitas negeri padang, indonesia *)corresponding author, e-mail: muh_anwar@ft.unp.ac.id abstract this study aims to design an application in determining the single student tuition fee using the analytical hierarchy process method in higher education. universitas negeri padang has used a system to carry out the process of grouping in single tuition fee (stf), but there are still many deficiencies in determining variables. the stages in this research begin with problem analysis, needs analysis, implementation, and testing. this system architecture is based on model-view-controller using the yii2 framework with the php programming language. this system uses the analytical hierarchy process method which has a calculation of the consistency value in determining the priority level of the criteria. determination of criteria based on a number of criteria and a number of alternatives. the results of this study provide a ranking system for each alternative. the highest-ranking is the main priority in the system in making decisions by looking at the student's economic condition. keywords: student, higher education, single tuition fee, model view controller, yii2. how to cite: anwar, m., & sabrina, e. (2020). design of decision support system in determining the single student tuition fee in higher education. couns-edu: the international journal of counseling and education, 5(4), 185-195. doi: org/10.23916/0020200531440 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction education is part of the national education system which has a very strategic role in the efforts to educate the nation's life and advance science and technology. in an effort to increase competitiveness in the current global era, higher education is needed to produce human resources who are intelligent, creative, and have character (sujana, 2019). to improve the quality of education, a driving aspect is needed, namely operational costs (budget). the operational cost of education is one of the supporting factors for the development of the quality of education. currently ptn is developing new innovations by implementing the single tuition fee (stf) classification system, with the hope of helping the poor to continue to higher education (rokhman, rozi, and asmara, 2017; efendi, andreswari, and barus, 2017). the existence of the stf system is based on a circular from the higher education which is the basis for implementing stf, namely circular number 97 / e / ku / 2013 concerning single tuition fees which contains a request from the director general of higher education. dikti to ptn leaders to eliminate entry fees and implement single tuition fee for new students of regular undergraduate programs starting in the 2013/2014 academic year (purnama, sitorus, and diponegoro 2019). single tuition fee (stf) is a system applied to financing lectures that must be borne by state university students who are under the ministry of research, technology and higher education (aviani and hidayat, 2020; wawan firgiawan, nuralamsah zulkarnaim, 2019). in this case, the tuition fee is not like in previous times where the tuition fee for students consists of several separate components, for example tuition fees, practicum mailto:anwar@ft.unp.ac.idyahoo.com http://dx.doi.org/10.23916/0020200531440 couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu anwar, m. & sabrina, e. design of decision support system in determining the single ... | 186 indonesian counselor association (iki) | doi: 10.23916/0020200531440 fees, student parent contributions, thesis examination fees, graduation fees, donations for improving the quality of education, and others (aviani and hidayat, 2020). single tuition fees consist of seven groups, namely stf 1 (one) group, stf 2 (two) groups, stf 3 (three) groups, stf 4 (four) groups, stf 5 (five) groups, stf 6 (six) groups and group 7 (seven) whose nominal value varies. based on the problems in determining the single tuition group, it is necessary to build a system that is able to determine single tuition groups automatically (rokhman, rozi, and asmara, 2017). universitas negeri padang has used the system in the process of determining student stf. however, in the implementation process there were still many deficiencies, such as the number of student stfs that were not in accordance with the economic situation and conditions due to the lack of detailed variables. based on the problems described above, a method is needed that needs to be applied to solve the problem of determining stf at universitas negeri padang. the analytic hierarchy process (ahp) is a measurement theory through pairwise comparisons and relying on expert judgment to lower the priority scale (novianti, 2019; jazuli, 2016). relative scale measurement is in qualitative form. comparisons use absolute judgments and are compared between one element and another (jazuli, 2016; putra, 2019). ahp (analytial hierarchy process) is used to obtain the ratio scale of several discrete or continuous pair matches. pairwise comparisons can be obtained through actual measurements as well as relative measurements of the level of liking, importance, or feeling (rahma and anwar, 2021). the ahp method is a decision support system method that describes complex problems into several simpler levels of hierarchical problems, making it easier to analyze in a built system (tasrif et al, 2021; novianti, 2019). the first level in the ahp method is the main objective of the dss, then the second level is in the form of criteria, and the third level is in the form of candidates (tasrif et al, 2021; efendi, andreswari, and barus, 2017). in the ahp method, criteria level data will be used to compare the information obtained from each candidate in realizing the main goal of helping decision making in solving a problem (tasrif et al, 2021). and it is hoped that the ahp (analytical hierarchy process) method can help the faculty coordinator in determining student stf. method based on a system development method using a decision support system (dss). decision support system (dss) is a computer-based system designed to improve and support the effectiveness of decision making in solving semi-structured and unstructured problems (purnama, sitorus, and diponegoro, 2019; nur, andani, and poningsih, 2018; sendana , wibawa, and sutikno, 2014; raya, 2013). decision support system (dss) as a computer-based interactive system that helps decision makers utilize data and models to solve unstructured problems (raya, 2013; purnama, sitorus, and diponegoro, 2019). at this stage the writer will conduct a system analysis with 4 phases contained in the spk, namely: 1) intelligence phase, 2) design phase, 3) selection phase and 4) action implementation phase (imbar, masli, and edi, 2016; jazuli, 2016; putra, 2019). figure 1. stages of the decision support system model (source: google.com) couns-edu  the international journal of counseling and education vol. 5, no. 4, 2020 design of decision support system in determining the single ... | 187 indonesian counselor association (iki) | doi: 110.23916/0020200531440 this analysis stage involves filling out a questionnaire on the system created (ganefri et al. 2020; imbar, masli, and edi, 2016). several items were asked of students regarding family data and family economic conditions as described in figure 2. in this process, students were asked to fill out a questionnaire using the answer options that had been determined as sub-criteria. this means that from this questionnaire the information is used to help obtain decisions about the student's stf. system analysis system analysis is the process of solving a complete system into several components of the system itself, with the aim of identifying and evaluating the opportunities, problems, and obstacles that exist in the system so that solutions will emerge for improvement (rokhman, rozi, and asmara, 2017; nur , andani, and poningsih, 2018). current system analysis the conclusion of the ongoing system analysis is that the determination of stf for universitas negeri padang students has used the system but there are still many shortcomings such as the number of stf students who are not in accordance with economic conditions and conditions due to a lack of detailed descriptions of the variables. system analysis proposed based on the analysis of the problems obtained, a decision support system is proposed in determining the stf of universitas negeri padang students. system planning system design is a set of activities that describe in detail how the system will run. the system design is a modified result of the analysis which will be implemented later (novianti, 2019). this program applies the analitycal hierarchy process (ahp) method to produce the number of stf students in the form of an assessment. each stage of the prioritization process based on criteria using the analitycal hierarchy process (ahp) method will be described sequentially (determination et al. 2020; novianti, 2019). the stages are as follows: 1) identify problems and desired goals, select then sort according to predetermined criteria (determination et al. 2020); 2) in figure 2, there are thirty-seven criteria data that will be used to determine student stf. all of these criteria are the basis for determining the priority order for determining stf. these criteria consist of father's last education (c1), father's main job (c2), income from father's main job (c3), income from father's side job (c4), father's status (c5), mother's last education (c6), occupation. main mother (c7), income from mother's main job (c8), income from mother's side work (c9), mother status (c10), relationship with prospective students (c11), children who are currently studying (c12), children who are in school (c13), home ownership status (14), number of houses (c15), house land area (c16), house building area (c17), pbb bill (c18), mck (c19), distance from house to city center (c20 ), number of people who lived in the last 6 months (c21), house in idt (c22), power source (c23), electricity (c24), average electricity payment for the last 6 months (c25), average bill payments telephone / internet for the last 6 months (c26), average tv bill payments for the last 6 months (c27), number of cars owned (c28), total car pkb tax payments (c29), number of motorbikes owned (c30), total motorcycle pkb tax payments (c31), total assets owned (c32), study plans (c33), family support (c34), transportation from the area of origin to padang (c35), transportation daily during college (c36) and estimated transportation costs (c37). each criterion in the data variable that determines stf has a value based on the level of data the student has. these levels are presented in table 2; 3) grouping criteria into a hierarchy. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu anwar, m. & sabrina, e. design of decision support system in determining the single ... | 188 indonesian counselor association (iki) | doi: 10.23916/0020200531440 figure 2. hierarchy of criteria grouping alternatives are objects that have the same opportunity to be selected by decision makers, in this case as stf recipients. the following alternatives can be selected: table 1. alternative prospective stf recipients alternative number of stf final score 1 rp. 500.000 41 42 2 rp. 1.000.000 >42 <= 49 3a rp. 2.000.000 >=50 <= 57 3b rp. 2.500.000 >=58 <= 65 4a rp. 3.000.000 >=66 <= 70 4c rp. 3.500.000 >=71 <= 75 5a rp. 4.000.000 >=76 <= 80 5b rp. 4.500.000 >=81 results and discussions higher education in financial system development must provide the best service to all students. the ease with which students are given will have an impact on improving the quality of the campus and as a good promotion in the future. it is hoped that the alternative design of a single quality cash payment application will be able to answer the obstacles that have occurred so far. can the results of this design start from the design of the user interface, then apply the design in a program code so that it displays a layout. the layout view makes it easier to interact with the overall system interface. following are the results of database design and display design in the decision support system in determining stf for unp students. use case diagram the use case diagram illustrates how users can interact with the system (avila and kurniadi 2021). the actors of this system consist of admins, students and vice deans ii. the following use case diagram displays can be seen in the figure: couns-edu  the international journal of counseling and education vol. 5, no. 4, 2020 design of decision support system in determining the single ... | 189 indonesian counselor association (iki) | doi: 110.23916/0020200531440 figure 3. use case diagram erd (entity relationship diagram) entity relationship diagram (erd) is a data model developed based on objects (avila and kurniadi 2021). erd is divided into 3 components, namely entities, attributes and relationships. the following shows the erd used in this system. figure 4. entity relationship diagram (erd) in programming, there are several things that must be considered, one of which is the php and mysql programming languages which later can be used to run properly. couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu anwar, m. & sabrina, e. design of decision support system in determining the single ... | 190 indonesian counselor association (iki) | doi: 10.23916/0020200531440 context diagram context diagram is a diagram that describes the relationship between all inputs to the system and all outputs from the system (novianti 2019; avila and kurniadi 2021). figure 5. context diagram login page the login page is the main page when accessing this system (avila and kurniadi 2021). this page functions to enter the system using a username and password. figure 6. login page couns-edu  the international journal of counseling and education vol. 5, no. 4, 2020 design of decision support system in determining the single ... | 191 indonesian counselor association (iki) | doi: 110.23916/0020200531440 main page after successful login, each user will enter the main page. the main page for admin functions to display menus that can be accessed by accounts that have admin access. admin figure 7. admin main page deputy dean ii figure 8. main page of the vice dean ii couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu anwar, m. & sabrina, e. design of decision support system in determining the single ... | 192 indonesian counselor association (iki) | doi: 10.23916/0020200531440 collage student figure 9. student main page stf verification form figure 10. stf verification form stf rejection form figure 11. stf rejection form couns-edu  the international journal of counseling and education vol. 5, no. 4, 2020 design of decision support system in determining the single ... | 193 indonesian counselor association (iki) | doi: 110.23916/0020200531440 stf info form figure 12. stf info form conclusions based on the research that has been done, the process of determining the single student tuition fee (stf) will be easy to determine if you use a system created with a decision support system using the ahp method. where this method can determine the weight of each sub-criteria that will get the stf results. references aviani, tri hasanah bimastari, and asep toyib hidayat. 2020. “sistem pendukung keputusan seleksi pemberian uang kuliah tunggal menerapkan metode waspas.” jurnal sistem komputer dan informatika (json) 2 (1): 102–9. https://doi.org/10.30865/json.v2i1.2482. avila, marzella aurelia, and denny kurniadi. 2021. “rancang bangun sistem informasi e-office pada tata usaha fakultas teknik universitas negeri padang konsep electronic office ( e-office ) konsep sistem informasi administrasi perkantoran analisis sistem berjalan p issn  : 2302-3295” 9 (1). efendi, rusdi, desi andreswari, and imanuel barus. 2017. “sistem pendukung keputusan penentuan uang kuliah tunggal dengan menggunakan metode weighted product,” no. september. ganefri, ganefri, hendra hidayat, asmar yulastri, and ifdil ifdil. 2020. “the need analysis of the production based entrepreneurship training model: learning entrepreneurship in higher education.” couns-edu: the international journal of counseling and education 5 (3): 58–63. https://doi.org/10.23916/0020200528530. imbar, radiant victor, kevin masli, and doro edi. 2016. “sistem pendukung keputusan penerima beasiswa dengan metode simple additive weighting (studi kasus di fakultas teknologi informasi u.k. maranatha).” jurnal teknik informatika dan sistem informasi 2 (3): 275–86. https://doi.org/10.28932/jutisi.v2i3.494. jazuli, muhammad. 2016. “sistem pendukung keputusan penentuan kelompok uang kuliah tunggal menggunakan metode k-means clustering skripsi oleh  :” novianti, hardini. 2019. “sistem pendukung keputusan penentuan uang kuliah tunggal dengan metode analitical hierarchy process (ahp) di universitas sriwijaya.” jsi: jurnal sistem informasi (ejournal) 11 (1): 978–79. https://doi.org/10.36706/jsi.v11i1.9488. nur, khairun nisa arifin, sundari retno andani, and poningsih poningsih. 2018. “sistem pendukung keputusan pemilihan operator seluler menggunakan metode multi-objective optimization on the basis of ratio analysis (moora).” komik (konferensi nasional teknologi informasi dan komputer) 2 (1): 61–65. https://doi.org/10.30865/komik.v2i1.942. purnama, mia, sampe hotlan sitorus, and muhammad diponegoro. 2019. “sistem pendukung keputusan penentuan kelompok uang kuliah tunggal menggunakan metode topsis dengan pembobotan metode ranking.” jurnal komputer dan aplikasi 07 (02). putra, reza ade. 2019. “penerapan naïve bayes classifier dengan gaussian function untuk menentukan kelompok stf.” jurnal ilmiah informatika global 9 (2): 112–17. https://doi.org/10.36982/jig.v9i2.583. rahma, oktavia suci, and muhammad anwar. 2021. “perancangan aplikasi pemilihan dosen pembimbing tugas akhir dengan metode analytical hierarchy process jurusan teknik elektronika universitas negeri padang a . analisis proses bisnis analisis sistem 1 . analisis sistem berjalan p issn  : 2302-3295” 9 (1). raya, universitas palangka. 2013. “implementasi metode simple adaptive weighted pada spk stf universitas palangka raya 1.” couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu anwar, m. & sabrina, e. design of decision support system in determining the single ... | 194 indonesian counselor association (iki) | doi: 10.23916/0020200531440 rokhman, syaiful, imam fahrur rozi, and rosa andrie asmara. 2017. “pengembangan sistem penunjang keputusan penentuan stf mahasiswa dengan menggunakan metode moora studi kasus politeknik negeri malang.” jurnal informatika polinema 3 (4): 36. https://doi.org/10.33795/jip.v3i4.41. sendana, stefanus, helmie arif wibawa, and sutikno. 2014. “sistem penentuan kelompok uang tunggal di universitas diponegoro.” seminar nasional ilmu komputer undip, 91–96. sujana, i wayan cong. 2019. “fungsi dan tujuan pendidikan indonesia.” adi widya: jurnal pendidikan dasar 4 (1): 29. https://doi.org/10.25078/aw.v4i1.927. tasrif, elfi, hadi kurnia saputra, denny kurniadi, hendra hidayat, and akrimullah mubai. 2021. “designing website-based scholarship management application for teaching of analytical hierarchy process ( ahp ) in decision support systems ( dss ) subjects” 15 (09): 179–91. wawan firgiawan, nuralamsah zulkarnaim, sugiarto cokrowibowo. 2019. “komparasi algoritma saw, ahp, dan topsis dalam penentuan uang kuliah tunggal (stf).” universitas sulawesi barat 1 (2): 11. https://doi.org/10.31605/jcis.v2i1. aviani, tri hasanah bimastari, and asep toyib hidayat. 2020. “sistem pendukung keputusan seleksi pemberian uang kuliah tunggal menerapkan metode waspas.” jurnal sistem komputer dan informatika (json) 2 (1): 102–9. https://doi.org/10.30865/json.v2i1.2482. avila, marzella aurelia, and denny kurniadi. 2021. “rancang bangun sistem informasi e-office pada tata usaha fakultas teknik universitas negeri padang konsep electronic office ( e-office ) konsep sistem informasi administrasi perkantoran analisis sistem berjalan p issn  : 2302-3295” 9 (1). efendi, rusdi, desi andreswari, and imanuel barus. 2017. “sistem pendukung keputusan penentuan uang kuliah tunggal dengan menggunakan metode weighted product,” no. september. ganefri, ganefri, hendra hidayat, asmar yulastri, and ifdil ifdil. 2020. “the need analysis of the production based entrepreneurship training model: learning entrepreneurship in higher education.” couns-edu: the international journal of counseling and education 5 (3): 58–63. https://doi.org/10.23916/0020200528530. imbar, radiant victor, kevin masli, and doro edi. 2016. “sistem pendukung keputusan penerima beasiswa dengan metode simple additive weighting (studi kasus di fakultas teknologi informasi u.k. maranatha).” jurnal teknik informatika dan sistem informasi 2 (3): 275–86. https://doi.org/10.28932/jutisi.v2i3.494. jazuli, muhammad. 2016. “sistem pendukung keputusan penentuan kelompok uang kuliah tunggal menggunakan metode k-means clustering skripsi oleh  :” novianti, hardini. 2019. “sistem pendukung keputusan penentuan uang kuliah tunggal dengan metode analitical hierarchy process (ahp) di universitas sriwijaya.” jsi: jurnal sistem informasi (ejournal) 11 (1): 978–79. https://doi.org/10.36706/jsi.v11i1.9488. nur, khairun nisa arifin, sundari retno andani, and poningsih poningsih. 2018. “sistem pendukung keputusan pemilihan operator seluler menggunakan metode multi-objective optimization on the basis of ratio analysis (moora).” komik (konferensi nasional teknologi informasi dan komputer) 2 (1): 61–65. https://doi.org/10.30865/komik.v2i1.942. penentuan, sistem, nilai uang, kuliah tunggal, muhammad agung, jumadi mabe parenreng, abdul wahid, m syahid nur wahid, suhendhar aji putra, and muhammad mahdinul bahar. 2020. “mahasiswa baru universitas negeri makassar” 01 (april): 9–17. purnama, mia, sampe hotlan sitorus, and muhammad diponegoro. 2019. “sistem pendukung keputusan penentuan kelompok uang kuliah tunggal menggunakan metode topsis dengan pembobotan metode ranking.” jurnal komputer dan aplikasi 07 (02). putra, reza ade. 2019. “penerapan naïve bayes classifier dengan gaussian function untuk menentukan kelompok stf.” jurnal ilmiah informatika global 9 (2): 112–17. https://doi.org/10.36982/jig.v9i2.583. rahma, oktavia suci, and muhammad anwar. 2021. “perancangan aplikasi pemilihan dosen pembimbing tugas akhir dengan metode analytical hierarchy process jurusan teknik elektronika universitas negeri padang a . analisis proses bisnis analisis sistem 1 . analisis sistem berjalan p issn  : 2302-3295” 9 (1). raya, universitas palangka. 2013. “implementasi metode simple adaptive weighted pada spk stf universitas palangka raya 1.” rokhman, syaiful, imam fahrur rozi, and rosa andrie asmara. 2017. “pengembangan sistem penunjang keputusan penentuan stf mahasiswa dengan menggunakan metode moora studi couns-edu  the international journal of counseling and education vol. 5, no. 4, 2020 design of decision support system in determining the single ... | 195 indonesian counselor association (iki) | doi: 110.23916/0020200531440 kasus politeknik negeri malang.” jurnal informatika polinema 3 (4): 36. https://doi.org/10.33795/jip.v3i4.41. sendana, stefanus, helmie arif wibawa, and sutikno. 2014. “sistem penentuan kelompok uang tunggal di universitas diponegoro.” seminar nasional ilmu komputer undip, 91–96. sujana, i wayan cong. 2019. “fungsi dan tujuan pendidikan indonesia.” adi widya: jurnal pendidikan dasar 4 (1): 29. https://doi.org/10.25078/aw.v4i1.927. tasrif, elfi, hadi kurnia saputra, denny kurniadi, hendra hidayat, and akrimullah mubai. 2021. “designing website-based scholarship management application for teaching of analytical hierarchy process ( ahp ) in decision support systems ( dss ) subjects” 15 (09): 179–91. wawan firgiawan, nuralamsah zulkarnaim, sugiarto cokrowibowo. 2019. “komparasi algoritma saw, ahp, dan topsis dalam penentuan uang kuliah tunggal (stf).” universitas sulawesi barat 1 (2): 11. https://doi.org/10.31605/jcis.v2i1. couns-edu the international journal of counseling and education vol.1, no.1, december 2016, pp. 1-8 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/1-9.0016.11-i3b received on 12/02/2016; revised on 12/14/2016; accepted on 12/26/2016; publishedon:12/31/2016 1 applying qur’anic contemplation in counseling daris tamin *) school of postgraduate, indonesia university of education *)corresponding author, e-mail: daristamin@gmail.com abstract the intent of this research project was to explore the use of quranic contemplation practices in counseling. in islamic terminology, quranic contemplation known as tadabburalquran. referring to this objective, this research is on the continuum between basic research and applied research. the research method that has been applied mix method between quantitative and qualitative approaches. integrating the two methods were considered appropriate for pragmatism paradigm adopted in this research. based on the results of the research found that: quranic contemplation in counseling that applicable on four general phases, namely: exploration, reading scripture, developing, and supplication. in particular, at each session consists of seven steps, namely: (1) build engagement counselee to open his/her heart to accept the quran as a “heart medicine”, the instructions for the peace of mind and happiness in life; (2) exposing the problems of the counselee; (3) identify the norms adopted counselee; (4) guiding the counselee for contemplations with quran in the order: recited, guiding understand the meaning of the verse, raised the focus on words related to the problem, the main message conveyed paragraph, reflecting the message of verses in everyday life; and expand the discussion; (5) made a commitment to change the behavior of current and future; (6) invited to join in the spiritual community; and (7) guided prayer. keywords:quranic contemplation, quranic counseling, contemplation counseling how to cite:tamin, d. (2016). applying quranic contemplation in counseling. couns-edu: international journal of counseling and education, 1(1): pp. 1-8. doi: 10.23916/1-9.0016.11-i3b this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2016. indonesian counselor association (iki). introduction application of quranic contemplation in counseling is a space for integration (incorporation) between counseling and spirituality and religious. the merger is like "knitting" the two regions that touch the mental health. indeed, this integration is entering a large flow of the 21st century counseling spirit as has been buzzed by miller (2003), dahlan (2005), cashwell & young (2005), and lines (2006). the integration spirit has fueled the new various terminology and praxis, which was later called spiritual counseling. in fact, the strong tendency of this integration has pushed the idea that spiritual serve as the fifth force in counseling and psychotherapy (surya, 2008). historically, the integration between counseling and spirituality has a long trajectory of development stories. the root of integration barriers occurs along conflict both side. this historical conflict affects to counselor views and actions in the counseling process. negative views of counselors towards spirituality and religious of client will affect to the counselor sensitivity about spirituality and religious of client. if a counselor bias towards spirituality and religious beliefs of clients, then it is not likely the client will do the counter transference the counseling process because they do not receive appropriate services. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu tamin, d 2|applying quranic contemplation in counseling © 2016 | indonesian counselor association (iki) | doi: 10.23916/1-9.0016.11-i3b recognizing the possibility of counterproductive from the counseling process as a result of the historical conflict, theorist and experts in counseling and psychotherapy emphasize the importance of a bridge to connect between spirituality and religious with counseling. as the obstacles, the bridge also has a long history. miller (2003) mentions three bridges with religious counseling. first, as well as counseling, religious can help individuals to change, grow, and contribute positively to society. religious can also encourage individuals to function within the framework of a higher life. second, as well as religious, counseling can also help individuals to develop a sense of self and maturity. third, as well as counseling, religious can help individuals develop their potential. history records that the bridge integration that connects counseling and spirituality had led to several phenomena, such as the establishment of a professional group, the opening level of the program and apprenticeship, the publication of journals, numbers of research, publication of textbooks, opening treatment centers, and spread literature about the theory of integration religious spirituality and counseling. one finding of the research is counseling using scriptures. along with it, farnsworth, hidnson (1982) had argued about the emergence of the debate about sin or not to use the scriptures in counseling. however, the application of intervention counseling and psychotherapy through scripture growing quite rapidly. the term that arises then is scripture counseling, namely a space counseling by using god's word or the word of god or gods (mack 1998; mccarron-benson, 2004; garzon, 2005; tan 2009). tan (2009) refer to this as the inspiration of counseling or by god (inspired of / by god). one technique of scripture counseling is reading scripture). denis (2006) describes the "reading scripture has been as appropriate regularly in religious counseling, both for spiritual edification and as a source of teaching on how to live." as a religious text, scriptures are rich with spiritual history and moral virtues as learning and guiding to live from god. muslims also practice this integration through reading the quran. one of them is ahmad al-qadi in the akbar clinic in florida usa. in 1984, al-qadhi reported the results of his research that simply listening to the reading of passages of the koran, a muslim, whether they speak arabic or not, can feel the changes are huge physiological, such as decreased depression, sadness, and even be able to acquire tranquility , rejecting various diseases, and feel the other changes to 95% (badri, 2000; akhmad, 2014). ahmad quadri, a psychiatrist at the mental health center, aurangabad india, also practice therapy through treatment by encouraging dialogue to clients using the verses of the quran that are adjusted to the symptoms of psychological disorders experienced by patients. pedak (2009) concludes that readers reading quran with able to improve the quality of positive emotions. this is because the impulse does not only come from the sight but also of hearing. in addition, reading quran with meanings will have a positive effect on intelligence and emotion. salim (el-shakir, 2014) explains that a person feels calm up to 65% when listening to the reading of the qur'an and only 35% when listening to the arabic language which is not from the quran. integration quran in counseling has also been done by shaima ahammed in 2010. his article entitled “applying quranic metaphors in counseling”, which is in the international journal for the advancement of counselling, volume 32, number 4, december 2010(8). ahammed describes the application of the quranic metaphor in counseling that the value of quranic metaphors as therapeutic tools in counseling. in the context of the quranic integration history in counseling in indonesia, there were ever done by rakov &uman (2005) and sutoyo & hall (2006). rakov &uman (2005) concluded that the counseling quranic approach can develop social relationship skills. sutoyo& hall (2006) concludes that the quranic counseling approach can improve the religiosity associated with understanding, which was originally conceived wrong turn into the correct understanding. al-quran is the scripture that the entire contents related to human behavior. al-quran also talks about how the development of noble character and instantly provide direct guidance on the development. hussain (2011) explains that, "the quran offer section with the human psych and exemplifies the challenges to behavioral change and character development through its narratives, analogies, and direct guidance." couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 applying quranic contemplation in counseling| 3 © 2016 | indonesian counselor association (iki) | doi: 10.23916/1-9.0016.11-i3b as the word of allah (kalamullah), the quran has the power to affect humans. his influence not just on the visible behavior from individual and communal, even influence will enter the halls of atoms and blood cells in the human body although only by listening alone. al-kaheel (2011) explains that the voice of the quran were read by a person or another person is able to influence the damaged cells and restore balance. al-kaheel (2011) explains that the chant verses of the holy quran create a group of frequencies that reach the ear then moves to the brain cells and influence through electromagnetic fields these frequencies generated in these cells. furthermore, in response to the electromagnetic field will modify vibrations. changes in the vibration is what is perceived and understood repeatedly during read or recited the quran. since derived more than fourteen centuries ago the quran had called itself by various names that indicate the function to ensure human happiness. the quran called bashirah (clear insight and evidence) because it implies and evidence of a clear and deep so that it can be used as guidelines by humans. the qu'an also called hudan (guidance) and rahmah (mercy). the quran also called mau'izhah (a good advice) because it contains lessons and advice for all the good and forbid all that is evil. the quran also called syifa (healing) for all forms of disease in the chest, such as ignorance, doubt, hypocrisy, indifference, lust urge to break the rules of allah and illness doubts about science and faith. the mention syifa not only the so-called separate but coupled with hudan and rahmah repeatedly in several verses. the purpose of coupling the two functions that are repeated is to strengthen and assure that the quran actually have superiority in guaranteeing human happiness. one way to make the quran as a source of human happiness is through pathway or technique called tadabbur. an individual who may benefit from tadabbur in his life, it will always control himself because it possesses always being watched by god (muraqabah). in other words, an individual who has muraqabah nature is someone who is likely to have a character that is muhsin highest degree in religious person above degrees muslim and mu’min. someone who has muhsin character will always act within the framework of the goodness and glory for self-control and good integrity. essentially, tadabbur the quran is pathway of contempaltion through the verses of the quran with the purpose of awakening the integrity of the self that can encourage people toward the glory of the summit, and happiness in her life. kartadinata (2011)explains that integrity is the most significant impulse in man because it will bring people to the direction of improvement and self improvement. this push allows humans have an awareness of alternative actions; see the decisions taken as a manifestation of the freedom of self, and not as a mechanistic behavior. encouragement like this brings people towards a healthy mental development. yusuf, s., & nurihsan, j. (2005) explains that mental health is how a person think, feel, live a daily life, look at yourself and others, and evaluate various alternatives and make a decision. consider the objectives, counseling and contemplation have in common is touching of mental health and reach happiness and peace in life. similarly with quranic contemplation the verses of the quran through tadabbur. thus, they can give a rift to complementary each other. the problem, how to apply quranic contemplation in counseling. method the research method was applied in this study is the mixed method both quantitative and qualitative. integrating the two methods in the study also considered appropriate for the research paradigm is pragmatism, which is both practical and stresses the usefulness or expediency. cresswel (2007) explains that "in pragmatism, the approach may combine deductive and inductive thinking, as the researcher mixes both qualitative and quantitative data." teddlie & tashakkori (2009) explains that "mixed methodologists working primarily within the pragmatist paradigm and interested in both narrative and numeric data is and them analyzes." a quantitative approach has been used to test the effectiveness of the service. category quantitative research design used was quasi-experimental with the first type of interpretable nonequivalent group design, namely the pretest-posttest design. according sugiyono (2013), this design is almost the same as the pretest-posttest control group design. the difference is only in the experimental group and the control group was not chosen randomly. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu tamin, d 4|applying quranic contemplation in counseling © 2016 | indonesian counselor association (iki) | doi: 10.23916/1-9.0016.11-i3b selection of this type based on the findings at the time of quranic contemplation is designed to develop more low teens patience status in state islamic school (man) 1 in bandung city. results of a preliminary study on the status of adolescent placing 60 out of 357 of teens on a low patience status in all dimensions and aspects. based on these findings, it was decided to place the 30 adolescents in the experimental group and 30 adolescents in the control group. the qualitative approach used the naturalistic inquiry method with phenomenology strategy. the purpose of the strategy in accordance with an aspect phenomenology sought, namely the experience of counselors and students. mcleod in heppner (2008) explains that "the purpose of phenomenology is" to produce description of the phenomena of everyday experience. thus, arriving at an understanding of the essential structures of the 'thing itself', the phenomenon." the strategy used in the design of mixed method is a triangulation design model data transformation (triangulation design: validating quantitative data model). creswell (2007) explains that by using this strategy, researchers can perform data analysis separately but then the data is transformed, compared, and interrelated one with the other data. final procedure of this strategy is to interpret all quantitative and qualitative data. the study was conducted in four stages. first, a preliminary study with a review of literature on the integration of counseling with quranic contemplation. second, validating the hypothetical rational framework by four experts. third, empirical validation through a quasi-experimental methods and design nonequivalent control group pretest-posttest and qualitative analysis and interpretation through phenomenology strategy. fourth, dissemination and publication. the rational validation forum recommends a framework as a guide for applying the quranic contemplation in counseling. in detail, the framework contains some important things, among: first, quranic contemplation implemented in classroom guidance services. second, the intervention process is done in seven sessions over seven weeks. third, interventions implemented in the duration of 2x45 minutes. fourth, each session consists of five stages, including: appetizer, exploration, quranic recitation, development, and supplication. fifth, the counseling process should be different from the academic study of religion (majelis ta’lim or pengajian). appetizer is a process to establish an atmosphere of counselee engagement by opening they hearts in need of allah, accept and believe in the holy quran as the word of allah containing heart medication and instructions for the peace of mind and happiness in life. hearts are in control of god. he is tossing and turning hearts according to his will. exploration is a process to exposing problems of life continued to identify norms adopted by counselee to the problems. this identification gives benefits as it will provide a snapshot of student religious spiritual capacity, mainly related problem behavior as a result of its inability to resolve the problems. quranic recitation is a process to guiding counselee to contemplate or reflect on the verses of al-quran through a process of tadabbur. furthermore, guiding the counselee to contemplate the verses of al-quran through tadabbur process begins with listening murattal (sound of the quran) chanted by reciter, misyari rashid al-efasi and nasir qithami. at the same time, the counselee reading is being to listened or heard through mushaf or book of the al-quran. furthermore, guide counselee to understand the meaning of the verse, conveying key messages of the quran verses, reflect the quran verses to the daily life; and discussion. development is a process to make a commitment to change the behavior of current and future as well as provide opportunities for experiential learning for the sake of mental reinforce the reality of everyday life, both in the aspect of faith hearts, in perspective (mindset), oral speech, and action. next, build a spiritual community and others as a follow-up. supplication is a process to guiding of prayer, begging, hoping, confidential talk and complained to god for guidance and is given the power of the soul, happiness, and peacefulness. prayers are recited aloud with great insistence and fervently. couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 applying quranic contemplation in counseling| 5 © 2016 | indonesian counselor association (iki) | doi: 10.23916/1-9.0016.11-i3b results and discussions referring to the results of empirical validation, quranic contemplation were effective to develop patience character of adolescent. but, instead it will be exposed. these results are quite as a gateway to know in depth the dynamics that occur in the application of quranic contemplation in counseling. through data collection and analysis techniques in the process of intervention qualitatively, obtained several findings, specifically the supporting factor for effectiveness of application quranic contemplation in counseling are: first, recitation of the holy quran verses that touches the heart human interest to the holy al-quran and how ability the holy quran to influence people, both physiologically and psychologically actually been found by numerous studies. recitation from the holy quran not merely as a space for personal development but also provide therapeutic effects. some of the same research by making al-quran as the object of study have proven the effect of the holy al-quran. in the 1984, in the study long enough to know the effect of the holy quran against human physiological when experiencing stress, elkadi (1984) concludes that the research results: "according to the available data there is definite and obvious stress reducing effect of the quran on the various organs of the body, possibly through the central and autonomic nervous system. the specific physiologic changes achieved by the holy quran vary from one organ to the another. reviews these include relaxation of skeletal muscles with reduction of the electrical potential in muscles monitored; reduction of the sweat production with decrease of electrical conductivity of the skin; relaxation of the smooth muscles in blood vessels with vasodilation and increased blood flow and perfusion in the test areas; as well as reduction of heart rate and increased of skin temperature. reviews these were only the function which in these studies were measured." in addition to the relaxation effects found through the holy quran against human physiological function, which attract elkadi research are mechanisms of treatment of the respondents. elkadi provides two mechanisms of treatment, namely: first through the meaning of the holy quran, both to those who understand them even provide the translation did not understand the arabic text. secondly, by way of uttering a sound reading of the quran, both to those who understand its meaning and to which no understand of meaning it. elkadi (1984) explains that: "within the quran itself, there appears to be a different verse of the holy quran, where there is more stress reduction of verses promising reward (verses of targheeb) and less stress reducing effect of verses promising punishment (verses of tarheeb)." badri (2000) confirmed the findings alkedi, that simply listening to the adding of passages of the holy quran, a muslim, whether they speak arabic or not, can feel a huge physiological change, such as decreased depression, sadness, can even obtain tranquility, resisting diseases, and feel the other changes up to 95%. nawsherkhan, et.al (2010) also describes the results of research on the mental and spiritual relaksani through the recitation of al-quran. he concluded, “relaxation level of group “a” was high, but low level for group “b”; exhaustion level for group “a” was low and it was high for group “b”; aggressive mode level was zero (nothing) in group “a” but for group “b” aggressive mode was present in the form of emotionality; the thoughts and dreams of group “a” were positive, high, and useful, but the thoughts and dreams of group “b” were negative, low, and useless.” second, telling story of inspirational figures contained in the holy quran for character development. storytelling is fundamental in learning and counseling. for countless generations, the human race has used storytelling as a way to share information, educate, and prepare the next generation. sawyer (myers, tollerud, jeon, 2012) explains that, "the use of storytelling as a teaching method dates back to at least 4000 b.c. and the ancient egyptians. "the method or a story told in the learning has an extremely long period of use since ancient times been used by humans. it was also said by zabel (myers, tollerud, jeon, 2012) that the great masters such as homer, plato, jesus, li po, and gandhi using the history/stories, myths, stories, parables, and stories personal to teach, illustrate, and guide his students to think. also, explained that, "indigenous storytellers use stories to provide cultural and historical contexts that serve as social cohesiveness for the entire tribe." third, prayed fervently at the end of the session that touches the heart. young & cashwell (2014) explains that the counselors in the united states thought that the use of prayer in the spiritual guidance and counseling sessions is considered vital. although it had been a debate quite warm, practitioners counseling discovered in a variety of research that prayer has a position that is frightening basic or couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu tamin, d 6|applying quranic contemplation in counseling © 2016 | indonesian counselor association (iki) | doi: 10.23916/1-9.0016.11-i3b foundational in all religions practiced in the west (western theistic religion) and by some adherents of eastern religions (eastern religion). clearly, prayer is a part of an individual's life. but some counselors neglect prayer as part of the individual's life. most believe that prayer is an element of fear of the client. they argue that he is not a pastor or priest counselor so no need to touch on areas such inconveniences. some forms of prayer can be integrated in guidance and counseling sessions. paloma & pendleton (miller, 2003) divides prayer in four forms, among others: (1) meditative, prayer is related to worship; (2) ritualistic, which is associated with ritual prayer; (3) petitionary, namely prayer to ask for something in particular; and (4) and colloquial, which is a prayer in the form of a conversation higher power (who deified / honored / are considered to have a high position) as expressing gratitude or for guidance. mccullough and larson (miller, 2003) adds intercessory prayer as a form of the fifth one, ask for healing for others. the fifth type of prayer can be practiced by a counselor or clients both inside and outside the session. miller (1993) explains that the counselor and the client can mutually agree on what prayer would be applied in accordance with the needs of the problems being faced. fourth, school counselors whose competently to applying quranic contemplation in counseling. in each implementation guidance and counseling, the most crucial aspect is the competence of the counselor. whatever approach and guidance and counseling models are applied, the competence of counselors into aspects of absolute existence. competence counselor is the point or the most important point in the implementation of a program or model or framework of guidance and counseling, both at school and outside of school. counselors are key actors or key person in school counseling program. competence of counselor is very important in the implementation of any approach or model of guidance and counseling. similarly, in the applying quranic contemplation in counseling counselor as implementer should be given training beforehand. even during the implementation of the guidance counselors are supervised and evaluated. because, in guidance and counseling services that are integrated with spirituality, counselors are required to have general and specific competencies for the role was very crucial. school counselor competencies highly influential in providing navigation to the counselee to contemplate and reflect on the message in verses of the holy quran to a happier life and peace. some of the competencies required by the counselor in the application of quranic contemplation in counseling is (1) integrity, (2) understand the spiritual resources counselee, (3) have faith in the quran as a guide for life, and (4) understand the rules of language arab, although only slightly. apart from all these competencies, al-lahim (2004) explains that the first and foremost key to contemplate teh holy quran is the love of the holy quran (hubbul quran). loving of holy quran starting from the heart. related love of the heart to the holy quran, there are two things that should be noted, that: (1) atually, heart is an instrument for the understanding and the mind; (2) real heart is in the hand of god almighty that there is no partner for him. faith in the truth of the holy quran grew into a passion. while the place of love in the heart. the heart of god was at hand. other findings from the applying quranic contemplation in counseling, that these applications will not be effective if: (1) having doubts fundamental counselee (skepticism) to the truth of the holy quran; (2) counselee impaired or hearing impairment; (3) counselee impressive in the early counseling sessions with shyness and lack confidence or may fear for counselees who cannot read the holy quran; (4) counselors who have a negative view of islam or islamic less knowledge and insight; and (5) counselor not have integrity between religious knowledge with everyday behavior with the counselee. conclusions this study has found that the quranic contemplation in counseling proven effective to develop the patinece character. this study managed to find the factors that support the effectiveness of the application. this study only tested with nonrandom in a quasi-experimental design. further research can be tested with random design in a pure experiment. in addition, in addition, this study only develop characters patient. various characters associated with various verses in the quran is recommended for further study. couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 applying quranic contemplation in counseling| 7 © 2016 | indonesian counselor association (iki) | doi: 10.23916/1-9.0016.11-i3b acknowledgments i would like to thank indonesia university of education. references al-kaheel, a. (2011). al-qur’an the healing book. jakarta: tarbawi prass. al-lahim,kh. (2004). mafaatihu tadabburil-quran wan-najaahi fil-hayaat, riyadh: maktabah al-malik fahd al-wathaniyah atsna an-nasyr. akhmad akhsan, n. o. r. (2014). the lexicogrammatically features in procedure text written by the tenth grade students of man 2 kudus in academic year 2013/2014 (doctoral dissertation, universitas muria kudus). badri, m. (2000). contemplation an islamic psychospiritual study, kuala lumpur: shelbourne enterprise sdn. bhd. cashwell. c.s & young. j.s. [ed]. (2005). integrating spirituality and religion into counseling, alexandria: american counseling association. cresswell, m. j. (2007). language in the world: a philosophical enquiry. cambridge university press. dahlan, i. (2005). deer-acacia integrated production system: estimation of ecological carrying capacity. in proceedings integrating livestock-crop systems to meet the challenges of globalisation. ahat/bsas intl. conf. khon kaen, thailand (vol. 1, pp. 131-132). lines, denis. (2006). spirituality in counselling and psychotherapy. sage. elkadi, a. (1984). health and healing in the quran. american journal of islamic social sciences, vol. 2. no. 2. garzon, i. (2005). multifunctionality of agriculture in the european union: is there substance behind the discourse's smoke?institute of governmental studies. heppner, p, et.al. (2008). research design in counseling. belmont, ca: thomson brooks. hindson, j. (1982). sheep health schemes. in practice, 4(2), 53-58. hussain, f. (2011). therapy from the quran and al-hadiths: a reference for character development. riyadh: darussalam kartadinata, s. (2011). menguak tabir bimbingan dan konseling sebagai upaya pedagogis. mccarron-benson, a. a. (2004). native title archaeology: the role of archaeology in native title litigated determinations in australia. ba (honours) thesis, australian national university. miller, t. j. e. (1993). switched reluctance motors and their control. magna physics pub.. miller. g (2003). incorporating spirituality in counseling and psychotherapy theory and technique, new jersey: john wiley & sons. inc. myers, c.e., tollerud, t.r., jeon, m.h. (2012). the power of personal storytelling in counselor education, ideas and research you can use: vistas 2012, volume 1. nawsherkhan, et. al. (2010). mental and spiritual relaxation by recitation of holy quran. proceeding of second international conference on computer research and development.ieee doi 10.1109/iccrd.2010.62. pedak. m. (2009). qur’an for gen; mukjizat terapi quran untuk hidup sukses, jakarta: kawah media. rakov, v. a., & uman, m. a. (2005). cambrige university press. thrid printing. sugiono. (2013). metode penelitian kuantitatif kualitatif dan r&g. surya, m (2008). mewujudkan bimbingan dan konseling profesional, bandung: jurusan psikologi pendidikan dan bimbingan fip upi bandung. sutoyo, d., & hall, j. (2006). study of wood-frame building records from the parkfield and san simeon earthquakes. in smip06 seminar proceedings (pp. 81-101). tan, e. (2009). counseling in school: theories, processes and techniques, singapore: mcgraw hill education. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu tamin, d 8|applying quranic contemplation in counseling © 2016 | indonesian counselor association (iki) | doi: 10.23916/1-9.0016.11-i3b teddlie, c., & tashakkori, a. (2009). foundations of mixed methods research: integrating quantitative and qualitative approaches in the social and behavioral sciences. sage. walker, mack. (1998). german home towns: community, state, and general estate, 1648–1871. cornell university press. young, j. s., & cashwell, c. s. (2014). overcome the fear of making a mistake. integrating spirituality and religion into counseling: a guide to competent practice, 279. yusuf, s., & nurihsan, j. (2005). landasan bimbingan dan konseling. bandung: pt remaja rosdakarya. couns-edu the international journal of counseling and education vol.5, no.2, 2020, pp. 58-63 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200528530 received on 03/13/2020; revised on 04/18/2020; accepted on 05/11/2020; published on: 06/30/2020 58 need analysis of the production based entrepreneurship training model: learning entrepreneurship in higher education ganefri 1 , hendra hidayat 2*) , asmar yulastri 1 , ifdil ifdil 1 1 universitas negeri padang, indonesia, 2 universitas bung hatta, indonesia, * ) corresponding author, e-mail: hendrahidayatmpd@gmail.com abstract the purpose of this study is to describe the needs analysis of production-based entrepreneurship training models in higher education. this is a quantitative and descriptive research with data purposively collected from 110 students that took entrepreneurship courses using questionnaires. the obtained data analyzed using the descriptive statistics method. furthermore, this research was limited to the definition stage, which is to obtain information on the analysis of production-based entrepreneurship training needs seen from entrepreneurship learning. the results showed that the need for production-based on entrepreneurship training was categorized at a fairly good level, which contained elements of learning and teaching. needs analysis is an important research activity used to obtain indepth information as a basis for carrying out subsequent activities. keywords: needs analysis, entrepreneurship training, production based. how to cite: ganefri, g., hidayat, h., yulastri, a., & ifdil, i. (2020). need analysis of the production based entrepreneurship training model: learning entrepreneurship in higher education. couns-edu: the international journal of counseling and education, 5(2), 58-63. doi: 10.23916/0020200528530 this is an open-access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium provided the original work is properly cited. ©2020 by author. introduction currently, there is a global increase in economic development with tremendous growth in trade and property, thereby impacting on the socio-economic life of various countries, including indonesia (antoni, akmal, & muslim, 2019; antoni, yuliviona, kamela, & muslim, 2020). according to livingstone (2018), higher education which is properly developing in indonesia is one of the driving forces for a nation's economy. however, there is still a gap in society's job market, thereby leading to high unemployment rates for higher education graduates. one of the advantages of higher education is its ability to provide skilled and professional workers needed by the job market. according to mondragón-vélez, peña, wills, and kugler (2010) the demand in the labor market is very high, and the availability of quality resources in indonesia allow for economic change and a better welfare level. based on 2017 data obtained in a research carried out by kemenristekdikti (2017), there are a total of 4,504 campuses in indonesia. with these numerous campuses in indonesia, graduates are expected to bring tremendous economic changes to the country's economy. unfortunately, in reality, the economic conditions and the nation's welfare do not change significantly due to the number of unemployed college graduates. learning in higher education needs to be properly synchronized with society's development and the various demands of the job market. currently, higher education graduates are less able to implement their knowledge in their professional field with low morale. therefore, higher institutions need to ensure that http://dx.doi.org/10.23916/0020200528530 http://dx.doi.org/10.23916/0020200528530 couns-edu  the international journal of counseling and education vol.5, no.2, 2020 need analysis of the production based entrepreneurship training ... | 59 indonesian counselor association (iki) | doi: 10.23916/0020200528530 their educational curriculums are in line with the world of work, while graduates can create employment opportunities, rather than looking for jobs. in the last five years, the government, through the ministry of research and higher education, which is currently the ministry of education and culture, is actively and focused on offering various programs to improve students' soft skills. some of these programs are scientific reasoning that strengthens students' hard and soft skills. furthermore, campuses also have course programs to develop students' soft skills, such as entrepreneurship. the government also facilitates students by providing business funding assistance, on a national basis through creative and entrepreneurship programs. essentially learning in higher education prepares graduates that have competences in their respective fields of knowledge and are also provided with entrepreneurial, technological, and social competences. entrepreneurship learning is designed for higher education graduates to survive and compete in the job market (taatila, 2010) in accordance with the current digitalization era and the complexity of the nation's economic problems. besides that, it is carried out to shape students' competence and entrepreneurial character. high morale, courage, interpersonal communication, teamwork, and discipline are some of the characteristics of entrepreneurship that are indispensable to today's higher education graduates. similarly, marketing skills, scientific products (antoni et al., 2019), reading market opportunities, creativity, and business innovation are some of the entrepreneurial competencies that need to be understood and implemented for students and graduates of higher education in indonesia. the materials used in higher education are not in line with the field practice because students are less enthusiastic, with the inability of the study plans to predict, understand and develop their selfpotential, work ethics, responsibility, optimal communication and evaluation. furthermore, learning entrepreneurship can become dull when students only listen to monotonous lectures and stories from the teacher, without competence and understanding of entrepreneurial character, because graduates prefer to look for jobs rather than open employment opportunities. good entrepreneurship learning tends to positively impact on their readiness to open employment opportunities, thereby leading to a yearly decrease in the unemployment rate. figure 1 is the latest data released by the indonesian central bureau of statistics. figure 1. open unemployment rate in indonesia from february 2018-february 2020 source: central statistics agency, may 2020 based on the central statistics agency, unemployment has increased by 60 thousand people in the past years, with a decrease in the open unemployment rate to 4.9% in february 2020 (bps, 2020). however, this condition does not include the negative impact caused by the outbreak of the covid-19 pandemic. however, the national development planning agency (bappenas) predicts that due the pandemic, the unemployment rate in 2021 is likely to increase to 12.7 million people. in 2020 it is estimated that approximately 8.1 million people or 9.2% are going to be influenced by the open unemployment rate (tpt) (thomas, 2020). therefore, it is essential for higher education to immediately enhance entrepreneurship learning by providing alternative solutions through production-based entrepreneurship training models to students to enable them to compete in this globalization era. entrepreneurship education and training is a process of facilitating individuals with concepts and skills to be able to recognize business opportunities and have insight, confidence, and ability to act (mcintyre, 2000). one of the training activities used to help develop active, creative entrepreneurial learning and training for students competence and character are through production-based training. this allows them to couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu ganefri, g. et. al. need analysis of the production based entrepreneurship training ... | 60 indonesian counselor association (iki) | doi: 10.23916/0020200528530 produce various goods and services following the conditions of the curriculum set and according to the market and society's needs. therefore, this study aims to describe the analysis of the needs of productionbased on entrepreneurship training models in higher education. method this study utilized the development research (gall & gall, 2003), with a quantitative descriptive approach used to examine the analysis of production-based entrepreneurship training needs in higher education. furthermore, this research is limited to the definition stage, which is to obtain information on the analysis of production-based entrepreneurship training needs from higher education. data were purposively collected from 110 students that took entrepreneurship courses at bung hatta university, padang, indonesia, using a questionnaire. the study was also carried out using a 4-stage model development. according to akbar & hartono (2017), the research and development stages were carried out with four stages of development, namely 1) definition, 2) design, 3) development and 4) distribution. figure 2: the framework for the research stages of the production-based entrepreneurship training model. this needs analysis stage involves distributing questionnaires during the learning process and analyzing data using descriptive statistics. several items were asked to students regarding 1) learning tools, 2) understanding and developing self-potential, 3) work ethics, responsibility, and pride, 4) learning implementation and planning, 5) knowing student character, 6) learning activities that we are educating, 7) communication with students, and 8) evaluation. in this process, students were asked to fill a questionnaire using the yes or no answer options. this means that from this questionnaire, information used to design and develop a training model production-based entrepreneurship model is obtained. results and discussions this study was implementation based on the four stages of the research, which starts with a needs analysis. in addition, it aims to determine and obtain information on entrepreneurship learning in forming a training model using the right analysis (hidayat, ardi, yuliana, & herawati, 2019; hidayat, tamin, herawati, khairul, & syahmaidi, 2019). production-based entrepreneurship training is generally similar to entrepreneurship learning. the only difference is that in production-based training, students are actively couns-edu  the international journal of counseling and education vol.5, no.2, 2020 need analysis of the production based entrepreneurship training ... | 61 indonesian counselor association (iki) | doi: 10.23916/0020200528530 involved and have a target of products to produce for commercial purposes, which are in line with each department's field and following market needs. according to hidayat (2015), production-based learning provides students with the opportunity to develop thinking skills in higher education. the results of the needs analysis can be seen in figure 3: figure 3. graph of item analysis of entrepreneurial learning needs. data from the questionnaire filled in by students were descriptively analyzed to obtain an overview of the need for production-based entrepreneurship training. the need for an achievement response analysis of 8 (eight) aspects distributed to students taking entrepreneurship courses showed that an average of 68.18% and 31.83% of the students, provided yes and no answers. the 31.83% of students that answered "no" indicates that they do not understand the importance of aspects of entrepreneurship learning. the item of analysis of needs in the highest category of 75.4% is student character, therefore, educators' need to pay adequate attention and consideration, to this aspect of entrepreneurship learning (syam, akib, yunus, & hasbiah, 2018). meanwhile, the lowest score category is the learning device aspect with a value of 65%, is an integral part, and in accordance with ganefri et al. (2018) research, which stated that it is a scenario and storyline for students and educators. the low-value category of the acquisition of filling out this questionnaire on the aspect of learning tools assumes that students do not understand the principles and essence of the importance of learning tools. furthermore, information was obtained in designing a draft production-based entrepreneurship training model using the needs analysis results, which found that entrepreneurship learning was at a reasonably good level. according to lüthje & franke (2003), entrepreneurship education and training aim to inspire students to arouse emotions and change mindsets. it also fosters entrepreneurship as a new mindset, and part of entrepreneurial education competencies (edwards-schachter, garcía-granero, sánchez-barrioluengo, quesada-pineda, & amara, 2015) (karimi, biemans, lans, aazami, & mulder, 2016), based on learning experiences and training activities (kakouris, 2017; robinson et al., 2016). the study shows the importance of learning devices, especially in entrepreneurship (ganefri et al., 2018; hidayat, 2017a, 2017b), and in understanding as well as developing students' self-potential, such as ethics, character and a sense of responsibility learning (hidayat, 2017; hidayat, yulastri, sriwahyuni, & zoni, 2018) (hidayat, ardi, et al., 2019; hidayat, herawati, hidayati, & syahmaidi, 2018; hidayat, herawati, tamin, & syahmaidi, 2018; kusumaningrum, ganefri, & hidayat, 2015; yulastri & hidayat, 2017). this indicates that entrepreneurship learning considers need analysis, as well as the objectives, learning tools and characters integrated into the education. couns-edu  vol.5, no.2, 2020 available online: http://journal.konselor.or.id/index.php/counsedu ganefri, g. et. al. need analysis of the production based entrepreneurship training ... | 62 indonesian counselor association (iki) | doi: 10.23916/0020200528530 conclusions in conclusion, the production-based entrepreneurship training model needs to be implemented in learning for all areas of expertise. therefore, in order to design this entrepreneurial training model following the learning principles, it is necessary to have an initial study in the form of a needs analysis. the research data used in this study showed an average of 68.18% and 31.83% yes and no answers. needs analysis is a critical research activity used to obtain in-depth information as material for subsequent activities. production-based entrepreneurship training activities are an alternative in shaping entrepreneurship learning that allows students to develop thoughts, skills, and cooperation. acknowledgements the authors are grateful to all those that supported and cooperated with them throughout this research process. furthermore, the authors are also grateful to drpm dikti for funding this 2020 research. references akbar, f. i., & hartono, r. (2017). pengembangan lembar kegiatan peserta didik dengan model pengembangan 4-d pada materi mitigasi bencana dan adaptasi bencana kelas x sma. jurnal pendidikan geografi: kajian, teori, dan praktek dalam bidang pendidikan dan ilmu geografi, 22(2), 134145. antoni, a., akmal, a., & muslim, i. (2019). long-term relationships of macroeconomic variables on indonesian foreign exchange reserves. jurnal menara ekonomi: penelitian dan kajian ilmiah bidang ekonomi, 5(2). antoni, a., yuliviona, r., kamela, i., & muslim, i. (2020). the effect of marketing mix on tourist decision in mandeh island west sumatra, indonesia. jurnal menara ekonomi: penelitian dan kajian ilmiah bidang ekonomi, 6(1). bps. (2020). beritaresmistatistik: keadaanketenagakerjaan indonesia februari 2020. no. 40/05/th. xxiii, 05 mei 2020. edwards-schachter, m., garcía-granero, a., sánchez-barrioluengo, m., quesada-pineda, h., & amara, n. (2015). disentangling competences: interrelationships on creativity, innovation and entrepreneurship. thinking skills and creativity, 16, 27-39. gall, j. p., & gall, m. d. (2003). instructor's manual to accompany educational research: an introduction, by gall, borg, and gall: pearson education. ganefri, g., hidayat, h., yulastri, a., mardin, a., sriwahyuni, d., & zoni, a. a. (2018). perangkat pembelajaran pedagogi entrepreneurship dengan pendekatan pembelajaran berbasis produk di pendidikan vokasi. paper presented at the prosiding seminar nasional & internasional. hidayat, h. (2015). production based learning: an instructional design model in the context of vocational education and training (vet). procedia-social and behavioral sciences, 204, 206-211. hidayat, h. (2017a). how is the application and design of a product-based entrepreneurship learning tools in vocational higher education? paper presented at the international conference on technology and vocational teachers (ictvt 2017). hidayat, h. (2017b). how to implement technology science for entrepreneurship by using productbased learning approach and participatory action learning system in higher education? advanced science letters, 23(11), 10918-10921. hidayat, h., ardi, z., yuliana, & herawati, s. (2019). exploration of the need analysis for technopreneurship scientific learning models in higher vocational education. international journal of economics and business research, 18(3), 356-368. hidayat, h., herawati, s., hidayati, a., & syahmaidi, e. (2018). pembelajaran kewirausahaan dengan pendekatan berbasis produksi sebagai alternatif mempersiapkan lulusan berkualitas di pendidikan tinggi. paper presented at the prosiding seminar nasional pakar. hidayat, h., herawati, s., tamin, b. y., & syahmaidi, e. (2018). how is the practicality of technopreneurship scientific learning model design in vocational higher education? international journal of scientific research and management, 6(09). couns-edu  the international journal of counseling and education vol.5, no.2, 2020 need analysis of the production based entrepreneurship training ... | 63 indonesian counselor association (iki) | doi: 10.23916/0020200528530 hidayat, h., tamin, b. y., herawati, s., khairul, k., & syahmaidi, e. (2019). the contribution of technopreneurship scientific learning and learning readiness towards the entrepreneurship learning outcomes in higher vocational education. jurnal pendidikan vokasi, 9(1), 21-32. hidayat, h., yulastri, a., sriwahyuni, d., & zoni, a. a. (2018). contribution of entrepreneurship pedagogy learning model with production-based learning approach to entrepreneurs learning outcomes in vocational higher education. international journal of scientific research and management, 6(10). kakouris, a. (2017). constructivist entrepreneurial teaching: the telecc online approach in greece entrepreneurship education: emerald publishing limited. karimi, s., biemans, h. j., lans, t., aazami, m., & mulder, m. (2016). fostering students’ competence in identifying business opportunities in entrepreneurship education. innovations in education and teaching international, 53(2), 215-229. kemenristekdikti. (2017). berapa jumlah perguruan tinggi di indonesia? jakarta: forlapdikti. kusumaningrum, i., ganefri, g., & hidayat, h. (2015). improving students’ entrepreneurial interest using production based learning model in tvet. paper presented at the 3rd upi international conference on technical and vocational education and training. livingstone, d. w. (2018). the education-jobs gap: underemployment or economic democracy. canada: university of toronto press. lüthje, c., & franke, n. (2003). the ‘making’of an entrepreneur: testing a model of entrepreneurial intent among engineering students at mit. r&d management, 33(2), 135-147. mcintyre, j. r. (2000). university education for entrepreneurs in the united states: a critical and retropspective [sic] analysis of trends in the 1990's: georgia tech center for international business education and research …. mondragón-vélez, c., peña, x., wills, d., & kugler, a. (2010). labor market rigidities and informality in colombia [with comment]. economía, 11(1), 65-101. robinson, s., neergaard, h., tanggaard, l., krueger, n., mccracken, m., & matlay, h. (2016). new horizons in entrepreneurship: from teacher-led to student-centered learning. education+ training. syam, a., akib, h., yunus, m., & hasbiah, s. (2018). determinants of entrepreneurship motivation for students at educational institution and education personnel in indonesia. journal of entrepreneurship education, 21(2), 1-12. taatila, v. p. (2010). learning entrepreneurship in higher education. education+ training. thomas, v. f. (2020). angka pengangguran 2020 terburuk, apa yang bisa dilakukan jokowi? retrieved 16 september 2020, 2020, from https://tirto.id/angka-pengangguran-2020-terburuk-apa-yang-bisadilakukan-jokowi-fkqg yulastri, a., & hidayat, h. (2017). developing an entrepreneurship module by using product-based learning approach in vocational education. international journal of environmental and science education, 12(5), 1097-1109. couns-edu the international journal of counseling and education vol.2, no.3, month 2017, pp. 119-130 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/002017025630 received on 02/13/2017; revised on 13/03/2017; accepted on 07/21/2017; published on: 09/30/2017 119 qualitative research on islamic psychotherapy: a meta synthesis study in indonesian culture nita trimulyaningsih *)1 , etik wulandari 2 , nanum sofia 3 123 universitas islam indonesia * ) corresponding author, e-mail: nita3life@gmail.com abstract there were no conclusions from the concept of islamic psychotherapy in indonesia. these conclusions are important for the building of paradigm of islamic psychology that was fit with indonesian culture. this study tried to synthesis the qualitative research of islamic psychotherapy to describe real experience of islamic psychotherapy in indonesia. method of this research was qualitative meta synthesis. the approach used in this research was reciprocal translation, which adapted from meta ethnography. from the result, islamic psychotherapy was defined as techniques to solve the client’s problems and treating illness both mental, spiritual, moral, or physical by increasing the awareness of allah and getting back the client to allah, in islamic approach through guidance of quran and hadits.its. three varians of islamic psychotherapy in indonesia was sufism, worship psychotherapy, and religious guidance. basic assumption about fitrah and tauhid found underlying all theconcepts and practice of islamic psychotherapy in indonesia. keywords: islamic psychotherapy, meta synthesis, qualitative. how to cite: trimulyaningsih, n., wulandari,e., sofia, n. (2017). qualitative research on islamic psychotherapy: a meta synthesis study in indonesian culture. couns-edu: international journal of counseling and education, 2(3): pp. 119-130. doi:https://doi.org/10.23916/002017025630 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017. indonesian counselor association (iki). introduction the development of islamic psychology in indonesia has through many processes. since its appearance since 1978, islamic psychology has developed, through the development of knowledge construction, until strive for application and research. until today, islamic psychology has so many devotees, application, journal and proceedings, seminar, specialization in topic, etc. but until today, there are almost emerged confuses from many parties about the concept of islamic psychology in indonesia, one of these issues is about islamic intervention that was psychotherapy in indonesia. indonesia is a country whose culture is very varied (meliono, 2016). many citizens, predominantly muslim. with so many tribes and culture, islam also adapts to suiting many cultures that exist in society. this islamic culture will show difference compared to another country, as well as the characteristics of islamic psychotherapy applied in indonesia. until today, there was recorded so many publications about islamic psychotherapies in indonesia: start from individual, group to community in many settings such as clinical, social, industrial, educational. there were also a lot of publications and scientific activities about islamic counseling and psychotherapies concept and practice. there were books, researches, seminars, articles, etc. there was also many parties has declare that has done islamic counselling and psychotherapies, some of them was recorded and/or published, on other was off the record. http://dx.doi.org/10.23916/002017025630 couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu n. trimulyaningsih, e.wulandari., n.sofia qualitative research on islamic psychotherapy… | 120 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 even the research has so a lot but there were no conclusions from the concept of islamic psychotherapy in indonesia. this conclusions is important because in the building of paradigm of islamic psychology, there was needed a consensus among the community that fundamentally will arrange about everything that developed inside this discipline of science (baharuddin, 2004). some research, almost all of, about counseling and psychotherapies were in the field of clinical psychology. clinical psychologists’ researchs often use quantitative or qualitative methods. it was depended on the purpose of the research: was it diagnostic, treatment monitoring, or evaluative. methods that offer information in narrative form, which could tell a hypotheses about possible cause-effect relationships and its’ dynamic was qualitative (vonk, tripodi & epstein, 2006). it used to gather information about clients’ and social workers’ subjective responses to intervention in all phases of clinical practice. in the assessment, it used to identify problem, important clinical themes to individual or groups, and better understand the needs of new populations. in the intervention process, narrative case studies gave a comprehend understanding of those who experience specific problems. ethnography also gather knowledge and understanding about clients’ cultural context. in the evaluation phase qualitative methods could give information about how the intervention being implemented, what the expected and unexpected effects of the intervention, how do clients and others perceive the intervention, and another identifiable phases or patterns in intervention (vonk, tripodi, epstein (2006). post and wade (2009) said that one way to enhance the ability to work effectively with religious/spiritual clients was to look to those who already do so. recent study that describes real experience of islamic psychotherapy (how the approach, assessment, and treatment) was qualitative research. research qualitative were a process to explore and understand individual or groups’ problem which done by inductive process and perspective, focus on meaning, and translating the complexity of a situation (creswell, 2009). qualitative research techniques used direct or indirect observation to provide in-depth understanding of respondents'ssubjective experiences from the researcher or the respondents’ viewpoint. it was a tool to create a theory, that was hypotheses about the relationship between variables proposed based on the qualitative data. especially at a topic that have not been previously studied (vonk, tripodi, epstein (2006). even there much valuable findings by qualitative researches, it was not enough to provide inputs for policy improvement, or build of a cumulative knowledge base or theoretical development (siswanto, 2010; britten, campbell, pope, donovan, morgan & pill, 2002; cooper, 2010). to build a cumulative knowledge based on empiric research, so the result can be used as evidenced-based decision making, a synthesis of a number of qualitative research is important. tseng and mcdermott (tseng, 1999), said if there were changes on the intervention, it would be important to know how cultural factors affect psychotherapy and the kinds of cultural adjustments needed to attain effective therapy, not only theoretically but also practically. indonesian muslims' culture also has changed the practice of psychotherapy. so there were needs to know about the varians of the psychotherapy dominantly held by indonesian’a muslim, also the assumptions of how the islamic psychotherapy in indonesia induced changes. so, the researcher tries to find out about the answer: 1) what the varians of islamic intervention in idnonesia and how it assumed to induced changes on the client?; 2) is there the same basic assumptions about human, illness, and intervention (psychotherapy) based on islamic perspective in indonesia?; 3) what factors that were important to induce change on the clients, like therapist factors, client factors, faith factors, etc.? methods this research is a qualitative meta synthesis refers to ".. an interpretive integration of qualitative findings that are themselves interpretive syntheses of data" (sandelowski & barroso, 2007). the approach used in this research was reciprocal translation, which adapted from meta ethnography, which entails constant comparisons of intra study conceptual syntheses (sandelowsky & barroso, 2007; noblit & hare, couns-edu  the international journal of counseling and education vol.2, no.3, 2017 qualitative research on islamic psychotherapy… | 121 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 1988). in this research, we were doing the steps of meta ethnography according to the original method (atkins, etc., 2008; noblit & hare, 1988). we did the step by step of meta ethnography based on atkins, et al. (2008): 1) getting started: determining a research than informed by qualitative research; 2) deciding what is relevant to the initial interest: start by make some inclusion criteria to enable the generalizations of the translations. by this stage, we decide to obtain qualitative research published and non published in indonesia which parameters: (a) topic: islamic psychotherapy. researcher assumed that qualitative research in islamic psychotherapy in indonesia has much findings that had not yet led to build development of theoretical building; (b) population : indonesian people; (c)temporal : since 1990 until 2015. this frame decided from the time which such studies about the topic appeared, to current end points. hope it will acquire a comprehensive perspectives and show the development of practice along the time; (d) methodological: qualitative studies, refers to “ an umbrella term for an array of attitude toward and strategies for conducting inquiry that are aimed at discerning how human beings understand, experience, interpret, and produce the social world “ (sandelowski & barroso, 2007). qualitative research comprises a depth and subjective interpretations of persons and the social, linguistic, material, and other practices and events that shape persons’ lives and are shaped by them. the qualitative research about islamic psychotherapy in indonesia is frequently published in books, or theses, and it may also in electronic databases outside the psychological domains. so, we supplemented our database search by some way: footnote chasing, citation searching with google search engine, journal runs and hand searching, author searching. we found our articles via search engine, universitas gadjah mada’ s library, and uin bandung’s library. to manage the studies based on inclusion criteria, we check the title, and then the abstract, and then the article itself (sandelowski, barroso, 2007; atkins, etc., 2008).. for quality assessment we adopt quality criteria by atkins, etc. (2008) because the items suitable for qualitative research. after we have done the quality criteria process, we decide to exclude some studies because based on the quality assessment (atkins, etc., 2008) to get a valid result. table 1: quality criteria and results for articles included question 1. is this study qualitative research? 2. are the research questions clearly stated? 3. is the qualitative approach clearly justified? 4. is the approach appropriate for the research question? 5. is the study context clearly described? 6. is the role of the researcher clearly described? 7. is the sampling method clearly described? 8. is the sampling strategy appropriate for the research question? 9. is the method of data collection clearly described? 10. is the data collection method appropriate to the research question? 11. is the method of analysis clearly described? yes 5 4 4 4 1 1 2 0 3 2 1 no 0 1 1 1 4 3 3 4 2 3 4 unclear 0 0 0 0 0 1 0 1 0 0 0 couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu n. trimulyaningsih, e.wulandari., n.sofia qualitative research on islamic psychotherapy… | 122 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 12. is the analysis appropriate for the research question? 13. are the claims made supported by sufficient evidence? 2 1 2 3 1 1 based on the searches, we identified 48 article which is coded for eligibility. after we review the articles based on quality criteria, we included only five articles to next steps, because excluded articles were deemed inadequate. the characteristics of the studies included in analysis are presented in table 1. table 2. characteristics of included studies (11) basuki, 2013 aims to reveal islamic psychotheraphy by sufism methods to overcome psychological disorder context and data collection islamic boarding school at sleman, diy sampling and participants sufism counsellor and psychotherapist, and 1 client with stress and depression main findings the concept, technique used, the process, and the changes of the client (12) fitriani, 2011 aims to know the implementation of islamic psychotherapy to overcome psychological problem among student context and data collection student of stain’s university at salatiga sampling and participants the counsellors and the bureaus’ management main\ findings the concept and impelementation of islamic psychotherapiest based on counsellors and management, psychological problems among the students, (14) massuhartono, 2013 aims to investigate about the combination of islamic and medical psychotherapy, to know the implementation and the implication of the psychotherapy to the patients, to know the advantages and the disadvantages of the implementation of the psychotherapy to the patient context and data collection patient with schizophrenia at rumah sakit jiwa islam klender sampling and participants the management of rsjik (the doctors, nurses, and the psychiatrist couns-edu  the international journal of counseling and education vol.2, no.3, 2017 qualitative research on islamic psychotherapy… | 123 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 main findings the concept and the implementation of islamic psychotherapist, effect also advantage and disadvantage of psychotherapy (18) wulansari, 2007 aims to know the implementation, methods, and the factors influenting the islamic guidance to develop spiritual quotient context and data collection adolescents at yayasan irtiqo kebajikan, south jakarta sampling and participants guide, adolescents main findings implementation, methods, and the factors influencing the process (28) primayasari, 2006 aims to know the implementation of al asmaul husna’s methods context and data collection an nawawi, a clinic of hiv/aids patient sampling and participants therapist main findings the methods of physical and psychological therapy to overcome the problems of patient with hiv/aids 1. reading the studies: repeated reading of the accounts and the noting of interpretive metaphors or emerging themes. we used standard form to note the main themes and information that answers the research’s question. 2. determining how the studies are related: to “put together”, juxtaposed the list of the key metaphors, phrases, ideas, and concepts, then try to find the relationships between the studies. near the end of this phase, an initial assumption about the relationship between studies can be made and illustrate. in this process, each researchers independently analyzed the data from all documents. the conceptualization of ideas was further refined as the analysis proceeded by first author. 3. translating studies into one another. first author read the result of analysis, maintains the central concepts in the relation with other key concepts. 4. synthesizing translations. first author list the translated themes and subthemes in a table juxtaposed with secondary themes derived from author interpretations. then the researcher independently develop an overarching model that link together the translations an interpretations and generate results. the result then reviewed by the second and the third author. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu n. trimulyaningsih, e.wulandari., n.sofia qualitative research on islamic psychotherapy… | 124 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 results and discussions the results of last synthesis were showed at table 3. table 3. results of last synthesis themes outcome (sources) definition techniques to solve the client’s problems and treating illness both mental, spiritual, moral, or physical by increasing the awareness of allah (a12) and getting back the client to allah (a12), in islamic approach (a12) through guidance of quran and hadits (a12) the varians of islamic pschotherapy in indonesia worship psychotherapy (kind of psychotheraphy that develop from the ritual of religious worship as a consequence in the perform the order of allah) (a15), like prayer,sholat, reciting qur’an, and dzikr (a14, a15), fasting (a12) sufism psychotherapy (process of treatment and healing an illness both mental, spiritual, moral, and physical) by the guidance of quran and hadits, or empirically by the guidance and teaching from allah, the angel, the prophet, and the heirs of prophet) (a11), religious guidance (a14), held the activity that give the guidance to create a harmony life within provisions of allah basic assumpstion about human on islamic perspective in indonesia human has potential to apply the divine names in daily attitudes, behaviors, and thoughts (a11), basic assumption about illness on islamic perspective in indonesia everything including illness was come from allah and return to allah, allah will give the cure (a28, a12), god won’t give any temptation beyond human’s capacity (a28), disturbance caused by the injury in the heart or negative energy (a11), anxiety is normal worries that too protracted (a28), illness and kufr caused by sins and illness of the heart (a11), problem caused by fail to adapt, wrong perception, drugs, possessed by other spirits or depracation (a11), basic assumption about intervention on islamic perspective in indonesia alms refuse disaster (a12), reciting quran provides energy of healing (a11) and cure of anxiety (a28), pray, dzikr, and other islamic psychotheraphy is a complement of medical treatment to accelerate healing (a15), therapy is an endeavor (ikhtiar) (a28), congregational praying by 40 people will be granted by god (a28), aims of islamic psychotheraphy enhance the awareness of allah (a12), to get back the client close to allah (a12), get back fitrah of human being that always cling in the way of allah (a12), client can find their own solution (a12), find and develomp client’s potentials (a12), client can get the serenity, power of faith (a15). stages of therapy takholli (self awareness, purified, healing) takhalli (self development) tajalli (self empowerment) (a11, a 12) techniques of assessment scientific techniques (observation, interview, psychological testing, seeing the palm(a11) prophetic techniques (dream of therapist and client, intuision, kasyf, using the qur’an verses and hadits to see the problem (a11) techniques of therapy prophetic/sufism techniques ((giving suggestion based on quran and couns-edu  the international journal of counseling and education vol.2, no.3, 2017 qualitative research on islamic psychotherapy… | 125 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 hadits, distributing gods’ energy, supernatural surgery) (a11), quanta communication (sending prayer to client), doing religious practices (wudlu, sholat, dzikr, praying, fasting, alms) (a11), (a14), memorizing quran and hadits (a14) counselling (a11) faith (a1) hypnotherapy, neurolinguistic programming, (a12), relaxation (a14), spiritual thinking (visualisation to remembering allah) (a12)), masses prayer (a12), applying islamic ethics (a14) traditional (herbal) medical (a28) indicator of effectiveness of theraphy cognitive domain were emergence of understanding, better attitude, character (a12, a14), find the self identity (a11), the clearance of thought (a14), wisdom (a28), get back the awareness (a15), and spiritually intelligent (a14). affective domain like emergence of serenity and peacefull (a14, a15), emotionally intelligence (a14), pure, open, and clearance of heart (a14, a15), get back the hope ( a15), decrease of depression, free of fear, sadness and anxiety (a15), emergence of acceptance (a28). psychomotoric domain were enhancement of the worship (a12), get more motivation and strong will (a12, a15), changes of act and utterance (a15), obedience to norm (a28), and get back to do the activity (a28, a15). physical domain were lost of physical pain (a11), relaxation, improvement of immune system, prevent illness, and decrease tension (a15). relationship domain were good relation with allah (get closer to god), self, and others (a12), harmony with the cyclic of universe, transcendence between human and god (a15). problem solving domain were allah give the solution of the problem (a12), and get the ease in live(a14). problem factors that important to induce change clients’ factor demographical factors (age, marital status), level of religiousity (religious faith (a11), religious knowledge (a11), the capacity to reciting quran (a15)), religious practice (like shalat, dzikr) (a11)) the serenity of client (a12), the severity of illness (a15), motivation to recover (a15, a11, a14), capacity of communication (a28), extent and consistency in the proces of healing (a11) therapist factors modality of therapy (technique (a11), variation of program, good facility and service (a14)) therapiutic alliance (raport, sugestive power (a11), authority (a11)) religiousity of therapist (the knowledge, quality of worship, level of faith and tauhid of therapist (a11), support, ethos, and the sincerity of therapist (a14), ethics still paying attention about order and prohibition in islam (e.g.: relation couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu n. trimulyaningsih, e.wulandari., n.sofia qualitative research on islamic psychotherapy… | 126 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 between man and woman) (a11), explaining methods used and agreement about the contract of intervention (a28) referring if needed (a11) role of therapist as a mursyid that give the guidance to client (a12), problem solver and motivator (a12), as a guide (a12, a14), a fasilitator for client to find the solution (a12), a mediator between allah and client (it is allah that heal the ilness) (a12). therapist’ characteristics psychologist, undergraduate of psychology, another departement but has the counselling skills (a12), psychiatry (a15), chaplain (a11, a28), , management /tutor (a14) clients’ characteristics physical symptomp (stomach ache, headache (a11), hiv/aids (a28)) religious/spiritual problem (afraid of death (a11), psychological symptomp (stress, phobia, depression, trauma, stuttering (a12)), personal problem (study (a11), depression (a28), schizophrenia (a15), interpersonal problem (problem with family, friendship, career) (a12), ethical and moral problem (a12)). islamic psychotherapy in this research defined as techniques to solve the client’s problems and treating illness both mental, spiritual, moral, or physical by increasing the awareness of allah and getting back the client to allah, which held in islamic approach through guidance of quran and hadits. this definition parallel to sham (2015) description of islamic psychotherapy that include the multi aspects of human in their definition and include the god (allah) as the point of view. this definition fundamentally show that psychotherapy is not free of value, which shown by all of this researchs’ findings (table 3). aims of islamic psychotherapy was not only to heal the illness and disturbance but more transcendent that enhance the awareness of allah (a12), to get back the client close to allah (a12), get back fitrah of human since always cling in the way of allah (a12), client can find their own solution (a12), find and develop client’s potentials (a12), client can get the serenity, and the power of faith (a15). this paradigm called tauhid paradigm that specific differ from islamic psychology between others. in islamic psychology, theres’s a pradigm about illness that everything back to allah. this research also revealed that faith among process psychotherapy believe that illness came from allah and allah will give the cure. this basic assumption related to basic assumption about human which has potential to apply the divine names in daily attitude, behavior and thoughts. this basic assumption theoritically explain in the term of fitrah. islamic concept of fitrah was very specific found in islam. fitrah defined as “a natural preferences of human that brought by since its’ born and composition, structure and special characteristics in the tauhid paradigm.” (baharuddin, 2007). in the fitrah, it was believed that there were allah connected to human in every aspect and life’s events. this faith underlie another assumption that god won’t give any temptation beyond human’s capacity (a28). meer and mir (2014) also found in their research that their responden belief that god gives health, the ability to recover and only god has the power to heal. this positive believe is important, which islam seen as a potential resource. empirically, disturbances was seen as effect of failure in adaptation, wrong perception, or drugs. this assumption also revealed by western psychologycal theory. there were also specific finding in islamic term that disturbance caused by injury and illness in the heart, negative energy, sins (a11), and/or possessed by other spirits or depracation (a11). illness and kufr also seen as a part of illness. this is consistent with shams (2015) which said that islamic psychotherapy cleansing the human soul or psyche of every vice and bad elements which damage the soul and away people from god. empirically, there were assumptions that every practice have an effect to people’s live. there were alms to refuse disaster, reciting quran to provides energy of healing (a11) and cure anxiety (a28), do pray, couns-edu  the international journal of counseling and education vol.2, no.3, 2017 qualitative research on islamic psychotherapy… | 127 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 dzikr (a15), and other religious practice like congregational praying by 40 people that believed will be granted by god (a28). this practice seen as an endeavor (ikhtiar) (a28), and transform the self in three level of transformation: takholli (self awareness, purified, healing), takhalli (self development), and tajalli (self empowerment) (a11, a12). the basic assumption about human and illness has a consequence in the process of therapy. worthington (1986) find that there were three views about kind of religious counselling techniques, first, any counselling technique, regardless of theory or theology of origin but promoting client’s religious issue. second, a religious counselling technique as any practice used in counseling that originated within the practice of formal religion. third, technique as counseling technique that originate in a secular theories but has religious content and is used to strengthen clients’ faith as well as alleviate clients’ stress. this research found that in the real experience (not in clinical trial) there were three varians of islamic psychotherapy that held in indonesia there were worship psychotherapy, sufism psychotherapy, and religious guidance. based on worthington (1986), the three approach and almost all techniques included in second chategories, that originate within the practice and value of formal religion. but, in the application (techniques), there were some techniques included in the first, second and third approach. in the first approach there were hypnotherapy, counselling, neurolinguistic programming, and relaxation) (a12). in the second chategories were prophetic/sufism techniques (giving suggestion based on quran and hadits, distributing gods’ energy, supernatural surgery) (a11), quanta communication (sending prayer to client), doing religious practices (wudlu, sholat, dzikr, praying, fasting, alms) (a11), (a14), memorizing quran and hadits (a14), applying islamic ethics (a14), and traditional (herbal) medical (a28). in the third chategories which originate in secular theories but has religious content and is used to strengthen clients’ faith, it was spiritual thinking (visualisation to remembering allah) (a12)). based on worthington (1986), technique of assessment empirically found used the first/general psychological techniques like observation, interview, psychological testing and seeing the palms. as a complement, there were second approach that originated from religious value called prophetic techniques, like dream of therapist and client, intuision, kasyf, using the qur’an verses and hadits to see the problem (a11). based on this explanation, islamic psychotherapy could implement purely from islamic approach or could be a complement of medical treatment to accelerate healing (a15). in this research, islamic psychotheraphy was known could give the changes in several aspects. first, the cognitive domain were emergence of understanding, better attitude, character (a12, a14), find the self identity (a11), the clearance of thought (a14), wisdom (a28), get back the awareness (a15), and spiritually intelligent (a14). secondary effect were in the affective domain like emergence of serenity and peacefull (a14, a15), emotionally intelligence (a14), pure, open, and clearance of heart (a14, a15), get back the hope ( a15), decrease of depression, free of fear, sadness and anxiety (a15), emergence of acceptance (a28). third, psychomotoric domain were enhancement of the worship (a12), get more motivation and strong will (a12, a15), changes of act and utterance (a15), obedience to norm (a28), and get back to do the activity (a28, a15). forth, physical domain were lost of physical pain (a11), relaxation, improvement of immune system, prevent illness, and decrease tension (a15). fifth, relationship domain were good relation with allah (get closer to god), self, and others (a12), harmony with the cyclic of universe, transcendence between human and god (a15). last, problem solving domain were allah give the solution of the problem (a12), and get the ease in live (a14). this findings reveal much more domain while some research focus on effect of religious practice in affective domain (serenity anf peaceful) like wudlu (lela & lukmawati, 2015), dzikir (adlina, 2012), sholawat (aini, 2014), tafakkur (mawarni, indriyana, & masykur, 2006), religiousity as a predictor of mental health (affandi & diah, 2011). the result also support finding that the integration of islam into psychotherapy resulted in decreased depression and anxiety post treatment (paukert,et. al., 2011). based on the results, the counsellor or therapist are often not a psychologist. only two of research (a12, a15) which the therapist was psychologist or psychiatry. but in every research, there were case with psychological difficulties, and all of the process reporting progress of the client. this is parallel with worthington (1986) review of religious psychotherapy in indonesiat which most of the cousellors of religious psychotherapy was clergy, which the clients often fully with psychological difficulties. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu n. trimulyaningsih, e.wulandari., n.sofia qualitative research on islamic psychotherapy… | 128 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 there were debate about whether some treatments are more effective than others, but it was clear that if there are differences among treatments, the differences are quite small. this finding revealed later answer about what was factors make islamic psychotherapy effective. at table 3 showed that the factors was divided into 2 chategories: clients’ factors and therapist factors. some of client factors were parallel with lynch (2012) research (in the factors of number of sessions, motivation to recover, the severity of illness, and client’s ability to feel serene is important in psychotherapy process. some of therapist factors also parallel with lynch (2012) in the factors of modality of therapy, therapiutic alliance (feinstein & yager, 2015). therapist characteristics which sincerity and work ethos also found as therapist characteristics that affect psychotherapy outcomes (feinstein, & yager, 2015). one is special in this research was the level of religiousity both for client and for terapist give the influence islamic psychoteraphy outcome. vieten et. al. (2013) found knowledge about many forms of spirituality, religiousity, values, norms, and expectations, important to explore about religious beliefs, communities, and practices that are important to the clients, promote a therapiutic alliance, and to identity the resources and practices that may support psychological well being and recover from psychological disorder. in islam, this competencies is owned by religious leader or teacher. religious leader or teacher in sufism tradition called as mursyid or sheikh. this research also reveal that one of the role of therapist was as a mursyid for the client (table 3). the role of therapist as a mursyid that give the guidance to client (a12), problem solver and motivator (a12), as a guide (a12, a14), a fasilitator for client to find the solution (a12), a mediator between allah and client (it is allah that heal the ilness) (a12). it was special in islamic approach and very different from secular psychotherapy. that was mean that therapist was a spiritual physician that provide unconditional love and trust to the client. this was essential foundations for sufi practice (frager & fadiman, 2012 ). in this atmosphere, the client heal their hearts of the pain and the wounds experienced in the world. they gain confidence, belief, and worthiness in the self transformation, spiritual growth and find god (frager & fadiman, 2012). this role of therapist is important related to the role of the islamic psychotherapy in this research was seen as to get human back to god. the therapist as a mursyid in the psychotherapist lay on the basic assumption that few of people have the spiritual ability to diagnose self correctly, or even still cure themselves. so the therapist as a mursyid will determines what practices as a prescribe for client to help the client develop spirituality (frager & fadiman, 2012). this qualitative research is useful because describe a real world about practical islamic psychotherapy. it showed that islamic psychotherapy effective to help client with variative problem. this research show the problem that treat by islamic psychotherapy was physical symptomp (stomach ache, headache (a11), hiv/aids (a28)), religious/spiritual problem (afraid of death (a11), psychological symptomp (stress, phobia, depression, trauma, stutter (a12), depression (a28), schizophrenia (a15)), personal problem and interpersonal problem (study (a11), problem with family, friendship, career (a12), ethical and moral problem (a12)). this knowledge also important to identify legal and ethical issues related to spirituality. in the terapiutic alliance, therapist must consider and act in the specific rule of islam. in this research, ethical issue also emerge, that was about the relation about man and woman and islam. conclusions islamic psychotherapy defined as techniques to solve the client’s problems and treating illness both mental, spiritual, moral, or physical by increasing the awareness of allah and getting back the client to allah, which held in islamic approach through guidance of quran and hadith. this definition fundamentally show that psychotherapy is not free of value, which shown by all of this researchs’ findings. this findings may give much implication to islamic clinical psychology. for recommendation, qualitative research about islamic psychotherapy must consider quality of research for the process of the research. systematic review about islamic psychotherapy could done couns-edu  the international journal of counseling and education vol.2, no.3, 2017 qualitative research on islamic psychotherapy… | 129 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 integratively in clinical trial and real condition. there is also a need to further confirm about the regulation of islamic psychotherapy practices in indonesia. acknowledgments this article contribute to asosiasi psikologi islami. thank you to departemen of psychology which support this research. thanks to siti jihan ruhiyat who loyally assist, and also all the writer of article that reviewed in this research. references adlina, a. u. (2012). pengalaman mistik pengikut tarekat qadiriyah wa naqsabandiyah dawe qudus. jurnal analisa, 19 (1), 37-54. affandi, g. r., & diah, d. r. (2011). religiusitas sebagai prediktor terhadap kesehatan mental studi terhadap pemeluk agama islam. jurnal psikologi, 6(1), 383-389. aini, a. f. (2014). living hadis dalam tradisi malam kamis majelis shalawat diba’ bil-mustofa. ar-raniry: international journal of islamic studies, 2(1), 221-235. atkins, s., lewin, s., smith, h., engel, m., fretheim, a., volmink, j. (2008). conducting a meta ethnography of qualitative literature: lesson learnt. bmc medical research methodology, 8, 1-10. britten,n., campbell, r., pope, c., donovan, j., morgan, m., & pill, r. (2002). using meta ethnography to synthesise qualitative research: a worked example. journal of health research & policy, (7), 209215. baharuddin. (2007). paradigma psikologi islam. yogyakarta: pustaka pelajar. basuki, u, j. (2013). psikoterapi islam melalui metode sufistik mengatasi gangguan kejiwaan. laporan penelitian (tidak diterbitkan). jurusan teknik mesin fakultas teknologi industri institut sains dan teknologi akprind yogyakarta. cooper, h. (2010). research synthesis and meta analysis. thousand oaks: sage publications, inc. creswell, j. w. (2009). research design: qualitative, quantitative, and mixed methods approaches. third edition. thousand oaks: sage publication. feinstein, r. e., & yager, j. (2015). common factors affecting psychotherapy outcomes: some implications for teaching psychotherapy. journal of psychiatric practice, 21(3), 180-189 fitriani, n. (2011). impelemntasi psikoterapi islam dalam mengatasi problematika psikologis mahasiswa stain salatiga (studi di biro konsultasi psikologi tazkia stain salatiga tahun 2011). skripsi (unpublished). jurusan tarbiyah fakultas pendidikan agama islam sekolah tinggi agama islam negeri salatiga. frager, r., & fadiman, j. (2012). personality and personal growth. 7th edition. pearson education lela, & lukmawati. 2015. “ketenangan”: makna dawamul wudhu (studi fenomenologis pada mahasiswa uin raden fatah palembang). psikis-jurnal psikologi islami, 1(2),55-66. lynch, m. m. (2012). factors influencing successful psychotherapy outcomes. master of social work clinical research papers. paper 57. http://sophia.stkate.edu/msw_papers/57 mafrukha, n. l. (2009). pengaruh shalat dhuha terhadap ketenangan jiwa siswa sma negeri i waru sidoarjo. skripsi (unpublished). surabaya institut agama islam negeri sunan ampel. massuhartono. (2013). psikoterapi islam terhadap penderita skizofrenia studi kasus di rumah sakit jiwa islam klender jakarta. tesis. sekolah pascasarjana universitas islam negeri (uin) syarif hidayatullah jakarta. mawarni, n. i., indriyana, y., masykur, a. m. (2006). dinamika psikologis tafakur pada anggota thariqah qadiriyah wa naqsabandiyyah di pondok pesantren futuhiyah mranggen demak. jurnal psikologi universitas diponegoro, 3 (2), 49-68. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu n. trimulyaningsih, e.wulandari., n.sofia qualitative research on islamic psychotherapy… | 130 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017025630 meer, s., & mir. g. (2014). muslims and depression: the role of religious beliefs in therapy. journal of integration psycholology and therapiutics, 2(2), 1-8. http://dx.doi.org/10.7243/2054-4723-2-2 meliono, i. (2016). understanding the nusantara thought and local wisdom as an aspect of the indonesian education. tawarikh, 2(2). noblit, g. w., & hare, r. d. (1988). meta-ethnography: synthesizing qualitative studies. newbury park: sage publications, inc. post, b. c., & wade, n. g. (2009). religion and spirituality in psychotherapy: a practice friendly review of research. journal of clinical psychology: in session, 65 (2), 131-146 doi: 10.1002/jclp.20563. paukert, a. l., phillips, l. l., cully, j. a., romero, c., stanley, m. (2011). systematic review of the effects of rligion-accomodative psychotherapy for depression and anxiety. journal of contemporary psychotherapy, 41, 99-108. primayasari, i, d. (2006). metode pengamalan al-asma al-husna dalam membantu penyembuhan psikologis penderita hiv/aids di klinik an-nawawi bandung. skripsi. jurusan tasawuf psikoterapi fakultas ushuluddin universitas islam negeri sunan gunung djati bandung. sandelowski, m., & barroso, j. (2007). handbook for synthesizing qualitative research. new york: springer publishing company. sari, a, m, w. (2007). pelaksanaan bimbingan agama dalam mengembangkan kecerdasan spiritual remaja di yayasan irtiqo kebajikan jakarta selatan. skripsi. jurusan bimbingan dan penyuluhan islam fakultas dakwah dan komunikasi universitas islam negeri syarif hidayatullah jakarta. sham, f. md. (2015). islamic psychotherapy approach in managing adolescent hysteria in malaysia. journal of psychological abnormalities in children, 4(3), 1-4. siswanto. 2010.systematic review sebagai metode penelitian untuk mensistesis hasil-hasil penelitian (sebuah pengantar). buletin penelitian sistem kesehatan, 13, 326-333. tseng, w. (1999). culture and psychotherapy: review and practical guidelines. transcult psychiatry, 36, 131-179. vieten, c., scammel, s., pilato, r., ammondson, i., pargament, k. i., & lukoff, d. (2013). spiritual and religious competencies for psychologists. psychology of religion and spirituality, 5 (3), 129-144. vonk, m. e., tripodi, t., epstein, i. (2006). research techniques for clinical social workers. second edition. new york: columbia university press. worthington, e. l. jr. (1986). religious counsellin: a review of published empirical research. journal of councelling and develompment, 84, 421-431. couns-edu the international journal of counseling and education vol.1, no.1, december 2016, pp. 34-40 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/33-38.0016.11-i32b received on 12/11/2016; revised on 12/21/2016; accepted on 12/29/2016; publishedon:12/31/2016 34 efforts to increase junior high school students’ confidencethrough assertive training romia hari susanti *) faculty of education, kanjuruhan university malang *)corresponding author, e-mail: romia_arisandriami@yahoo.com abstract one of important aspects of personality in human life, especially teenagers is confidence. counseling teachers can increase student confidence through assertive training. through the training, students are expected to understand that everyone has the right to express their feelings, opinions, beliefs, and attitudes to do a thing without a doubt, but do not hurt other people's feelings, so that confidence can be increased. this study aims to improve students' confidence through assertive training using classroom action research. subjects in this study were students of smp brawijaya smart school malang who have low-confidence criteria. keywords: assertive training, problem, confidence how to cite:susanti, r.h,. (2016). efforts to increase junior high school students’ confidence through assertive training. couns-edu: international journal of counseling and education, 1(1): pp. 34-40. doi: 10.23916/34-38.0016.11-i32b this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2016. indonesian counselor association (iki). introduction teenagers’ ability to understand other people began to develop. it allows them to be able to decide how to establish relationships with others. in adolescence there is a change in social development, in which adolescents are more likely to spend time together with the external environment such as peers than their family. therefore, adolescents should have a good self confidence, in order to be able to adapt to the social environment. adolescence is a transition period in which a young man began to move from dependence to independence and maturity both physically and mentally (santrock, 2003). it allows a person to be able to decide how to build relationships with others (kathryn geldard and david geldard, 2011). muhammad al-mighwar (2006) says that the more involved a wide range of social activities, then the confidence of adolescents have also increased. general self-confidence is developed during the age of childhood and emerges from the accumulation of inter and intrapersonal experiences (kaur, 2009; brown, 2000) self-confidence is an aspect of personality that is important in human life, especially teenagers. they will easily adapt and socialize with other people if they have a good sense of confidence (risnawati, 2011). the more often they involved in various social activities, the more confident they are. bandura (2006) states that there is a correlation between the society the individual is in and the individual’s selfconfidence. self-confidence is the main condition of an individual in achieving success, so that the task of development to create new relationships with other people can be achieved. self-confidence can play an important role not only in school life but in personal and social live as well, and therefore, at every stage of life towards success. it is evident that self-confidence students are enthusiastic, study harder, have higher motivations, and do not quit when difficulties conftront them (bong, 2008; pajares, 2006; zimmerman, 2005) couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 efforts to increase junior high school students’ confidence through assertive training| 35 © 2016 | indonesian counselor association (iki) | doi: 10.23916/33-38.0016.11-i32b self-confidence is one of the aspects of personality that is very important in human life. anita lie (2003) explains that confidence is one factor for someone to be able to consider and make certain decisions themselves. barbara de angelis, ph.d. (2005) in his book confidence explained that confidence is something that is able to deliver what is known and worked by an individual. according to barbara, true confidence is not grow from the absence of fear in the individual, but grew out of the conviction to continue despite the fear inside. in relation with other individuals, confidence is a major supporter to be able to express ideas even though there is a fear that disturbing. iswidharmanjaya dery (2004) says the attitude that showed someone did not have the confidence in doing something, especially in doing an important and challenging task, they always feel a sense of hesitation, anxious, uncertain, tend to avoid, do not have the initiative, easily discouraged, do not dare to appear ahead of the crowd and other psychiatric symptoms that impede to do something. so that makes the teenager could not develop optimally. the correlation between self-confidence and academic achievement is a dynamic one. as levels of self-confidence rise, academic achievement increases. as learners suffer from low self-confidence, academic achievement decreases. (alatorre, 1993; al-enezi, 2005; apollo, 2005; bankston & zhou, 2002; lavoie, 2002; lockett & harrell, 2003,) past research has shown that there is a positive correlation between achievement and confidence. in a number of research conducted by different researchers, both positive (lawrence, 1996) and negative (roy, et al., 2003) correlation between self-confidence and foreign language learning achievement were found out. rubio (2007) explains this situation by claiming that concept of self-confidence is hard to understand semantically or it can be understood differently. rubio (2007) states that self-confidence has both psycological anad social aspect. low self-confidence may have a negative effect on foreign language learning alingside with many other possible themes. according to rubio (2007), low self-confidence may lead to some psycological conditions such as sense of insecurity, fear, anxiety, and antisocial behaviors. data based on the results of observations conducted on july 23, 2015 in class viii c smp brawijaya smart school malang, shows that most of the students lack of self-confidence. this was seen when the teacher refer students to come forward to work on the problems or reading, many students are shy and tend to be less confident when speaking in front of their classmates. in addition, when the teachers ask something to the students, most students just silent and smile. ideally when students are assigned to come forward the class, they should move forward immediately to the front of the class without embarrassment, as well as when they are asked by the teacher they should have answered without hesitation. bandura (1997) states that self-competence is a sense that is inclusive of individual’s beliefs in their abilities to accomplish any mission they are assigned to. data from interviews with counseling teachers of smp bss on july 23, 2015 showed that most of students in smp bss especially in class viii c lack of confidence. according to the counseling teacher, most students were shy when speaking in public. students will begin to be silent when the teachers say "who would come forward to do it? “ this condition is often difficult for the teachers, where they have to point and sometimes persuade the students beforehand so that they are willing to come forward the class. students’ confidence issues in class viii c smp bss may also occur when a student has a problem; many students do not want to come to counseling rooms to tell their problem to the guidance and counseling teacher. students do not tell their problems not only to counseling teacher, but also their classmates. this situation is often difficult for guidance and counseling teacher to help the students who seem to have a problem. most students feel shy and not confident to tell the problem to the guidance and counseling teacher or their classmates. besides the problem above, according to the counseling teacher, there are still many students’ classic problems which are not confident in doing their task. students often being seen looking at their friends’ answer when they had a test and an assignment. from some information of the teachers, it is found that many students do not believe in their own ability thus they choose to look at their friends’ work. confidence issues in class viii c smp bss can also be seen at the social interaction between students, especially the interaction with the opposite sex. most students still grouped between boys and the girls and if there are friends who are interacting with the opposite sex, other friends often cheered them, these conditions make friends who interact with the opposite sex were embarrassed and chose to go. other cases couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu susanti, r.h. efforts to increase junior high school students’ confidence through assertive training| 36 © 2016 | indonesian counselor association (iki) | doi: 10.23916/33-38.0016.11-i32b were also seen when there are boys and girls were talking, they mostly look stiff and rarely looked at each other and they looks awkward. based on the results of the observations above, it shows that the lack of confidence become an issue that should receive attention. one way to increase the confidence of students is by assertive training. the basic assumption of assertive training is that every person has the right to express their feelings, opinions, beliefs, and attitudes to do a thing without a doubt, but do not hurt other people's feelings (corey, 2003). assertive training itself is actually a technique to improve assertive behavior, but if it is understood more assertive training can also be used to increase the confidence of students. assertive training is a process to help someone in order to develop them so they can convey their feelings and desires. assertive training aims to improve the effectiveness of social life and the ability to express themselves in various social situations that exist especially confidence. method this study aims to increase the confidence of students using spiral model action research design developed by kemmisdan mc taggart (mcniff, 1991) the cycles consist of the discovery of the problems, develop action plans, implement actions, observations, personal reflections followed by re-planning, implementing actions and so on. the focus of actions that will be given in this study is students of class viii c smp bss malang as many as 26 students. data on the subject were obtained from observation, interviews and discussions between researchers and the counseling teacher and the results of the pre-action. in this study, researchers conducted a pre-test before carrying out the action in order to measure the level of confidence. pre-test data were taken using a scale of confidence which contains 35 items of statement, where the statements have been tested for validity and reliability. after the pre-test, actions were carried out and then post-test is conducted to measure the level of confidence after the action. the success rate of assertive training is a reduction in the students’ level of anxiety and an increase in students' ability to express themselves in various social situations, especially confidence. the procedures in the implementation of assertive training consist of four cycles; the first is explaining the difference between assertive, aggressive, non-assertive and polite. the counseling teacher tried to explain and give an understanding to the students about the meaning of assertive, aggressive, non-assertive and polite. the second cycle helps students identify and accept their own personal rights and the others. the third cycle reduces the barriers which become the problems in the actualization of assertive behavior, so that students are able to bring confidence in them. while in the fourth cycle, after the students understand the assertive itself, then it is followed by developing the skills of assertive behavior directly through practice in training, so that confidence increases. results and discussions based on the results of pre-test, it determines the level of confidence of students, those with a scores below 88 considered to have low self-confidence, those with a score of 88 up to 101 were categorized in mediumconfidence, and those with scores above 101 were categorized in high-confidence. couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 efforts to increase junior high school students’ confidence through assertive training| 37 © 2016 | indonesian counselor association (iki) | doi: 10.23916/33-38.0016.11-i32b table 1 pre-testresult of subject of the study name score category name score category da 105 high gas 74 low ma 92 medium nrf 87 low afs 95 medium dal 95 medium idn 86 low ata 100 medium nk 87 low ank 91 medium at 95 medium dp 85 low yts 87 low acw 99 medium mnf 85 low si 87 low am 99 medium awn 100 medium ap 87 low ar 102 high syh 102 high he 98 medium ft 86 low ats 96 medium ds 96 medium hp 93 medium based on the table above it can be categorized students who have low self-confidence were 10 students, the medium-confidence were 13, and three students had high confidence level. cycle i conclusion on the first cycle of activity, from the observation, the students were enthusiastic in training and do a debriefing, it was seen when students actively argue. the students' understanding of the assertive behavior was still lacking; it was seen from the opinions delivered when they did a debriefing. however, students are able to understand the meaning of the activities performed. cycle ii results of the observations indicate students have enthusiastically followed the activities, but still do not understand the meaning of the given case studies so that the advisor had to straighten them up. from the reflections made by the advisor, students expressed that they were very interested, but it was less in the activity time, every student should be able to express their opinions about the given situation. evaluation for the next activity is more effectively in using the time so that all students can be actively involved. cycle iii from the observations, the students were enthusiastic in listening to each role play that was shown, but students do not understand the purpose of the role play. in discussions prior to the role playing performance, there are some less active participants in the group. from the reflection conducted by the advisor, the students expressed their happiness in role playing activity. but according to the students', the discussion of the role that will be performed was too fast so that what was performed were less maximum. evaluation for further action; students should be given sufficient time to prepare for the role that will be performed. reward for the best group also needs to be given to encourage the students to be more serious in displaying the role. cycle iv students actively participated in the activities; the students’ behavior indicated that students have started to understand the assertive behavior. in this activity, students look boldly volunteered to give examples without designated by the advisor. evaluation of the activity this time is the needs to set the example of modeling using audio-visual media in order to have more interesting activities. in selecting the students to give example, a more interesting way should be used so that the classroom atmosphere becomes more lively. after four cycles of assertive training activity methods, researchers conducted a post-test to determine students’ confidence level after the action. from the results of a scale that is spread by the researchers, a change in the confidence shown by the students. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu susanti, r.h. efforts to increase junior high school students’ confidence through assertive training| 38 © 2016 | indonesian counselor association (iki) | doi: 10.23916/33-38.0016.11-i32b table 2. post-testresult of the subject of the study name score category name score category da 121 high gas 113 high ma 108 high nrf 109 high afs 107 high dal 107 high idn 104 high ata 110 high nk 115 high ank 97 medium at 100 medium dp 93 medium yts 90 medium acw 111 high mnf 98 medium si 97 medium am 106 high awn 110 high ap 104 high ar 111 high syh 112 high he 104 high ft 96 medium ats 98 medium ds 101 medium hp 104 high the average score of the confidence pre -test class viii c smp bss malang is 95.69 and it categorized as medium confidence. then the average score of the confidence post -test has risen to 106.33 and it categorized as high confidence. thus the students’ confidence scores increased from pre-test to post-test that is equal to 10.64. some improvements were also seen from confidence indicators which are visible when the action was being conducted. through reflection conducted by the advisor to the students, the s tudents have understood what is called assertive behavior and the benefits of assertive behavior which is the increasing confidence of students. students are motivated to keep behave assertively and felt that assertive behavior is helpful in daily life, es pecially in terms of confidence. students also expressed that through assertive training students can learn to dare to say "no", dare to express their opinions and able to express their feelings. students also showed a desire to get a high achievement whic h is seen through the courage to show their skills. the results obtained in this study are in accordance with the success criteria set out by the researchers which is increased the confidence of students and the average score post-action reached 106.33 (high confidence category). the implementation of assertive training methods in order to increase the students’ confidence have been performed well and have been run in accordance with its objectives because the average score result shows an increase from pre-test to post-test. the increasing confidence in this study was conducted with four acts in four cycles through group discussions, lectures, role playing, case studies and filling of worksheet. the discussion was attached in the attachment of guidance and counseling services unit on assertive training methods. quantitatively, the confidence of students has increased after cycle 4. the pre -action average score is 95.59 included in the medium average category. while the post -action average score is 106.33 and it is included in the high average category. the score improvement after 4 cycles was 10.64. qualitatively, the students’ confidence also increased. this can be seen from the increasing knowledge, abilities, and active participation in every training. the students’ confidence was also being seen from their ability to express their opinions and independence of students in the classroom. students also showed a high understanding of the assertive behavior shown by the implementation of assertive behavior by each student. many students start applying assertive behavior in the classroom and followed with confidence. the increasing of students’ confidence score is supported by several things. technically, good collaboration between researchers, teachers, advis ors, and students has a positive influence on the implementation of the action. high enthusiasm of the students in assertive training participation, making the training runs smoothly. the material submitted by the advisor make the students understand the purpose of the assertive training methods. these factors indirectly affect the outcome of the actions which aimed at improving students' self-confidence. couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 efforts to increase junior high school students’ confidence through assertive training| 39 © 2016 | indonesian counselor association (iki) | doi: 10.23916/33-38.0016.11-i32b substantively, through reflection conducted by counseling teacher, students admitted that they feel happy to participate in the training activity, because it is not just listening to a lecture, but also directly learn to solve problems and practice doing what is given (latipun, 2003). based on the result of the reflection, it is known that through assertive training students not only learn the theory to improve the cognitive abilities, but also affective and motor actively participated in the conducted training. the explanation above states that hypothesis of assertive training can increase the confidence of students of class viii c bss malang academic year 2014/2015 can be accepted. the results of the observations made by researchers and observers resulted in findings that fit between theory and observation; assertive training is a method that aims to improv e the ability to express themselves with a variety of social situations (barbara de angelis, 2005). after assertive training methods are applied to the students of class viii c smp bss malang, it turns out that students can express their feelings and ideas better. this finding is in accordance with the purpose of assertive training by corey (2003) which is to help someone who is unable to express feelings of anger, have excessive politeness, difficulty in saying no and difficulty in expressing feelings or ideas of their own. selection of assertive training methods towards increased self -confidence of students of class viii c smp bss malang is seen from the methods in each training act in accordance with the opinion of barbara de angelis (2005), which is a component in every assertive training action consists of role playing, modeling and social reward. in accordance with the opinion of some experts about confidence, students of class viii c smp bss malang have shown increased confidence after getting action with assertive training methods. this is proved by the increase in the students' ability to express feelings, students’ courage to express their ideas and behaviors that show attitude of confidence in the classroom. conclusions based on the results of data analysis and discussion, the conclusion that can be drawn from this research is the assertive training method can increase the students’ confidence of class viii c smp bss malang. it can be seen from the changes in the initial conditions of the pre-test, post-test, and observation. the results were as follows:(1)the students’ confidence initial condition of class viii c smp bss malang still lacking. such a condition is shown from the pre-test with an average score of 95.69 and the confidence is categorized as medium confidence.(2) furthermore, treatment was given in the form of the use of assertive training methods which include 4 cycles of activity through group discussions, lectures, role playing, case studies, modeling and filling of worksheets, so the confidence of class viii c smp bss malang can be increased. increased self-confidence of these students is shown from the post-test with an average score of 106.33 and categorized as high confidence. the increase in the average confidence score of the pre-test to post-test in the amount of 10.64 points.(3) based on researcher’s observations at the time of the action, the increasing of self-confidence is supported by the students who showed great enthusiasm in assertive training methods from the first activity which is the provision of understanding of assertive behavior, the second activity in the form of case studies, the third activity in the form of discussion and role playing and the fourth activity which is the provision of a correct example of assertive behavior (modeling). acknowledgments we would like to thank universitas kanjuruhan malang for supported our research and we express much gratitude to all student who participated on this research. references al-enezi, f. (2005). academic achievement and its relationship with anxiety, self esteem, optimism couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu susanti, r.h. efforts to increase junior high school students’ confidence through assertive training| 40 © 2016 | indonesian counselor association (iki) | doi: 10.23916/33-38.0016.11-i32b and pessimism in kuwaiti students. social behaviour and personality. 33(1), 95-104. angelis,b .( 2005).confidence(percayadiri).jakarta:gramediapustakautama. apollo. (2005). hubungan antara kepercayaan diri dengan prestasi belajar siswa. jurnal ilmu pendidikan. 3, 46-63. alatorre, s. (1993). different patterns of achievement among asian-american adolescent. journal of youth and adolescence. 22(4), 07-423. al-mighwar,m. (2006). psikologi remaja. bandung: pustaka setia. bandura, a. (1997). self-efficacy: the excercise of control. new york: w. h. freeman. bandura, a. (2006). towards a psychology of humanagency. perspect. psychol. sci. 1(2), 164-180. bankston, c. & zhou, m. (2002). being well vs. doing well: self-esteem and school performance among immigrant and non-immigrant racial and ethnic groups. international migration review. 36(2), 389415. bong, m. (2008). predictiveutility of subject, task, and problem specific self efficacy judgements for immediate and delayed academic performance. j. exp. educ. 76(2),164-180. brown,h. (2000). personality factors. principles of language learning and teaching. new york: pearson education. corey,g. (2003).teoridanpraktekkonselingdanpsikoterapi.bandung:ptrefikaaditama. dery, i. ( 2004).satuharimenjadilebihpercayadiri.jakarta: mediakomputindo. geldard, k.& geldard, d. ( 2011). konseling remaja. yogyakarta: pustaka pelajar. kaur, j et.al. (2009). home environment and academic achievement as correlates of self-concept among adolescents. study home comm sci. 3(1),13-17. latipun. (2003).psikologikonseling.malang:universitasmuhamadiyahmalang. lavoie, r. (2000). self-esteem: the cause and effect of success for the child with learning differences. retrieved july 30, 2015 fromhttp://www.ricklavoie.com/selfesteemart.html. lawrence, d . ( 1 9 9 6 ) . e n h a n c h i n g s e l f e s t e m i n t h e c l a s s r o o m . l o n d o n : p c p l t d . l i e , a . ( 2 0 0 3 ) . 1 0 0 1 c a r a m e n u m b u h k a n r a s a p e r c a y a d i r i a n a k . j a k a r t a : p t . e l e x m e d i a k o m p u t i n d o . lockett, c. & harrell, j. (2003). racial identity, self-esteem, and academic a c h i e v e m e n t : too much interpretation, too little, supporting data. journal of black psychology. 29(3), 325-336. mcniff, j. (1991). action research: principles and practice. london: mcmillan. pajares, f. &tim urdan. (2006). self efficacy beliefs of adolescents. connecticut: information age publishing. risnawati,s.( 2011).teori-teoripsikologi.yogyakarta: ar-ruzmedia. roy, f. & baumeister, j.d. (2003). does high self esteem cause better performance, interpersonal succes, happinessor healthier lifestyle? psychological science in the public interest. 4(1), 1-44. rubio, f. (2007). self-esteem and foreign language learning, introduction. cambridge scholars publishing: cambridge. santrock, j.w. ( 2003). adolescense: perkembanganremaja(edisikeenam). jakarta:erlangga. zimmerman, b.j. (2005). home work practices and academic achievement: them ediating role of selfefficacy and perceived responsibility beliefs. contemp. educ. psychol. 30, 397-417. http://www.ricklavoie.com/selfesteemart.html couns-edu the international journal of counseling and education vol.2, no.1, march 2017, pp. 19-24 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/002017024410 received on 02/04/2017; revised on 03/14/2017; accepted on 03/21/2017; published on 03/31/2017 19 semar puppet counseling model bakhrudin all habsy *) universitas negeri malang *) corresponding author,  e-mail:bakhrudin_bk@yahoo.com abstract puppet as the original local wisdom has a great role in the character building and giving a good example of how to behave, puppet is also the source or guidance of how to behave well. one of the figures in puppet that has strong characteristic as the leader, protector, patron, and also the guide for ksatria in taking the decision is semar. semar has the perfection ethic of javanese person and raise as the core of the soul of javanese people. semar’s wisdom can be applied in the development of multi culture counseling for counselor and multi culture counseling characteristic. the characteristic of multi cultural based counselor are: (1) prudent, (2) helper, (3) motivator, (4) democratic, (5) fair, (6)associating, (7) sustains on the objectives, (8) responsible, (9) teaching, (10) wholeheartedly, (11) well mannered, (12) sincere, (13) honest, (14) faithful, (15) unpretentious (16) not an anti critical, (17) able to keep secret, and (18) positive thinking. the application of counseling based on the semar’s characters is offered to develop the practice of multi cultural counseling for the counselors, it called puppet semar counseling model. keywords: counseling model, semar puppet, multi cultural counseling how to cite: hasby, b.a. (2017). semar puppet counseling model. couns-edu: international journal of counseling and education, 2(1): pp. 19-24. doi: 10.23916/002017024410 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction the civilization, especially the civilization of indonesian people has been developing through culture. based on kluckhohn and kelly, culture is every form of life that has been created historically, written or implied, rationale or irrational in a certain period of time as the potential guidance for human being. corey (2010) stated that a complex culture has a philosophical basis and a self thought in many ways, and in this case is counseling approach. one of the javanese culture that seems to be soul of the javanese philosophy is puppet (wayang). based on achmadi (2003) puppet (wayang) is “wawayanganing manungso”which means puppet is the symbol of life and human living, by understanding puppet we will be able to live our life better. unesco (the united nations educational scientific and cultural organization) at 7 december 2003 in paris has decided puppet as the masterpiece of the oral and intangible of humanity (adiluhung). it shows that puppet as the one of the traditional culture has be acknowledged internationally as a value of the formation and development of indonesia national identity. mulyono (1983) stated that puppet as the symbol of the language of life which is tent to be more spiritual. puppet is the symbol that explains the existence of human in relation with the natural and supernatural thing. puppet also has a strong relation with social life, culture, and the religious of javanese people, for examples punakawan are always become the favourite in every puppet show, the punakawan http://dx.doi.org/10.23916/002017024410 couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu bakhrudin all habsy semar puppet counseling model |20 indonesian counselor association (iki) | doi: 10.23916/002017024410 represents the most people and they are the guides for warrior (ksatria). in javanese puppetry, there is term called sedulur papat limo pancer that represents ksatria and their servant. sedulur papat are punokawan (semar, gareng, petruk, and bagong), limo pancer are pandawa lima (kstaria), they are: yudistira, arjuna, bima, nakula and sadewa. based on the javanese spiritual, semar represents sukma (soul), and pandawa lima represents body that tend to be careless weak, and the body needs soul to be stable. it must be nartured by the bodies great teacher or leader (pamong agung) to keep remember and alert (eling lan waspodo). based on guritno (1976), punokawan represents human characteristics, semar represents karsa (intention), gareng represents cipta (mind, thought), petruk represents rasa (feeling), and bagong represents karya (action). from those four figures, semar is the role model. semar, sometimes also called ki lurah semar also known as great teacher or leader (pamong agung) or kyai semar, is also a great teacher or leader for others. semar represents a tutor and also a leader, a guide of physical and spiritual of all ksatria. semar also considered as god’s revelation (terang ilahi) to establish a good moral (welas asih, gotong royong), merciful, and people oriented. krisna (2012) stated that semar is comes from the word ismar which means nail, he is the one who make the truth stronger, just like nail. semar is an unpretentious, calm, humble, genius, and knowledgeable. semar has wise advices and also become a role model for others. based on hermawan (2013) in javanese tradition semar has an alias, it called badranaya, it comes from the word bebadra which means establishing the medium and naya/nayaka which means messenger, so semar also considerd as a messenger of god to bring peace for human. christanto (2013), semar leads and give guidance to ksatria. the guidance is the wise advices and the action and it prevents ksatria from doing bad things. the great values of semar can be actualized in daily life, those are cipta, rasa, and karsa. cipta is the power to create the image in our mind about life. rasa is the soft feeling of ourselves and very often it gives us an impression. karsa is the trigger of cipta and rasa, karsa makes cipta and karsa become true. the understanding of human psychological aspects will determine them into psychologically healthy or not. based on corey (2010: 213) the perspective of basic human characteristics is important for therapeutic action. from many psychological theories around the globe, each of it can give the contribution to counselor to give the best treatment. based on that, it needs to conduct the research about the values of semar in the application of counseling by the counselor. the objective of such research is the value of semar contains ethics, life perspective, tradition, philosophy, which can be used in this heterogeneous country. according to pedersen (1991), the approach of multi cultural can be seen as the fourth aspects in counseling after psychodynamic, behavioristic, and humanistic. counseling practice should be in line with the indonesian culture. collins and arthur (2007: 31-49) stated that the counselors should aware their own culture, and it is in line with wolfgang et al (2011: 1-16), the counselor should be able to internalize the local culture in their counseling. semar is the figure that has the same characteristics with today’s educator, who responsible to educate people to become the one who have integrity, smart, humble, helping each other (kresna, 2010: 67). semar’s value supposed to be a new counseling model, in order to prevent the cultural reduction and it is suitable with the indonesia culture. the counselor personality in counseling practice based on the value of semar based on atkinson, morten and sue (1989), a multi cultural counseling is the relation between a counselor and his client in different ways such as: sex, sexual orientation, socio economics factors, and age. based on the explanation of multi cultural counseling, it can be said that the model of counseling in indonesia is based on western model, especially united states, and this western model gives different result. indonesian culture which is in the same way is an eastern culture considers teacher and also counselor as the one who have the same position as parents. parents are also has a very significant role in building the characters. in javanese culture, the obedience of children to their parents is very precious, a good child is the one who obey (manut) to their parents, and the one who does not obey their parents is not a good child. it is different in the united states; there the counseling is about the same situation between the couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 semar puppet counseling model |21 indonesian counselor association (iki) | doi: 10.23916/002017024410 counselor and their client (konseli). a counselor in indonesia should have a strong characteristic and authority, even his role is a problem solver and a facilitator. this cultural barrier can emerge the reluctant of the client to take a spontaneous action if facing the counselor individually. clients (konseli) are hoped to be more spontaneous in a multicultural nuance. based on nasution (2009), semar has discipline, religious, and a warm feeling. based on the textual concepts, semar has values that can be applied in a multicultural counseling process: prudent semar is smart, but in the other hand, he is the wisest figure. he is knowledgeable, and he is very powerful before arjuna, even semar is just servant (batur). because of his knowledge and wisdom, he becomes a very significant figure before god, and his opinion is accepted by god. when bathara guru do something wrong, only semar who are brave to correct him. semar is also the one who can do action based on where he stands in every situation. a counselor should be wise in understanding himself, someone else, and the situation. helper semar very often helps ksatria, their students. as a counselor, they should be also become a helper for their clients. very often, semar warn ksatria about the danger that has not come yet. when the bendera is in the hard situation, semar is able to cheer him with his wise advice. in begawan kilat buwana, when pandawa is in a deadly situation by kurawa, semar helped them by removing begawan kilat buwana. a counselor helps the client to solve the problem, help them to reduce one by one of their client’s problem. motivator semar is always become a motivator for the ksatria to be the real ksatria. semar motivates them to be stronger day by day and nothing to lose. in line with the counselor, he should be able to motive their client to take responsible of what they do to solve the problem. democratic semar never push the ksatria to totally obey him. a counselor is hoped to not to push the client to totally obey their advice too. a counselor may not give a personal judgment to their client based on their perspective. fair semar has friend from many elements in jongring saloka, such as ordinary people, government officer, and even god. in semar kuning story, semar came in the form of human with fairness, honest, togetherness, and always say the truth. a counselor should be fair in giving a counseling without asking clients background. associating semar is always available when ksatria has no one to guide. semar become a connector and balance maker between god and human in social and political life. a counselor applied this to his client to make them grow better. sustains on the objectives semar has role in keeping, caring, guiding, and giving solution toward the problem of his clients. semar are always guiding ksatria to finish their job well. a counselor applies the sustainable counseling to the clients, so that the problem of the client will be totally solved. couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu bakhrudin all habsy semar puppet counseling model |22 indonesian counselor association (iki) | doi: 10.23916/002017024410 responsible semar tries to build a mental and the characteristics of all ksatria so that they are responsible of what they do. a counselor take this value to the clients so that the client will e responsible with their problem. teaching in the story entitled semar boyong, semar teaches and told the ksatria that punokawan will leave them if they act beyond the truth. in counseling process, a counselor teaches the client to be better, understanding their selves, take the decision and responsible of what they do. wholeheartedly in ladrang clunthang story, punokwan totally give very wise wisdom to the ksatria dealing with their safety. a counseling process should be done in a professional framework. a counselor has commitment that becomes basis in helping the client. well mannered his well mannered behavior makes semar very significant figure. his advice is always become a second opinion in taking the decision. a counselor should behave well before the clients so that they will not think twice in delivering their problems. sincere semar is known as the helpful person, but he does not hope for the reply. it should also be applied by the counselor, they may not hope for the reply from the counseling they give. honest in semar kuning story, semar do many good things without any special intention. semar represents honesty, simple, and even he is just a servant, but he also becomes teacher or parents for ksatria. it means he also has the responsibility to show the right way to the all ksatria. a counselor should be able to become the one who has integrity, intelligence, honest, patience, and consistence. faithful the faith and the integrity of semar is unlimited. semar, with all punokawan make ksatria become stronger and better. semar is honest, and this good character makes ksatria always obey semar even he is just a servant. as a counselor, we have to build a good relationship with the client with harmony, dynamic, and creative. unpretentious when he come the world, he come with honesty, but actually semar is a undefeatable god. he is always humble even he can solve the problem. a counselor should be able to conclude the client’s problem in the simple word so that the client will understand. not an anti critical semar has all the characters the indonesian people needs, it is able to accept critical and in other side keeping the secret. a counselor should be able to correct their selves and is able to accept the critical. able to keep secret semar is also comes from the word samar which means in the “grey area”. semar has the capability to momong and momot, momong means educate and momot means is able to keep the secrets. a counselor should keep his clients secrets and data. couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 semar puppet counseling model |23 indonesian counselor association (iki) | doi: 10.23916/002017024410 positive thinking in communicating, semar is always gives the positive perspective. his speech is mostly about giving advices. we as the counselor must always give the positive thing to our clients. semar puppet counseling model counseling is the part of integrated counseling model in school, and it is also an integrated program by the professional counselor. one of the skills that must be mastered by the counselor is the multicultural based counseling. the knowledge and the mastery of multicultural counseling will be very useful to give the counseling in indonesia for general, especially in region. ivey (2011) stated that the main competency that must be mastered by the counselor is multicultural based counseling, this mastery will result a good condition in counseling process. the knowledge of multicultural in counseling process is very useful because culture is the basis of a country (matsumoto & juang, 2003). erford (2010) the knowledge of multicultural will add the recommendation in counseling process. semar puppet counseling model was developed by concerning to the cultural based counseling that is universally right. semar puppet is offered to the development of multicultural counseling practice. there is a perspective that the good result of counseling is based on the counselor who is concerned on the client’s culture. semar puppet counseling sees human based on the sedulur papat limo pancer concept. in every of us, there is soul and body, soul is the educator of our body, because body is too weak in making decision. human life is based on the value of humanity itself, we are not a human is a wolf for other human (homo homini lupus). human has three characteristics; those are cipto, roso, and karso. cipto is the power to create the image in our mind about life. roso is the soft feeling of ourselves and very often it gives us an impression. karso is the trigger of cipto and roso, karso makes cipto and karso become true. the objectives of semar puppet counseling is to help clients to be closer to god, to get mahabbah/ holy love (asmarasanta), as the medium of thinking that influence the soul. after diagnosed the problem, the next step is identifying that gained from: (1) jamus kalimosodo, (2) sedulur papat limo pancer gospel (3) reflective dialogue (4) pancawisaya gospel, that is used to catch five things, they are: rogarda, sangsararda, wirangharda, cuwarda and durgarda. the step of semar puppet counseling are: (1) beginning, the assessment that is done to analyze the emotion, (2) working process giving treatment to the cognitive aspect which is the central aspect of intervention in semar puppet counseling that is simultaneously bring the influence in desire and emotion, using the relevance technique, and (3) last step, the counseling process may be finished if the clients has beyond the truth. conclusions semar has values that can be applied in a multicultural counseling. the application of counseling based on the semar’s characters is offered to develop the practice of multi cultural counseling for the counselors, it called puppet semar counseling model. acknowledgments i would like to thanks to prof dr nur hidayah, m.pd and prof dr andi mappiare for being a role model and an inspiration as supervisor. however special who have commented on the technique of writing articles that he wrote for the better manuscript couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu bakhrudin all habsy semar puppet counseling model |24 indonesian counselor association (iki) | doi: 10.23916/002017024410 references achmadi amsoro. (2003). filsafat dan kebudayaan jawa. upaya membangun keselarasan islam dan budaya jawa. semarang: cendrawasih. asosiasi bimbingan dan konseling indonesia. (2007). rambu-rambu penyelenggaraan bimbingan dan konseling dalam jalurpendidikan formal (naskaha kademik). bandung: abkin. asca. (2005). “the asca national model: a framework for school counseling programs”. michigan: the american school counselor association. corey, g. (2010). theory and practice of counseling and psychotherapy. belmont, ca: brooks/cole. christianto, w.n. (2003). peran dan fungsi tokoh semar bagong dalam pagelaran lakon wayang kulit gaya jawatimuran. jurnal humaniora, 15, 285-301. collins, s & arthur, n. (2007). a framework for enhancing multicultural counseling competence. canadian journal of counseling, 41 (1): 31-49. erford. t bradley & danica g. hays. (2010). developing multicultural counseling competence counselor: a systems approuch. 2nd edition. usa: pearson. firmanto, d. (2012). epistemologipunakawan. yogyakarta paguyupanwayang. gibson, r.l & mitchell, m.h. (2011). bimbingan dan konseling. yogyakarta. pustakapelajar. guritno. (1985). lordly shades; wayang purwa indonesia. jakarta: published through the genorosty of bapak probosoetedjo. hermawan deny. (2003). semar dan kentut kesayangannya. yogyakarta diva press. hepner, p. p., wampold, b.e., & kivlinghan, d. m. (2008). research desain in counseling (3rd ed.). california: thomson brooks/cole. ivey, e allen. (2011). in the special issue on multicultural social justice leadership development. guest editor: carlos p. zalaquett, university of south florida. krisna andrian. (2012). dunia semar. abdi sekaligus penguasa sepanjang zaman. yogyakarta diva press. matsumoto, d &juang, l. (2003). culture and psychology. 2nd edition. belmont, ca: wadsworth. mulyono, s. (1983). apa dan siapa semar. jakarta: cv haji masahung mcmlxxxii. mulyono, s. (1978). wayang asal usul, filsafat dan masa depannya. cv haji masahung. morten, g., & sue, d.w. (1989). counseling american minorities: a cross-cultural perspective. dubuque, ia: brown. nasution, m.i. (2009). “semar gugat” dalam telaah tokoh: sebuah model pemaknaan naskah drama. journal state university of padang. nelson-jones, r. (2011). teori dan praktik konseling dan terapi, edisi keempat. terjemahan soetjipto, p.h & soetjipto, m.s. 2011. yogyakarta: pustaka pelajar. pedersen.c.h. (1991). multicultural counseling: from diversity to universality. journal of counseling and development. purwadi. (2014). mengakaji nilai-nilai luhur tokoh semar. karwa publisher yogyakarta. wolfgang, j., frazier, k., west-olatunji, c., barrett, j. (2011). developing cross cultural competence: applying development and prevention ideals to counseling young children. eric institute of educatioan sciences. couns-edu the international journal of counseling and education vol. 7, no. 2, 2022 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220740330 received on 03/12/2022; revised on 10/12/2022; accepted on 10/12/2022; published on: 10/12/2022 104 impact of demographical factors and language acquisition level on depression symptoms among arabic language learners aprezo pardodi maba*)1, akla akla2, nur amali aminnuddin3 1institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia ,2 institut agama islam negeri metro, indonesia, 3universiti brunei darussalam, brunei darussalam *)corresponding author, e-mail: aprezopm@gmail.com abstract the prevalence of depression among language learners, specifically arabic learners, should receive proper attention from academics. unfortunately, it would be easily overlooked by scholars because they were tend more focusing on the development of effective teaching strategy. the objective of current study was to investigate the effect of demographic variables and language proficiency on symptoms of depression in individuals learning arabic as a second language. this cross-sectional study involved 1126 participants who voluntarily provided their consent. of the participants, 762 were female and 364 were male (age m = 20.03 and sd = 1.56). the study collected demographic information, assess language acquisition levels, and measure symptoms of depression. data was analyzed using descriptive statistics, pearson correlation, and multiple linear regression. results showed that model proposed in this study with its predictors explained 7.5% of the variance in depression symptoms while factors such as sex, number of siblings, living arrangement, listening skills, and reading skills were found being significant predictors in the model. this study highlights the prevalence of depression among individuals learning arabic as a second language and the importance of demographic variables and language proficiency in predicting depression symptoms. the findings suggest that interventions to address depression in this population should take into account factors such as sex, number of siblings, living arrangement, and language skills. keywords: arabic, depression, demographic variables, language learners how to cite: maba, a. p., akla, a., & aminnuddin, n. a. (2023). impact of demographical factors and language acquisition level on depression symptoms among arabic language learners. couns-edu: the international journal of counseling and education, 7(3). https://doi.org/10.23916/0020220740330 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction the issue of depression among language learners has implication for individuals’ second language acquisition. depression could results negative outcomes, for instance decreased motivation to learn language and academic performance, which eventually can affect the overall quality of students performance (gao et al., 2020; lawrence et al., 2019; salanova et al., 2009). depression also potentially decreased the intention to further learning language which could lead to terminate individuals’ desire to acquisition the language. these challenges are faced by institutions, especially those institutions which obligated its students to learn second language. given the potential negative impacts of depression for language learner, in particular arabic language, it is important to investigate and understand the factors that possibly affect depression. in this https://doi.org/10.23916/0020220740330 mailto:aprezopm@gmail.com https://doi.org/10.23916/0020220740330 couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 impact of demographical factors … | 105 indonesian counselor association (iki) | doi: 10.23916/0020220740330 study, we look into the role of demographics factors such as sex, age, living area, number of siblings, monthly spending, living arrangement, having a side job, and living area toward depression symptoms among arabic language learners. furthermore, we also investigate the impact of language acquisition level on the depression symptoms. by understanding its relationship, we can further develop treatment strategies to minimize the potential depression occurred among arabic language learners. ultimately, it would lead to better results for individuals and institutions that obligated their students to learn arabic language. depression refers to a condition when someone feels sad, hopeless, or lack of pleasure (kroenke et al., 2001). it could have a significant impact on individuals personal, social, or professional life. depression has been reported to declining of academic performance and learning attendance (gao et al., 2020; lawrence et al., 2019). furthermore, depression also could impact the ability to concentrating (aalbers et al., 2019; bennett et al., 2005). when someone is trying to memorize new vocabularies, structures, and follow conversations in new language, it becomes more challenging if she or he could not concentrate. in addition, negative self-talk is also something common experienced by depressive person (maiese, 2020; tackman et al., 2019). this habit would burden individual to achieve her or his potential. socio-demographical factors are commonly examined when it comes to depression studies, specifically in language learners. for instance, dale et al. (2016) and morris et al. (2011) stated that sex is a predictor, whereby depression tends to be associated with female than with male. it probably due to gender roles, cultural characteristics of female, or even due to emotional coping strategy that employed by female (hatta et al., 2023). however, age seemed to be inconsistent in terms of its relationship with depression (cuijpers et al., 2020). in certain circumstances, adults generally appeared could properly manage their depression, but in the other hand, they have been observed with depression symptoms. other demographical variables that have been related to depression among language learners include living area, number of siblings, spendings, living arrangement, and hustle. for example, khongwir et al. (2020) found that students who live in urban area tend to be exposed to depression higher than in sub-urban area. similarly, chi et al. (2020) found that individuals who live with siblings were more likely to develop depression, while individuals who live alone were likely to able to prevent the development of the depression. furthermore, literature suggests that monthly spending, having hustle, and living arrangement also may play role in how the development of depression various population (capone & petrillo, 2020; chi et al., 2020; srivastava et al., 2021). even though literature have shown the trend of the demographical factors impact toward depression, further research is required to have a completely understand the interaction between these factors and depression in second language learners. the relationship between language proficiency and depression has been investigated by researchers in the past decade. some researchers found that language learners with lack of proficiency in second language showed higher risk to develop depression due to social isolation, absence of peer or teacher support, and could not done the assignment properly. for example, dovchin (2021) and ding & hargraves (2009) found that students with low level of language acquisition reported with higher level of depression. just like the demographical factor, language proficiency needs further research to understand the dynamic relationship between this variable and depression, specifically among arabic language learners. given the negative impact of depression during learning a second language, it is necessary to understand the factors that may affect depression. the inconsistent findings in this field of research also needs to be the attention of the researchers. the inconsistency of results may make a confusion among teachers or mental health professionals. furthermore, it is crucial to research depression and its related factors in a very specific population such as arabic language learners. therefore, in this study, we decided to make a contribution to the literature in investigating the relationship between these factors and depression. the aims of this study were to investigate the influence of demographic variables and language proficiency on symptoms of depression in individuals learning arabic as a second language. couns-edu  vol. 7, no. 3, 2022 available online: http://journal.konselor.or.id/index.php/counsedu maba et al. impact of demographical factors … | 106 indonesian counselor association (iki) | doi: 10.23916/0020220740330 methods design the present study utilized a cross-sectional design to investigate the influence of demographic variables and language proficiency on symptoms of depression in individuals learning arabic as a second language. this study is a further version investigation of prior project in understanding how arabic learners psychological struggle (akla et al., 2023). procedures and participants after receiving research permission, the instruments were administered in a google form with following order: informed consent, demographical questions, language acquisition level, and depression symptoms. in november 2022 we shared the questionnaires to potential participants, the study sample comprised students from multiple islamic universities in indonesia who were obligated to study arabic language as a component of their curriculum. the participants were invited to participate in the study on a voluntary basis after providing informed consent through an online instrument. total 1126 participants were involved in the study with majority proportion of the participants consist of female = 762, male = 364, age m = 20.03, and age sd = 1.56 (see table 1 for more detailed participants characteristics). instruments demographical questions the demographical questions employed in current study including: sex, age, living area, number of siblings, monthly spending, living arrangement, and having a side job. language acquisition level in this study, a set of four questions was utilized to gather data regarding students' proficiency in the arabic language, specifically in the areas of listening, speaking, reading, and writing. the instrument employed a five-point likert scale ranging from negligible (1) to proficient (5) to rate the participants' language proficiency. the students self-reported their proficiency in arabic using the instrument. depression symptoms we use the patient health questionnaire-9 also known as phq-9 (kroenke et al., 2001) to measure depressive symptoms among arabic language students. the phq-9 consists of nine items that assess the degree of symptoms felt in the past two weeks by the students. the items in the survey were evaluated using a 4-point scale, which spanned from 0 (indicating the absence of the characteristic) to 3 (representing a near-daily occurrence of the characteristic). the higher the score indicates severity of the symptoms. the phq-9 has been found to have good reliability and validity for the assessment of depression in various populations (kroenke et al., 2001). the reason for selecting the phq-9 for this research was because of its brevity and reliability as a tool for measuring depression. this instrument also has been commonly utilized in both clinical practice and research. data analysis to analyze the data, a series of statistical tests were performed using ibm spss 24 statistical software. the specific tests chosen were based on the research questions and the characteristics of the data. descriptive statistics were calculated for all variables, including means, standard deviations, and frequencies. these statistics provided a summary of the sample characteristics and the distribution of the data. the relationships between the demographical factors (sex, age, living area, number of siblings, monthly spending, living arrangement, having a side job, and living area were transformed into dummies data, see table 1) and depressive symptoms were examined using pearson correlations and multiple regression. we used two criteria were used in the assumption test for doing linear regression analysis. firstly, the residual value or error should be normally distributed (hair et al., 2019). secondly, there is no multi collinearity by looking at vif value being < 10 (alin, 2010). the results of the statistical analyses were then interpreted and presented in a clear and concise manner, highlighting the main findings and couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 impact of demographical factors … | 107 indonesian counselor association (iki) | doi: 10.23916/0020220740330 their implications for university students and practitioners. to ensure the clarity and transparency of the data analysis, the specific statistical tests and their assumptions were clearly described. results and discussion results authors conducted two pre-assumption tests before descriptive, pearson correlation, and multiple linier regression analyses namely normality test and variance inflation factors (vif). these tests are necessary to make sure the data were normally distributed and no multicollinearity. the results of normality test showed that the residual of data was normally distributed (see figure 1). on the other hand, the vif values found less than 10 (see table 3), which mean there is no multicollinearity found. (1) (2) figure 1. p-p plot (1) and histogram (2) residual normality test results table 1. demographical factors (n=1126) variables (dummies) n sex male (1) female (0) age living area urban (1) sub-urban (0) siblings > 1 (1) 0 (0) spendings in one month (idr) < 1.000.000 (1) > 1.000.000 (0) having hustle yes (1) no (0) active member of organizations yes (1) no (0) living arrangement boarding house (1) with parents or relatives (0) arabic listening skills 364 762 m = 20.03; sd = 1.56 197 929 1,071 55 898 228 205 921 418 708 646 480 couns-edu  vol. 7, no. 3, 2022 available online: http://journal.konselor.or.id/index.php/counsedu maba et al. impact of demographical factors … | 108 indonesian counselor association (iki) | doi: 10.23916/0020220740330 proficient high moderate low negligible arabic speaking skills proficient high moderate low negligible arabic reading skills proficient high moderate low negligible arabic writing skills proficient high moderate low negligible 9 41 384 599 93 7 25 290 664 140 12 58 396 580 80 6 29 315 664 112 depressive symptoms min = 9; max = 36; m = 21.99; sd = 7.41 according to table 1, the sample consisted of 1126 participants, including 364 males and 762 females. the mean age of the sample was 20.03 years (sd = 1.56), indicating a relatively homogeneous group of young adults. of the total sample, 197 participants lived in urban areas, while 929 lived in suburban areas. these findings suggest that the majority of participants were female residents of suburban areas (see table 1 for detailed information). table 2. pearson correlation variables 1 2 3 4 5 6 7 8 9 10 11 12 13 1 depression 1.000 -.093 .016 -.063 .061 .008 -.058 .002 .118 -.194 -.132 -.191 -.151 2 sex 1.000 .060 .027 -.028 .022 .176 .161 -.053 .018 .004 -.008 .002 3 age 1.000 -.066 .013 -.052 .233 .008 -.066 -.050 .015 .018 -.005 4 living_area 1.000 .007 -.024 .080 .009 -.142 .000 -.042 .004 -.057 5 num_siblings 1.000 -.001 .032 .012 -.020 -.003 .005 -.034 .010 6 spendings 1.000 -.043 -.043 -.157 -.043 -.026 -.075 -.073 7 have_hustle 1.000 .095 -.068 .026 .006 .058 -.013 8 mem_org 1.000 .086 .132 .110 .107 .114 9 living arrangement 1.000 .044 .034 .047 .037 10 listening 1.000 .777 .792 .773 11 speaking 1.000 .745 .827 12 reading 1.000 .758 13 writing 1.000 the pearson correlation test results indicate that depression was significantly correlated with several demographic and personal factors in the sample. specifically, there was a small negative correlation between depression and sex (r = -.093), suggesting that females in the sample may have reported higher levels of depression than males. age was found to have a small positive correlation with depression (r = .016), while living area and having a hustle were negatively correlated with depression (r = -.063 and r = .058, respectively). the number of siblings and spendings had small positive correlations with depression (r = .061 and r = .008, respectively). the results also showed that being a member of an organization had a small positive correlation with depression (r = .002), while living arrangement had a small positive correlation with depression (r = .118). couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 impact of demographical factors … | 109 indonesian counselor association (iki) | doi: 10.23916/0020220740330 furthermore, depression was found to be strongly negatively correlated with arabic listening skills (r = -.194), and moderately negatively correlated with arabic speaking skills (r = -.132), arabic reading skills (r = -.191), and arabic writing skills (r = -.151), suggesting that individuals who reported higher levels of depression tended to have lower levels of arabic language acquisition. these findings suggest that a range of demographic and personal factors, as well as arabic language acquisition, may be related to depression in the sample. table 3. regression analysis to determine the impact of demographical factors and language acquisition level on depression symptoms variables b se β t p vif (constant) 22.010 3.196 6.888 .000 sex -1.331 .471 -.084 -2.826 .005 1.064 age .126 .142 .027 .889 .374 1.089 living_area -.719 .575 -.037 -1.250 .212 1.048 num_siblings 1.962 .995 .057 1.972 .049 1.008 spendings .261 .544 .014 .480 .631 1.047 have_hustle -.626 .586 -.033 -1.070 .285 1.119 mem_org .524 .455 .034 1.152 .250 1.060 living arrangement 1.776 .447 .119 3.974 .000 1.071 listening -1.571 .569 -.152 -2.761 .006 3.656 speaking .901 .599 .085 1.504 .133 3.840 reading -1.238 .521 -.124 -2.375 .018 3.286 writing -.206 .620 -.019 -.333 .739 3.944 discussion the aims of this study were to investigate the influence of demographic variables (such as sex, age, living area, number of siblings, monthly spending, living arrangement, having a side job, and living area) and arabic language proficiency (such as listening, speaking, reading, and writing skills) on symptoms of depression in individuals learning arabic as a second language. results showed that not all demographic factors were significant. factors like sex, number of siblings, and living arrangement were found significant predictors of depression symptoms whereas other factors were not. furthermore, arabic language proficiency specifically listening skills and reading skills were found being significant predictors among four skills in arabic language skills acquisition. this research study highlights the significant prevalence of depression among university students who are required to learn arabic language at their institution. it also emphasizes the importance of taking into account specific demographic factors and language skills in predicting depression symptoms among this population. the study findings suggest that interventions aimed at addressing depression in arabic language learners should incorporate considerations of factors such as sex, number of siblings, living arrangement, and language skills, particularly listening and reading abilities. by paying attention to these significant factors, the probability of successful intervention to reduce depression prevalence may be increased. while there is also a possibility of unsuccessful intervention, mental health professionals, such as counselors, psychologists, or psychiatrists, could benefit from the study results by reflecting on the significant predictors that could result in improvements in their empathy. the regression equation of the model was observed (f (5, 1123) = 11.991, p < .000, r2 = .051). the model with its predictors explained 5.1% of the variance in depression symptoms. it was relatively small variance when consider total of twelve predictor variables. furthermore, table 3 showed that the standardized coefficients indicated that sex (β = -.086, p = .003), number of siblings (β = .057, p = .049), living arrangement (β = 1.776, p = .000), listening skills (β = -1.571, p = .006), and reading skills (β = 1.238, p = .018) were significant predictors of depression symptoms; whereas age (β = .027, p = .374), living area (β = -.037, p = .212), spendings (β = .014, p = .631), having hustle (β = -.033, p = .285), being member of organization (β = .034, p = .250), speaking skills (β = .085, p = .133), and writing skills (β = .019, p = .739) were not significant predictors of depression symptoms. couns-edu  vol. 7, no. 3, 2022 available online: http://journal.konselor.or.id/index.php/counsedu maba et al. impact of demographical factors … | 110 indonesian counselor association (iki) | doi: 10.23916/0020220740330 the findings showed that sex, number of siblings, living arrangement, and language skills, particularly listening and reading abilities were significant predictors of depression symptoms in this population. these results are consistent with prior research that has discovered sex to be a significant predictor of depression (dale et al., 2016; morris et al., 2011). similarly number of siblings and living arrangement (alone or with family), in other words, the role of family structure and social support individuals received from their environment would play an important role in the development of depression (alsubaie et al., 2019; zhong et al., 2020). in this study, the findings indicate that certain demographic variables hold considerable importance in the management of depression, as evidenced by their consistent results. therefore, these variables should be given thorough consideration when addressing depression in this population, specifically arabic language learners. despite dovchin (2021) stated that psychological aspect like depression has commonly often been overlooked in language learning, students specific language skills also play a vital role whether they will experience psychological distress or not. regarding language skills, the findings showed that listening and reading skills were significant predictors of depression symptoms in individuals learning arabic as a second language. these findings are consistent with previous research that has identified language barriers and difficulties in language learning as risk factors for depression in immigrant populations (ding & hargraves, 2009; dovchin, 2021; kartal et al., 2019). language proficiency may influence social connectedness, access to resources, and cultural adjustment, all of which can affect mental health. one possible theory may explain the relationship between language acquisition and depression is the theory of social interactionist (li & jeong, 2020; montgomery, 2020; vygotsky, 1978). this theory stated that language development is related to social interaction which make children learn language through their communication with others. furthermore, this theory describes the difficulties with language mastery may lead to social isolation and deprivation of meaningful interaction, this would end up with the development of depression. despite this theory has this perspective, more research is needed to fully understand the link between language mastery and depression. implications, limitations, and suggestion for future research the results of current study have important implication for the advancing knowledge in the field of depression symptoms among arabic language learners. furthermore, the development of intervention should take these finding into consideration because when interventions tailored to the specific needs and characteristics of the population the possibility of success treatment would increase dramatically. for instance, interventions could focus on improving listening and reading skills to minimize the risk of depression. in addition, interventions could target specific demographic groups, such as arabic learners with large number of siblings or those living with family to address the unique experiences they may face. overall, these contributions would benefit the mental health professional or arabic language teachers in conducting treatment to lessen the possibility of depression. there are some limitations arise in this study. these limitations that we should be addressed in the future research. firstly, significant proportion of the data in demographical variables were categorical (binary). this limitation may impact the scope of analysis and results generalizability. second, sex was not representing gender. this limitation may not be compatible when results generalized in term of wide range gender definition. third, low variance percentage. this limitation showed there are many others variables that have not been investigated by current study. future research should address these limitations. first of all, consider to employ the demographical data as continuous rather than categorical data only. secondly, it is important to measure gender with its all dimensions for more comprehensive understanding on how arabic language learner depression symptoms. finally, other factors related to depression symptoms should be investigated rather than just its demographical factors. conclusion this study provides new knowledge related to impact of demographical factors, language acquisition level, and depression symptoms among individuals learning arabic as the second language. factors such as sex, number of siblings, living arrangement, listening skills, and reading skills are significant predictors of depression symptoms. these findings should be underscored the need for tailored intervention that address these significant variables. intervention that focusing on improving language couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 impact of demographical factors … | 111 indonesian counselor association (iki) | doi: 10.23916/0020220740330 proficiency and targeting these specific demographic groups may improve the success of language learning and mitigating the risk of depression among arabic learners. references aalbers, g., mcnally, r. j., heeren, a., de wit, s., & fried, e. i. (2019). social media and depression symptoms: a network perspective. journal of experimental psychology: general, 148(8), 1454–1462. https://doi.org/10.1037/xge0000528 akla, a., umam, a. k., ekawati, d., & nurkholis, n. (2023). the mediating role of depressive symptom in burnout and career readiness relationship: a study on arabic language learners. islamic guidance and counseling journal, 6(1), 59–69. https://doi.org/10.25217/igcj.v6i1.3179 alin, a. (2010). multicollinearity. wiley interdisciplinary reviews: computational statistics, 2(3), 370–374. https://doi.org/10.1002/wics.84 alsubaie, m. m., stain, h. j., webster, l. a. d., & wadman, r. (2019). the role of sources of social support on depression and quality of life for university students. international journal of adolescence and youth, 24(4), 484–496. https://doi.org/10.1080/02673843.2019.1568887 bennett, d. s., ambrosini, p. j., kudes, d., metz, c., & rabinovich, h. (2005). gender differences in adolescent depression: do symptoms differ for boys and girls? journal of affective disorders, 89(1–3), 35–44. https://doi.org/10.1016/j.jad.2005.05.020 capone, v., & petrillo, g. (2020). mental health in teachers: relationships with job satisfaction, efficacy beliefs, burnout and depression. current psychology, 39(5), 1757–1766. https://doi.org/10.1007/s12144-018-9878-7 chi, x., huang, l., wang, j., & zhang, p. (2020). the prevalence and socio-demographic correlates of depressive symptoms in early adolescents in china: differences in only child and non-only child groups. international journal of environmental research and public health, 17(2). https://doi.org/10.3390/ijerph17020438 cuijpers, p., karyotaki, e., eckshtain, d., ng, m. y., corteselli, k. a., noma, h., quero, s., & weisz, j. r. (2020). psychotherapy for depression across different age groups: a systematic review and meta-analysis. jama psychiatry, 77(7), 694–702. https://doi.org/10.1001/jamapsychiatry.2020.0164 dale, m., maltby, j., shimozaki, s., cramp, r., & rickards, h. (2016). disease stage, but not sex, predicts depression and psychological distress in huntington’s disease: a european population study. journal of psychosomatic research, 80, 17–22. https://doi.org/10.1016/j.jpsychores.2015.11.003 ding, h., & hargraves, l. (2009). stress-associated poor health among adult immigrants with a language barrier in the united states. journal of immigrant and minority health, 11(6), 446–452. https://doi.org/10.1007/s10903-008-9200-0 dovchin, s. (2021). translanguaging, emotionality, and english as a second language immigrants: mongolian background women in australia. tesol quarterly, 55(3), 839–865. https://doi.org/10.1002/tesq.3015 gao, y., hu, d., peng, e., abbey, c., ma, y., wu, c. i., chang, c. y., hung, w. t., & rozelle, s. (2020). depressive symptoms and the link with academic performance among rural taiwanese children. international journal of environmental research and public health, 17(8). https://doi.org/10.3390/ijerph17082778 hair, j. f., anderson, r. e., tatham, r. l., & black, w. c. (2019). multivariate data analysis, multivariate data analysis. in book (7th ed., vol. 87, issue 4). pearson prentice hall. hatta, k., yati, a. m., azhari, s. i. a., & muslima, m. (2023). impact of resilience and coping strategy on post-traumatic symptoms among muslim university students. islamic guidance and counseling journal, 6(1), 18–27. https://doi.org/10.25217/igcj.v6i1.3132 this manuscript was undertaken through the collaborative effort of three institution namely institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia, institut agama islam negeri metro, indonesia, and universiti brunei darussalam, brunei darussalam. acknowledgment couns-edu  vol. 7, no. 3, 2022 available online: http://journal.konselor.or.id/index.php/counsedu maba et al. impact of demographical factors … | 112 indonesian counselor association (iki) | doi: 10.23916/0020220740330 kartal, d., alkemade, n., & kiropoulos, l. (2019). trauma and mental health in resettled refugees: mediating effect of host language acquisition on posttraumatic stress disorder, depressive and anxiety symptoms. transcultural psychiatry, 56(1), 3–23. https://doi.org/10.1177/1363461518789538 khongwir, b., phurailatpam, j. s., singh, y. g., geetanjali, l., & bilhuda, m. n. (2020). depression, anxiety, and stress among high school students in manipur. iosr journal of dental and medical sciences, 19(10), 28–31. kroenke, k., spitzer, r. l., & williams, j. b. w. (2001). the phq-9: validity of a brief depression severity measure. journal of general internal medicine, 16(9), 606–613. https://doi.org/10.1046/j.1525-1497.2001.016009606.x lawrence, d., dawson, v., houghton, s., goodsell, b., & sawyer, m. g. (2019). impact of mental disorders on attendance at school. australian journal of education, 63(1), 5–21. https://doi.org/10.1177/0004944118823576 li, p., & jeong, h. (2020). the social brain of language: grounding second language learning in social interaction. npj science of learning, 5(1). https://doi.org/10.1038/s41539-020-0068-7 maiese, m. (2020). an enactivist approach to treating depression: cultivating online intelligence through dance and music. phenomenology and the cognitive sciences, 19(3), 523–547. https://doi.org/10.1007/s11097-018-9594-7 montgomery, m. (2020). language and social interaction. an introduction to language and society, 213–242. https://doi.org/10.4324/9780203130292-21 morris, a. a., zhao, l., ahmed, y., stoyanova, n., de staercke, c., hooper, w. c., gibbons, g., dindzietham, r., quyyumi, a., & vaccarino, v. (2011). association between depression and inflammation-differences by race and sex: the meta-health study. psychosomatic medicine, 73(6), 462–468. https://doi.org/10.1097/psy.0b013e318222379c salanova, m., schaufeli, w., martínez, i., & bresó, e. (2009). how obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement. anxiety, stress and coping, 23(1), 53–70. https://doi.org/10.1080/10615800802609965 srivastava, s., debnath, p., shri, n., & muhammad, t. (2021). the association of widowhood and living alone with depression among older adults in india. scientific reports, 11(1). https://doi.org/10.1038/s41598-021-01238-x tackman, a. m., sbarra, d. a., carey, a. l., donnellan, m. b., horn, a. b., holtzman, n. s., edwards, t. s., pennebaker, j. w., & mehl, m. r. (2019). depression, negative emotionality, and selfreferential language: a multi-lab, multi-measure, and multi-language-task research synthesis. journal of personality and social psychology, 116(5), 817–834. https://doi.org/10.1037/pspp0000187 vygotsky, l. s. (1978). the prehistory of written language. in mind in society. https://doi.org/10.2307/j.ctvjf9vz4.13 zhong, y., wang, j., & nicholas, s. (2020). social support and depressive symptoms among family caregivers of older people with disabilities in four provinces of urban china: the mediating role of caregiver burden. bmc geriatrics, 20(1). https://doi.org/10.1186/s12877-019-1403-9 couns-edu the international journal of counseling and education vol.6, no.3, 2021, pp. 88-92 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210634720 88 psychological wellbeing early adult korean pop fangirls angelita jayalaksana fitri *)1 , fitri yuli maulidayanti 1 , sudaryat nurdin akhmad 1 1universitas pendidikan indonesia, indonesia *)corresponding author, e-mail: angelitajayalaksanafitri@upi.edu abstract mental health is a state of well-being in which individuals are aware of their abilities, can cope with the normal stresses of daily life, can work productively or productively, and are able to contribute to their community. individuals at the age from 20 to 40 years are called early adulthood. in the last two decades, south korean popular culture has grown rapidly and expanded globally. its existence which is accepted by the public from various circles has resulted in a phenomenon korean wave, one of which is the phenomenon in korean wave korean pop music products or korean-pop (k-pop). this study uses the study of literature (literature review) with data collection of articles, journals and books. the results showed that there was mental health (psychological wellbeing) in early adulthood for fangirls kpop. keywords: early adult, fangirls, korean pop (k-pop), mental health. how to cite: fitri, a., maulidayanti, f., & akhmad, s. (2021). psychological wellbeing early adult korean pop fangirls. couns-edu: the international journal of counseling and education, 6(3). doi:http://dx.doi.org/10.23916/0020210634720 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction mental health is a state of well-being in which individuals are aware of their abilities, can cope with the normal stresses of daily life, can work productively or productively, and are able to make a contribution to their community (world health organization, 2001; bailey, 2015). mental health can also be defined as the expression of emotions, and as a sign of successful adaptation to various demands. mental health includes subjective well-being self-efficacy, perceived, autonomy, competence, intergenerational dependence and recognition of the ability to realize one's intellectual and emotional potential (world health organization, 2003). maintaining mental health is more than just treating or preventing mental illness (tennant et al., 2007). adulthood is deemed appropriate to extend the individual-focused mental health model to integrate individual and social aspects (berg & upchurch, 2007). the important role of social factors in shaping mental health across the lifespan of adults certainly has implications for intervention, but it also encourages broad understanding of mental health towards the inclusion of social indicators of mental health such as interpersonal flourishing (ryff & singer, 2000). for more than a decade, mental health disorders have been one of the top 10 causes of disability worldwide; the world health organization (who) estimates that more than 10% of the global disease burden is caused by mental health disorders, not physical health (mezulis, 2016). during their lifetime, about half of people will experience a mental health disorder (kessler et al., 2004). although the overall rates of mental disorders were nearly identical between men and women, there were striking gender differences in the patterns of mental disorders. the concept of mental health is well developed in the psychological literature, and carol ryff has provided an excellent account of "happiness" which draws on maslow, rogers, jung, and allport's theories to develop multidimensional constructs of psychological well-being (ryff, 1989). emotional well-being and health are at the core of the mental health promotion received on 06/19/2021; revised on 07/16/2021; accepted on 08/15/2021; publishedon:09/17/2021 http://dx.doi.org/10.23916/0020210634720 couns-edu  the international journal of counseling and education vol.6, no.3, 2021 psychological wellbeing early adult korean pop fangirls … | 89 indonesian counselor association (iki) | doi: 10.23916/0020210634720 movement (see also health education and health promotion). a variety of activities have been suggested to improve mental well-being and health including, expressive activity and therapy, meditation, biofeedback, counseling, and psychotherapy. early adulthood is a period of search, discovery, establishment and reproductive period, which is a period full of problems and emotional tension, a period of social isolation, a period of commitment and dependence, changes in values, creativity and adjustment to a new lifestyle. as an individual who is already an adult, his roles and responsibilities are certainly getting bigger. where have started to break away from dependence on others, especially from parents, both economically, sociologically and psychologically. they will strive to become more independent people again, every effort will be made so that they are no longer dependent on others. in the last two decades, south korean culture has developed rapidly and expanded globally. the rapid advancement of technology is one of the elements of the success of south korean culture in spreading. its existence received great attention from all over the world and was accepted by people from all walks of life, resulting in the phenomenon of the “korean wave” which is also known as hallyu. the korean wave itself appeared in indonesia in early 2002. the massive development of information technology brought about by globalization became the main factor that triggered the enthusiasm of the indonesian people towards the korean wave. the korean wave itself is synonymous with the world of entertainment, such as music, movies, dramas, and variety shows, which are well packaged in an interesting and meticulous way in presenting south korean culture. the korean wave that is in great demand and loved by early adulthood is korean pop music. korean pop music is often referred to as korean pop (k-pop). k-pop was first popularized in the 2000s by boy groups such as hot, nrg, baby vox and ses. the success of one of the south korean products which is considered very successful in attracting audiences is k-pop. in 2012, where the music industry began to become a promising business, given the achievement of the high popularity of kpop in various countries. k-pop is one that plays an important role for south korea, both in asia and the middle east, europe, america, africa and others in the entertainment industry. k-pop is a popular culture used by south korea, not only from music, visual arrangements, choreography or dances performed by every singer in south korea, becoming a selling point in itself, because indeed the purpose of k-pop is also a cultural invasion. k-pop has a mature and clear concept for idols. when a boy group or girl group in south korea re-releases a new song which is usually called a comeback, of course, it is accompanied by a very clear and mature concept. in terms of costumes or stage clothes that will be worn while promoting the new song. groups idol south korean also released music videos that were packaged carefully and attractively. not infrequently a music video has a storyline like a drama and has a relationship with the next music video or has a continuation from the previous story (sequel). with fashion unique and in accordance with the concept, the shooting location is also decorated in such a way that it produces a high-quality music video. k-pop has its own unique style and manages to win hearts, especially women. in the world of kpop, even though their work is unique, idols the most influential are those who break the stereotypes that people usually think of as part of mainstream k-pop content. according to research observers, k-pop songs usually carry the theme of love, heartbreak or parties. this is why idols of k-pop who compose songs with different themes are usually the focus of public attention. research has found that most of these k-pop fans are teenagers in high school and college students (puspitasari & hermawan, 2013). however, cahyani & purnamasari (2019) stated that in reality there are still many early adult individuals who still worship certain idolized celebrities and even make them role models in various ways. based on other research findings, it is stated that 75% of early adult individuals have a strong attraction to celebrities in their lives, mostly to k-pop, movie stars, and many other figures (boon & lomore, 2001; rosida, 2019). based on the explanation above, this research was conducted with the aim of assessing the psychological well-being of early adult k-pop fangirls. couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu fitri, a., maulidayanti, f., & akhmad, s. psychological wellbeing early adult korean pop fangirls … | 90 indonesian counselor association (iki) | doi: 10.23916/0020210634720 method the method used in this research is literature review, which is a literature search and research by reading various books, journals, and other publications related to the research topic, to produce an article regarding a particular topic or issue (marzali, 2016). the main purpose of the literature review is to find out more about research variables, classify things that are necessary and not to be done, synthesize and gain new perspectives and find correlations between variables (jonathan, 2006). the data collection technique was carried out by collecting books, articles, journals with the main search being done through google scholar, taylor, francis outline, springer link, emerald insight. results and discussions there are 6 journal titles from the year (2019-2021) that are considered relevant and in accordance with the mental health criteria of early adulthood for fans of korean pop (k-pop). a total of 6 of these studies are considered to provide clear information regarding the research procedure from the research location, participant description, and research design. the contributions of the 6 journals can be presented in table 1. table 1 <summary of literature review> no. author research title research findings 1. elliott, m & morgan, g. (2010) religion, health, and psychological well-being the results indicate that people who identify as religious tend to report better health and happiness, regardless of religious affiliation, religious activities, work and family, social support, or financial status. 2. yunira, f. n., & hendro, p. (2019). the relationship between psychological wellbeing and celebrity worship on members of exo's fanclub in bandung based on the results of research that has been done, the correlation coefficient is -0.504, which means that there is a fairly close negative relationship between psychological wellbeing and celebrity worship in exo fansclub members in bandung. so it can be said that psychological well-being is a fairly good predictor of celebrity worship among members of the exo fansclub in bandung. 3. dyana, p. k. s. d., & komang, r. i. (2019). image of celebrity worship on early adult k-pop fans in bali based on the results of the study, it was found that the four research respondents were involved in celebrity worship and were between the entertainment-social stage and a little intensepersonal stage, namely the supportive idolization stage. 4. indah, l., zaharuddin & sarah, a. (2021). celebrity worship in early adulthood kpop fans in palembang based on the research findings that the celebrity worship descriptions of the three subjects display a form of obsessive love behavior towards the preferred k-pop idol, display the forms of the subject's love for the preferred k-pop idol, and irrational worship of the preferred k-pop idol. 5. mauliddita, s. a., & atika, d. a. (2021) psychological wellbeing of early adult k-pop fans who perform celebrity worship based on the results of the correlation test, it is known that celebrity worship has a significant positive correlation with psychological wellbeing and tends to have sufficient strength (r (1200) = 0.34; p = 0.00). 6. sandy, a. g, risa. a , & adinda, azmi, l. (2021) k-pop fangirl psychological dynamics subjects consider their k-pop idols as a mood booster, support system and also a mood generator. couns-edu  the international journal of counseling and education vol.6, no.3, 2021 psychological wellbeing early adult korean pop fangirls … | 91 indonesian counselor association (iki) | doi: 10.23916/0020210634720 the findings of this study become an interesting discussion where previous studies related to celebrity worship that only focused on negative aspects, especially negative affect, found a positive relationship between the two. however, in this study, which focused more on positive affect, it also found a positive relationship. in this case, it becomes a new explanation whether positive and negative affect are two different poles on the same continuum or vice versa there are two different dimensions that stand alone (vázquez et al., 2009). however, if positive affect and negative affect are contrasting and relatively independent dimensions (bradburn, 1969; vázquez et al., 2009) as has also been demonstrated by several previous findings (vázquez, 2000a: vázquez et al., 2009) ), then it would be appropriate and interesting to study the specific benefits that the presence of positive influences can contribute to health conditions. conclusions the development of the phenomenon of appreciation for k-pop celebrities which is getting bigger every year is not matched by research that explores aspects of psychological well-being as a whole related to its relationship to behavior celebrity worship, so a positive psychological approach also needs to be considered to see this phenomenon. through this, we can get a broader psychological explanation from the other side than just looking at poor mental health conditions from the symptoms and disorders that celebrity fans have who worship celebrities. psychological well-being itself is conceptualized as a combination of positive affective states such as happiness (hedonic perspective) and being able to function optimally and effectively both individually and in social life (eudaimonic perspective) (deci & ryan, 2008; winefield et al., 2012). furthermore, ryff (2013) who developed a psychometric model of the concept of psychological well-being since the early 1980s explained that psychological well-being is a convergence of several frameworks of positive functions that are presented with a theoretical foundation to produce a multidimensional model of well-being. in the convergence of the framework, the dimensions include a broad area of health including positive evaluation of self and past life (self-acceptance), a sense of continuing growth and development as an individual (personal growth), belief in a meaningful life purpose (purpose in life), ownership of quality (positive relationships with others relations with others), the capacity of individuals to effectively manage their lives and their (environment environmental mastery), and a sense of self-determination (autonomy). references bailey, d. (2015). mental health and social work. international encyclopedia of the social & behavioral sciences, 15, 193–199. https://doi:10.1016/b978-0-08-097086-8.28057-4 berg, c. a., & upchurch, r. (2007). a developmental-contextual model of couples coping with chronic illness across the adult life span. psychology bulletin, 133(6), 920-954. cahyani, d., & purnamasari, y. (2019). celebrity worship on early adult k-pop fangirling. 304 [acpch 2018], 167–170. https://doi.org/10.2991/acpch-18.2019.41 dyana, p. k. s. d., & komang, r. i. (2019). gambaran celebrity worship pada penggemar k-pop usia dewasa awal di bali. jurnal psikologi udayana, 6 (2), 291-300. elliott, m & morgan, g. (2010). religion, health, and psychological well-being. j relig health, 49:149– 163. https://doi.org/10.1007/s10943-009-9242-1 jonathan, s. (2006). metode penelitian kuantitatif dan kualitatif. yogyakarta: graha ilmu. kessler, r.c., berglund, p., chiu, w.t. (2004). the us national comorbidity survey replication (ncsr): design and field procedures. international journal of methods in psychiatric research 13 (2), 69–92. doi:10.1002/mpr.167. marzali, a. (2016). menulis kajian literatur. jurnal etnosia, 1(2). mauliddita, s. a., & atika, d. a. (2021). psychological wellbeing penggemar k-pop dewasa awal yang melakukan celebrity worship. buletin riset psikologi dan kesehatan mental (brpkm), 1(1), 137-148. mezulis, a., harding, k. (2016). gender differences and similarities in mental health. encyclopedia of mental health: second edition, 2, 262-268. https://10.1016/b978-0-12-397045-9.00157-9 https://doi:10.1016/b978-0-08-097086-8.28057-4 https://doi.org/10.2991/acpch-18.2019.41 https://doi.org/10.1007/s10943-009-9242-1 https://10.0.3.248/b978-0-12-397045-9.00157-9 couns-edu  vol.6, no.3, 2021 available online: http://journal.konselor.or.id/index.php/counsedu fitri, a., maulidayanti, f., & akhmad, s. psychological wellbeing early adult korean pop fangirls … | 92 indonesian counselor association (iki) | doi: 10.23916/0020210634720 puspitasari, w., & hermawan, y. (2013). gaya hidup penggemar k-pop (budaya korea) dalam mengekspresikan kehidupannya studi kasus k-pop lovers di surakarta. sosialitas: jurnal ilmiah pendidikan sosiologi-antropologi. rosida, a. (2019). hubungan self-esteem dan kesepian dengan celebrity worship pada wanita dewasa awal penggemar k-pop. universitas airlangga. ryff, c. d. (2013). psychological well-being revisited: advances in the science and practice of eudaimonia. psychotherapy and psychosomatics, 83(1), 10–28. https://doi.org/10.1159/000353263 ryff, c. g. (1989). happiness is everything, or is it? explorations on the meaning of psychological wellbeing. journal of personality and social psychology, 57, 1069–1081. ryff. c. d., singer, b. (2000). interpersonal flourishing: a positive health agenda for the new millennium. personality and social psychology review 4, 30-44. sandy, a. g., risa, a., & adinda, a. l. (2021). dinamika psikologis fangirl k-pop. cognicia, 9(1), 17–24. santrock, j. w. (2011). perkembangan masa hidup edisi ketigabelas jilid 2. (n. i. sallama, penyunt., & b. widyasinta, penerj.). erlangga. tennant, r., hiller, l., fishwick, r., platt, s., joseph, s., weich, s., parkinson, j., secker, j., stewartbrown, s. (2007). the warwick-edinburgh mental well-being scale (wemwbs): development and uk validation. health and quality of life outcomes, 5, 63. vázquez, c., hervás, g., rahona, j. j., & gómez, d. (2009). psychological well-being and health. contributions of positive psychology. annuary of clinical and health psychology, 5, 15–27. https://doi.org/10.1109/itw.2008.4578636 winefield, h. r., gill, t. k., taylor, a. w., & pilkington, r. m. (2012). psychological well-being and psychological distress: is it necessary to measure both? psychology of well-being: theory, research and practice, 2(1), 3. https://doi.org/10.1186/2211-1522-2-3 world health organization, (2001). strengthening mental health promotion. world health organization, geneva (220). world health organization. (2003). investing in mental health, 3-49. https://doi.org/10.1159/000353263 https://doi.org/10.1109/itw.2008.4578636 https://doi.org/10.1186/2211-1522-2-3 couns-edu the international journal of counseling and education vol.1, no.1,december 2016, pp. 21-28 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/22-28.0016.11-i2b received on 11/28/2016; revised on 12/16/2016; accepted on 12/28/2016; publishedon:12/31/2016 21 resilient therapy as an expansion of counseling services in working with the vulnerable clients amalia madihie *) universiti malaysia sarawak *) corresponding author, e-mail: mamalia@unimas.my abstract this conceptual paper introduces resilient therapy and resilience frameworkthe magic box. the resilience framework, the magic box model was applied in developing resilient therapy intervention (rt-i) in counseling services. the framework consists of five domains also known as potions: basics, belonging, learning, coping and core self potions will be discussed in details. resilient therapy (rt) has been introduced as one of the strategic methodologies in working with children and families. rt discusses four key principles named the noble truths: accepting, conserving, commitment and enlisting. the therapy itself is a non-clinical approach and able to be applied by non-professional counselors such as guardians, volunteers, medical doctors, social officers, and even by parents. at the end of this paper, the summary of resilient therapy intervention is explained in building resilience in vulnerable clients from the perspective of counseling. keywords: resilient therapy, the magic box model, resilient therapy intervention how to cite:madihie, a. (2016). resilient therapy as an expansion of counselling services in working with the vulnerable clients. couns-edu: international journal of counseling and education, 1(1): pp. 21-28. doi: 10.23916/22-28.0016.11-i2b this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2016. indonesian counselor association (iki). introduction resilience studies have became a trend in studying about individual differences in malaysia, also worldwide (i.e. amalia madihie et al., 2015; masten, 2011; hart et al., 2007; ungar, 2005; germezy, 1992). earlier resilience studies were focused on the influence of environmental factors onto individuals (i.e. rutter, 2006; luthar et al., 2000; werner, e. e., & smith, r. s., 1989). there are many arguments on the factors which contribute to building resiliency in individuals during and after adversity(ies) in life. one of the indicators in resilience studies which fascinates resilience researchers to focus on is turning point(s) in life (ie. posttraumatic event such as tsunami in acheh, indonesia by yohana ratrinhestyanti, 2007). many resilience evidences have been identified across disciplines such as in counseling too (rutter, 1979; werner & smith, 1982; garmezy, 1971,1991; ungar, 2006; hart et al, 2007; amalia madihie et al., 2015). most studies in the literature focus on the children and adolescents‟ resiliency after adversities, stressors or obstacles occurred. counselors must equip themselves to be able discuss and explore each trait in the self of client. the indepth and up-to-date knowledge about personal traits or individual differences is crucial in order for counselors to guide and facilitate vulnerable clients in sessions. one of our responsibilities is to conduct studies related to our own field to help understand working with clients better. counselors who are couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu madihie, a resilient therapy as an expansion of counselling services in working with the vulnerable clients| 22 © 2016 | indonesian counselor association (iki) | doi: 10.23916/22-28.0016.11-i2b interested to explore the resilience development in clients or individuals, are advised to ask these questions based on the literature (philip, n.d.): (1) how is resilience defined? (2) is resilience an innate quality or a dynamic process? (3) where do the origins of resilience research lie and how does this influence the ways in which it is studied? (4) how resilience study at the setting (for instance: school or organisational setting) can be carried out based on certain niche area in exploring resilience? (5) how is resilience studies and what methodological challenges lie ahead for the field? (6) what are the trends of resilience research and where is it heading? and finally (7) what are the benefits and challenges for future resilience research? author believes that resilience emerges to be a fundamental characteristic of living systems which includes both human and ecological systems. according to reivich&shatté (2002), “everyone needs resilience in order for us to face inevitable daily hassles and in common sense, life includes adversities”. from the perspective of neuropsychology, human being is resilient at every levelfrom the functioning of a single cell to the species evolution. in this perspective, human beings are resilient because they are able to adapt to both abrupt and gradual change according to the situational factors. due to this reason, human beings have capacity to bounce back from any vulnerability or adversities in life. neenan (2009) explains that resilience comprises a set of flexible cognitive, behavioral and emotional responses to any acute or chronic adversities. a term which neenan used to describe attitude of individuals is at the heart of resilience! neenan believes that individual attitudes are flexible in nature, to adapt to a new environment or to any new circumstances in life by accepting that an adversity has occurred, differencing between what is and what is not within individual‟s control to change, and trying out different problem-solving solutions. the important thing for counselor is to identify the right intervention to build resilience in clients by referring to the standard resilience models based on resilience theory (i.e. the magic box model and resilience framework by hart et al., 2007; resilient therapy intervention, amalia madihie et al., 2015;). the aim of the paper is to explain resilience definition, resilient therapy, and the application of resilience framework in developing resilient therapy intervention focusing on self-concept among adolescents in malaysia. discussions resilience definitions below are resilience definitions from resilience researchers from the main reference of shean (2015). a brief explanation of resilience definitions: rutter (2006) defined resilience as an interactive concept that is concerned with the combination of serious risk experiences and a relatively positive psychological outcome despite those experiences. garmezy (1991a) defined resilience, in general, as not necessarily impervious to stress. rather, resilience is designed to reflect the capacity for recovery and maintained adaptive behavior that may follow initial retreat or incapacity upon initiating a stressful event. then garmezy (1991b) explained from the children perspectives which all children experience stress at some time, and resilient children are not „heroic‟ compared those children who meet similar situations with retreat, despair, or disorder. garmezy added that individuals who are resilient needs to show functional adequacy (the maintenance of competent functioning despite an interfering emotionally) as a benchmark of resilience behavior under stress. werner (1982) defined resilience as the capacity of individuals to cope effectively with the internal stresses of their vulnerabilities (labile patterns of autonomic reactivity, developmental imbalances, unusual sensitivities) and external stress (illness, major losses, and dissolution of the family. additionally, werner described resilience as those children who worked well, played well, love well, and expected well. luthar et al. (2000) defined resilience as a dynamic process encompassing positive adaptation with the context of significant adversity. according to luthar, there are two critical conditions that must be met to be resilient: exposure to significant threat or severe adversity and the achievement of positive adaptation. luthar proposed that resilient is not a personal trait but a product of the environment and the interaction between the child and the environment. couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 resilient therapy as an expansion of counselling services in working with the vulnerable clients| 23 © 2016 | indonesian counselor association (iki) | doi: 10.23916/22-28.0016.11-i2b masten (2011) defined resilience as the capacity of a dynamic system to withstand or recover from significant changes that threaten its stability, viability, or development. in 2014, masten removed „withstand‟ and changed the definition to include adapt successfully. so, the new resilience definition by masten (2014) is the capacity a dynamic system to adapt successfully to disturbances that threaten system function, viability, or development. the new definition reflects the individuals do not withstand risk, but change to accommodation risk. she also is well known for suggesting that resilience is „ordinary magic‟ and that normative processes and basic human adaptation systems account for the majority of resilience findings. back in 2001, masten said that resilience does not come from rare and special qualities, but from the everyday magic of ordinary, normative human resources in the minds, brains, and bodies of children, in their families and relationships, and in their communities. ungar (2005) defined resilience as more than an individual set of characteristics. it means structures around the individual, the services the individual receives, the way health knowledge is generated, all of which combine with characteristics of individuals that allow them to overcome the adversity they face and chart pathways to resilience. ungar then expanded his definition in 2008 and stated that in the context of exposure to significant adversity, whether psychological, sustaining resources, including opportunities to experience feelings of wellbeing, and a condition of the individual‟s family, community, and culture to provide these health resources and experience in culturally meaningful ways. the point he is emphasizing is that it is the features of both individuals and the environment that lead to resilience (ungar, 2013). hart et al. (2013) states that “resilience is overcoming adversity, also potentially subtly altering, or even dramatically transforming (aspects of) that adversity”. they have summarized three main trends in describing resilience. the trends comprise: popular resilience, real resilience, and inoculated resilience. popular resilience is resilience as used in everyday language to describe anybody who has overcome difficult times. in other words, resilience is what almost all of us have. real resilience is a comparative concept and helps us to understand what lies behind the differences between people and their respective journeys through life. this trend of resilience what keeps individuals wondering, planning and ever hopeful for a better future for the children we know. in other words, real resilience is evident where people with persistently few assets and resources, and major vulnerabilities, have better outcomes than we might expect given their circumstances, and in comparison, to what we know happens with other children in their contexts. inoculated resilience is the third category and it is complicated. amalia madihie et al. (2015) define resilience as part of personal attribute development in individual. resilience is the inner strength to a human trajectory in facing adversities in life. the trajectory in human evolves the emotion, cognitive and attitude after any turning point(s) in life. the process to „reshape‟ the personal attributes is the process counselors need to focus on. in their study, a resilience gap has been answered which is the spiritual perspective. hence, the inner strength in human being is the main focus in counseling. resilient therapy resilient therapy is a strategic methodology with its own frame of reference and practice philosophy. it is strategic because it harnesses a number of therapeutic interventions into a coherent programme. hart, blincow and thomas (2007) refer rt as a methodology because it represents a particular approach to working with those interventions. resilient therapy is a relentless search for ways to help children and young people bounce up when life is particularly tough. they add that this strategy avoids pathologizing children, understanding how resilient mechanisms work in complex situation and building resilience (individual, family, organizational, and community) are core resilient therapy‟s strategic approach. resilient therapy is delivered according to four key principles or also known as the noble truth. hart et al. (2007) describe how they go about addressing the needs of the most disadvantaged children, their parents/carers and the practitioners and agencies who work with them. working with these noble truths involves developing the skills of (1) accepting the precise starting point of children/families, (2) conserving any good that has occurred hitherto, (3) commitment to working with them over a sensible time period and thoughtfully (4) enlisting appropriate others to help. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu madihie, a resilient therapy as an expansion of counselling services in working with the vulnerable clients| 24 © 2016 | indonesian counselor association (iki) | doi: 10.23916/22-28.0016.11-i2b resilient therapy also represents a range of interventions that are the constituents of five separate, but related, conceptual arenas that the term compartments or remedy racks. these form a systematic whole, which named as the magic box. interventions within each of these conceptual arenas are designed to increase resilient responses to overwhelming adversity. the conceptual arenas are basics, belonging, learning, coping, and core self. the first three compartments basics, belonging and learning include strategies and practices for working directly with children but also involve practitioners strategically linking with and reaching out to others. most of the interventions in coping and core self consist of a set of micro-therapeutic approaches designed for direct work with individuals. core self focuses on working at a deep intrapersonal level, whilst coping provides children with strategies to manage better in the moment rather than waiting for some deeper personal transformation to occur. a complete remedy of resilience frameworkthe magic box model is attached in annex i. resilient therapy is a pragmatic strategic methodology that involves explicitly prioritizing areas on which to work. due to lack of theoretical development in understanding resilience which particular mechanisms should be prioritized for promotion (fonagy, steele, steele, higgit, target, 1994). it is always to find the right remedy to hold the element of trial and error, and matters of chemistry are relevant when we consider how different interventions might work together. figure 1: resilient framework counseling application of resilient therapy intervention amalia madihie and friends (2015) developed a counseling intervention called resilient therapy intervention (rt-i) based on the resilience frameworkthe magic box model (hart et al., 2007) as their theoretical background in the intervention research development. they referred the sidek module model development (in amalia madihie&sidekmohd noah, 2013) as their guidelines in developing rt-i. the intervention (also known as module) developed focusing on self-concept of institutionalized adolescents in malaysia. the resilient therapy intervention (rt-i) consists of ten psycho-educational interventions which comply the five potions: basics, belonging, coping, learning, and core self (hart et al., 2007). the main purpose of rt-i is to develop resilience skills by restructuring adolescent‟s self-concept. in each potion, it has two sub interventions for counselors or practitioners to apply on the clients. counseling or helping skills are needed in applying rt-i on clients (i.e. children or adolescents). it is best if the counselors can meet at least five weeks consecutively to complete the intervention. it is also advised to administer a resilience measure (i.e. the resilience tool assessment*), also based on the magic box model before and after the five weeks of psycho educational session. the reason of measure administration is to assess the influence of resilience skills on the self-concept in clients). table 1 shows the intervention and objectives of each activity. in rt-i, the counselor focused on the following objectives which consisted of the definition of self-concept and its application. table 1: summarization of the resilient therapy intervention focuses on self-concept session intervention title activity title time objectives 1 basics potion basics needs assessment 1 hour 1. to identify basic needs; 2. to discuss the importance of basic needs; and 3. to discuss on lacking of basic needs and ways to fulfill the existed basic needs. am i safe? 1 hours 1. to identify „feeling of safe‟ couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 resilient therapy as an expansion of counselling services in working with the vulnerable clients| 25 © 2016 | indonesian counselor association (iki) | doi: 10.23916/22-28.0016.11-i2b session intervention title activity title time objectives among members at orphanage, school, or other places?; 2. to discuss ways to be safe in right ways; and 3. to build positive perceptions about limited basics needs. 2 belonging potion i am… 1½ hours 1. to further explore about self by writing a poem titled „i am…‟; 2. to explore sense of belonging experiences and similar feeling among members; and 3. to build support group by thoughts or experiences sharing cognitively among members facing life challenges. 3 learning potion my learning style 1½ hours 1. to identify learning style; 2. to discuss strengths and weaknesses of learning style; and 3. to apply learning style in learning processes. 4 learning potion my future 1¼ hours 1. to explore future planning; 2. to discuss steps to achieve goals; and 3. to discuss problems to alternatives to achieve the ideal goals which beyond of self couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu madihie, a resilient therapy as an expansion of counselling services in working with the vulnerable clients| 26 © 2016 | indonesian counselor association (iki) | doi: 10.23916/22-28.0016.11-i2b session intervention title activity title time objectives capability. 5 coping potion who did „that‟ happened?! 1½ hours 1. to identify locus of control; 2. to discuss about internal and external locus of control; and 3. to discuss the implications of internal and external locus of control to adolescents. 6 coping potion problem solving 1½ hours 1. to learn problem solving through resiliency; 2. to assess resilient therapy elements in problem solving; and 3. to apply problem solving steps in case study. 7 core self potion i can do it! 1½ hours 1. to encourage members to trust themselves by applying „i can do it!‟ approach; 2. to explore possibility of choices/changes in self at present; and 3. to stimulate members‟ mind on selfawareness by focusing on their own emotion. 8 core self potion find hope 2 hours 1. to list out hopes at present and future ; 2. to plan steps in order to achieve hopes in future; and 3. to list out possible challenges that couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 resilient therapy as an expansion of counselling services in working with the vulnerable clients| 27 © 2016 | indonesian counselor association (iki) | doi: 10.23916/22-28.0016.11-i2b session intervention title activity title time objectives may occur and steps to face the challenges. conclusions based on the prior discussion, resilience definitions and resilient therapy intervention are discussed to provide a resilience flavor in interventions when working with clients, especially the minor clients. there are many resilience gaps we can explore especially in asia such as gaps in resilience theories, interventions, and resilience skills for counselors to implement with clients in sessions. research methods and empirical findings, too, need to be considered by the resilience researchers in their studies so that future research is able to expand and extend in other field of professional helpings. acknowledgments the earlier version of this article was presented in4thinternational counseling seminar (ics),2016, padang indonesia. we would like to thank universiti malaysia sarawak for the financial assistant under the fundamental research grant. references amalia madihie, sidekmohd noah, maznah baba, & wan marzuki wan jaafar. (2015). development and effects of psychoeducational rational emotive behaviour therapy (rebt) and resilient therapy (rt) groups among adolescents at orphanage, doctorate thesis, universiti putra malaysia, serdang, malaysia. amalia madihie, &sidekmohd noah. (2013). an application of sidek module development model, procedia-social behavioral sciences, 84(9), 1481-1491. garmezy, n. (1971). vulnerability research and the issue of primary prevention. american journal of orthopsychiatry, 41(1), 101-116. garmezy, n. (1991a). resilience in children‟s adaptation to negative life events and stressed environments. pediatrics annals, 20, 459-416. garmezy, n. (1991b). resiliency and vulnerability to adverse developmental outcomesassociated with poverty. the american behavioral scientist,34, 416. hart, a., blincow, d., & thomas, h. (2007). resilient therapy: working with children and families. routledge taylor & francis group: london, uk. luthar, s. s., cicchetti, d., & becker, b. (2000). the construct of resilience: a critical evaluation and guidelines for future work. child development, 71, 543-562. masten, a. s. (2011). resilience in children threatened by extreme adversity: frameworks for research, practice, and translational synergy. development and psychopathology, 23, 493-506. masten, a. s. (2014). global perspectives on resilience in children and youth. child development, 85, 620. neenan, m. (2009). developing resilience: a cognitive-behavioral approach. sussex, uk: routledge. ratrinhestyanti, h. (2006). children survivors of the 2004 tsunami in aceh, indonesia: astudy of resiliency. annals of the new york academy of sciences, 1094(1), 303-307. reivich, k., &shatté, a. (2002). the resilience factor: 7 essential skills for overcoming life's inevitable obstacles. broadway books. rutter, m. (1979). protective factors in children's responses to stress and disadvantage. in m.w. kent & j. e. rolf (eds.), primary prevention in psychopathology: social competence in children, 8, 49-1 a. hanover, nh: university press of new england. shean, m. (2015). current theories relating to resilience and young people. victorian health promotion foundation: melbourne, australia. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu madihie, a resilient therapy as an expansion of counselling services in working with the vulnerable clients| 28 © 2016 | indonesian counselor association (iki) | doi: 10.23916/22-28.0016.11-i2b sidekmohd noah, & jamaluddin, ahmad. (2005). pembinaan modul: bagaimanamembinamodullatihandanmodulakademik.serdang,selangor: penerbituniversiti putra malaysia ungar, m. (2005). introduction: resilience across cultures and contexts. in: ungar, m. (ed.) handbook for working with children and youth: pathways to resilience across cultures and contexts. thousand oaks: sage. ungar, m. (2005). handbook for working with children and youth. thousand oaks, ca: sage publications. ungar, m. (2013). resilience, trauma, context, and culture. trauma, violence, and abuse, 14, 255-266. werner, e. e., & smith, r. s. (1989). vulnerable, but invincible. adams, bannister, cox. couns-edu the international journal of counseling and education vol.1, no.1, december 2016, pp. 9-14 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/10-15.0016.11-i33b received on 11/23/2016; revised on 12/11/2016; accepted on 12/24/2016; publishedon:12/31/2016 9 effectiveness of solution focus brief counseling approach (sfbc) in developing student career adaptability mulawarman *)1 , eemmunawaroh 2 , edwindhaprafitra nugraheni 3 123 universitas negeri semarang *) corresponding author, e-mail: mulawarman@mail.unnes.ac.id abstract career adaptability is the preparedness role in work and adjustment to changes in working situation in the future. the purpose of this study was to examine solution focused brief counseling (sfbc) approach in developing career adaptability of students. the method used in this study was a mix method. subjects selected through a purposive sampling method that is focused on graduate students at the beginning of the semester with a major in guidance and counseling faculty of education, semarang state university. career adaptability in this study consists of four dimensions, concern, control, curiosity and confidence. stages of solution focused brief counseling (sfbc) implemented include establishing relationships, identifying a solvable complaint, establishing goals, designing and implementing intervention, and termination, evaluation, and follow-up. the results of this study showed solution focused brief counseling (sfbc) is effective in improving the adaptability of student career both qualitatively and quantitatively. keywords: student career adaptability, solution focused brief counseling (sfbc) how to cite: mulawarman, munawaroh, e., nugraheni, e.p. (2016). effectiveness of solution focus brief counseling approach (sfbc) in developing student career adaptability. couns-edu: international journal of counseling and education, 1(1): pp. 9-14. doi: 10.23916/10-15.0016.11-i33b this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2016. indonesian counselor association (iki). introduction career adaptability defined as flexibility or willingness of individu to fulfill the tasks, transition and dealing with trauma in career with effective way. career adaptability consists of four dimensions, concern, control, curiosity, and self-confidence (savickas and porfeli 2012: 662). individual with optimal career adaptability are they focusing an attention to the future career,have good self-control, curiosity to explore themselves and support environment, and confidence to achive the goal (coolen, 2014; bimrose, et al, 2011) explain the benefit of career adaptability improvement (1) increasing life satisfaction (hirschi 2009); (2) increasing commitment to the organization or company (3) helping individuals to find good the quality of work (koen, et al., 2010; zikic and klehe 2006); (4) achievinggoal of career (grote and raeder 2009; heslin, p. a. 2005; o'connell et al, 2007; davies, p., & pearse, e. 2000; zikic and klehe 2006); (6) helping individuals consider the loss of a job; and (7) preparing unpredictable obstacle. this finding showed role of career adaptability to improve individual understanding of the ability, commitment and interest, and quality of work to achieve life satisfaction. career development is a lifelong process that begins when individual take an education. career adaptability result of invididual can be seen from the learning achievement. when a student has a good performance in academic, it will affect his career adaptability. research conducted by subtirica and pop (2016: 163) on the longitudinal relationship between career adaptability and academic achievement in adolescence showed that there is a positive reciprocal relationship on career dimension including concern, couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu mulawarman, et al. effectiveness of solution focus brief counseling approach (sfbc) in developing student career adaptability| 10 © 2016 | indonesian counselor association (iki) | doi: 10.23916/10-15.0016.11-i33b control and confidence with academic achievement.the study results showed that adolescents with a strong future orientation, have career planning activities in school and high academic achievement reinforced by a positive outlook of the future. college environment is important turning point for student life, because it is a transition period from high school to the college. college environment are more complex and problems susceptible for student. students in the first year of the transition period will face many difficulties and problems in authonomy, interpersonal skills, and mental circumstances (feng, 2015). the college also has identified strategies to address the needs of students during the second year. the second year is a time for students to develop goals and self-efficacy related to undergraduate education (casper, et.al., 2011). this period is important because as a determinant period for the sustainability of a career in the next year. second-year student its a periodof stressful time in university, because the academic demand is so high. based on research, second year is very susceptible to dropout (berkner et. al., 2002; hunter et. al., 2010; in casper in 2011 ). approximately 60% of first-year students who achieve a gpa below 2.50 for the first half will not survive for third years (undergraduate education, university of minnesota in 2011 in casper et al, 2011). first and second year in college have many challenges to be faced. the challenges can be divided into three main categories: academic, development, and institutional challenges (pattengale 2000; hunter et. al., 2010; casper, et.al., 2011). for example, student have to deal with different model of learning in the lecture. developmental challenges such as transition periode of adolescence into adulthood affecting to the physical and psychological conditions. the example of institutional challenges is the college rules that are implemented to students. how individual face this challenge will determine the preparedness and resilience of student. campus life environment requires students to be able to prepare and adjust to the environment. refers to several problem related to preparedness aspects career in student, it would require a psychological helping to facilitate the student to be more effective in addressing and developing skills in career. one of the psychological helping to facilitate students to develop an awareness of the potential, especially in terms of career is through the career counseling. based on empirical evidence, short-term counseling career-oriented is effective to overcoming career problems (pedrix, stauffer, masdonati, massoudi, and rossier, 2012). one of the short-term or brief oriented approach to counseling is the solution focused brief counseling (sfbc). sfbc is one of postmodern counseling approach emphasize to empowercounselee to find a solution, so that the counselee will choose their own goals to be accomplished (corey, 2013; gross, d. r., &capuzzi, d. 2007). sfbc has assumption that indiviual is healthy, competent, and have a capacity to build, design or construct the solutions. individual do not focus to the problem, but focused on act and realize the solution he wanted. burwell and chen (2006) suggested that career solution focused brief counseling (sfbc) effective to helping individual to solvecareer problems. the principles and techniques of the sfbc provides the direction to individuals to explore and develop his or her potential in order to obtain well-being living including career. so the purpose of this study was to examine the approach of solution focused brief counseling (sfbc) in developing student career adapatability. method this research uses a mix method design. mix method design is a combination between quantitative and qualitative research approaches including qualitative and quantitative research data on single study (gay, mills &airasian, 2009). one model of mixed method design is a embedded design model. creswell and clark (2007) explain that the embedded design is a form of mixed method design in which one data provide supporting data for other data. in other words, when a single data obtained from a research approach is inadequate because of the different types of data to be acquired, it is necessary to get additional data collected through other research method. so, data obtained is more comprehensive to explore one phenomenon. steps of embedded design in developing student career adaptability used solution focused brief counseling (sfbc): couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 effectiveness of solution focus brief counseling approach (sfbc) in developing student career adaptability| 11 © 2016 | indonesian counselor association (iki) | doi: 10.23916/10-15.0016.11-i33b stage 1 researchers observe and interview students to know the initial conditions of career adaptability. to complement the qualitative data also used instruments career adapt-abilities scale (caas) at the same time to select the students who will be the subject of research. based on the interview (qualitative) and quantitative researchers chose a student to serve as research subjects (counselee) and ask them to filled informed consent. stage 2 in a second stage, research subject or counselee intervened by sfbc approach. during the intervention process also collected qualitative data in the form of counselee conversation analysis especially changes that lead to therapeutic purposes. qualitative data taken are the result of counseling (or verbatim transcript) between the counselor (researcher) and counselee. stage 3 in the third stage, conducted qualitative data collection using focus group discussion to explore data related to extra therapeutic factors that drive career adaptability as the impact of sfbc approach interventions stage 4 the fourth stage of the embedded design is interpreting and explaining the results based on the qualitative and quantitative data. from this process, can be seen a counseling process, counselee development, and the effectiveness of interventions on achieving the goals of counseling comprehensively. the population of this study were guidance and counseling department students particularly first and sophomore year in faculty of education semarang state university. the subject of the research was student with lack of preparedness for the role change based on the early identification using interviews and career adaptability capabilities instrument indicated by the pessimistic attitude toward the future, the lack of ability to do the work, and lack of confidence. so, the sampling technique was purposive sampling. the instrument used was a career adapt-abilities scale (caas) which is used to identify and determine the readiness, resources, responses, and the results of adaptability (savickas and porfeli 2012). this instrument is the development of porfeli and savickas instruments. the instrument uses likert scale with 5 scale that indicates the tendency of respondents to adaptability. instrument reliability with cronbach's alpha coefficient is 0.87 which is in high of reliability (savickas and porfeli 2012). two techniques data analysis was used. for qualitative data analysis used conversation analysis method and inferential statistical analysis non-parametric wilcoxon matched-pairs signed-rank test used as quantitative data analysis. the wilcoxon matched-pairs signed-ranks test used to determine whether the changes in the subject of research occurs because interventions of sfbc with looking for the significance change between before and after the intervention. the result of pretest and posttest career adaptability can be seen in table 1. tabel 1 : result of career adaptability pre-test and post-test analysis of the data used in the design of mixed based on two sources of data have been analyzed previously, quantitative analysis using statistical analysis and qualitative analysis using conversation analysis. further analysis directed at the combined analysis of the two data sources. this analysis is called concurrent data analysis (creswell and clark, 2007). no subject pre-test post-test 1 is 67 81 2 sw 49 76 3 an 62 80 4 ai 68 78 5 jm 73 85 mean 64 80 couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu mulawarman, et al. effectiveness of solution focus brief counseling approach (sfbc) in developing student career adaptability| 12 © 2016 | indonesian counselor association (iki) | doi: 10.23916/10-15.0016.11-i33b results and discussions based on pre-test, five subjects from the third semester chosen were detected are troubled with career adaptability. fifth research subjects willing to participate in a series of research procedures. both subjects had a score of adaptability is at low criteria in the range from 0 to 62.5 and three subjects in middle category because of the range of 62.5 to 75. based on interviews results conducted by the researcher, the researcher intervenes the subject using solution focused brief counseling approach. the number of counseling sessions conducted are three sessions counseling and two counseling sessions performed for fifth subjects. the number of counseling session conducted depend on the complexity of the adaptability careers problem of each subject. in general, the process of counseling done well, but there are some obstacles encountered from both researchers and subjects in the counseling process. the obstacles are more due to the time management from researcher and subject. after the counseling process, the researchers perform post tests using career adaptability scale) to find out how the level of career adaptability after sfbc approach intervention. in conversation analysis showed changes in counselee speech along with its interpretation as seen from changes in speech on career adaptability towards responsible choices and plan for better and more productive activities. for the verbatim of the counselee is not included in this analysis but only picked out a conversation between counselee and counselor associated with the context of career adaptability. this is the conversation analysis from forth subject that indicate confusion in time managementbetween organization and study. “...i cannot manage the time between lectures and organization." "... when the organization is better but the studies was a mess." "..usually i can learn after the meeting, but now icannot .. "..often off from class because of the organization, often permission to the lectures,.." "... when learn, my concentration was distracted because i've exhausted from the organization." "there is positive and negative side to join organization to the study." "..just learning in class time ..." "... i do not take advantage of my free time to study but more focused on the organization .." "... i should be noticed in order to manage the time ... some of subject statement indicating the adaptability career increasing are: “...if i schedule my activities i have no load anymore sir.”. "now my activity is more organized and go to class regularly ..." "..i try to see the schedule and commit to do what is already scheduled .." "..my parent help me to remind my activity...” the statements of subject indicate that the subject has hopes to manage his time both in organization and in studies. from conversation analysis, five subject indicate career adaptability development. to analyze the quantitative data, hypotheses examined used wilcoxon signed-rank test. wilcoxon signedrank test was used to determine whether there are significant differences of career adaptability before and after the sfbc intervention. tabel 2. result of wilcoxon signed-rank test on career adaptability based on result of wilcoxon signed-rankest on career adaptability, showed thatasymp sig =0,043 <α =0,05 it means that there is a significant different between student career adaptability before and after the solution focus brief counseling intervention. the conclusion is that according to quantitative analysis, solution focus brief counseling effective to develop student career adaptability. post-test – pre-test z -2.023a asymp. sig. (2-tailed) .043 couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 effectiveness of solution focus brief counseling approach (sfbc) in developing student career adaptability| 13 © 2016 | indonesian counselor association (iki) | doi: 10.23916/10-15.0016.11-i33b from quantitative and qualitative analysis, can be conclude that the intervention process by sfbc have an impact on subject career adaptability. these changes occur in the speech or action direct to career adaptability problem solving. based on the results of the counseling process conducted by researchers then actually what happens in the intervention process and the results are achieved if it is associated with the common factors that marks the success of the counseling intervention sfbc is theoretically true. lambert (1992) in bertolino and o'hanlon (2002: 15), states that the efficacy or effectiveness of counseling is determined more by the utilization of common therapeutic factors than by the embodiments of special therapeutic factors or specific techniques of counseling approach. general factors are basically summarized in three constructs: (1) extra therapeutic factors; (2) therapeutic relationship factors; (3) placebo or expectation factors. factors extra therapeutic summarizes the counselee variables counselees to make improvements on her or his strength, or the ability to make changes to social support variables such as family or neighborhood. therapeutic relationship factors such as empathy, attention, unconditional positive regard, warmth and encouragement to develop embodied in the basic attitude of the counselor when helping the counselee to solve the problem. while the expectation factor such as hope and confidence of counselee and counselor to the efficacy, effectiveness, accuracy and the ability of the various aspects of counseling they together embodied in therapeutic process. according to lambert (1992) in bertolino, b., & o'hanlon, w. h. (2002) suggests that the contribution of extra therapeutic factor, therapeutic relationship factors, hope and a special therapeutic factor to produce improvements in counselee has a different percentage. the largest contribution given by extra therapeutic factor is 40%, followed by a therapeutic relationship factor of 30%, and the expectation factor of 15%. it can be said that the overall contribution of therapeutic factors that come from outside counseling to counselee improvement that hope factor is about 55%. from the theory of career adaptability point of view, career adaptability behavior of reasearch subject is the manifestation of behavioral choice to suffer or torment themselves. glasser (bertolino and o’halan 2002) suggests that someone chooses a particular self-destructive behavior meet his needs rather than meet better needs. it can be seen when research subject tends to choose lazy behavior (subject 2). subject feel that it needs she could meet in order to avoid more important needs (academic duties). in other words, that form of behavior used so that the subject does not do anything and afraid of doing something with big responsibilities. in counseling session, the researchers help the subjects to assess their own behavior whether the behavior is strong enough to do the academic task and the behavior that lead to effective and responsible behavior. in this case the subject becomes aware of his behavior, although adaptabilities career behavior not completely changed but the subject began to realize ineffectiveness of their behavior. sometimes individual not aware of ineffective behavior. according to wubbolding (bertolino and o’halan, 2002) that occur because people do not study their selves or self-evaluation carefully to all behaviors that includes thoughts, feelings, actions and physiology. conclusions solution focus brief counseling approach effective to develop career adaptability of gudaince and counseling department faculty of education semarang state university. it is based on the result of quantitative and qualitative data analysis. from quantitative data analysis, wilcoxonsigned-ranktest on career adaptability showed that solution focus brief counseling effective to develop student career adaptability. from qualitative data analysis, conversation analysis showed desire and action of counselee to make career adaptability problem solution acknowledgments we express our great appreciation to all of the children who participated and their friendly cooperation. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu mulawarman, et al. effectiveness of solution focus brief counseling approach (sfbc) in developing student career adaptability| 14 © 2016 | indonesian counselor association (iki) | doi: 10.23916/10-15.0016.11-i33b references berkner, l., he, s., & cataldi, e. f. (2002). descriptive summary of 1995-96 beginning postsecondary students: six years later. statistical analysis report. bertolino, b., & o'hanlon, w. h. (2002). collaborative, competency-based counseling and therapy. prentice hall. bimrose, jenny, brown, alan, barnes, sally-anne, & deirdre, hughes. (2011). “the role of career adaptability in skills supply”. report. university of warwick. http://wrap.warwick.ac.uk burwell, r., & chen, c.p. (2006). applying the principles and techniques of solution-focused therapy to career counselling. counseling psychology quarterly, 19, (2), 189-203 casper, jeremy j., khoury, aron j., lashbaugh, kristy d., ruesch, alyssa m. (2011). “thesophomoreyearexperience”. report. university of minnesota. coolen, anne catharina matheus. (2014). “enhancing career adaptability to prepare for the school to work transition: outcomes of an e-portfolio intervention among university students”. thesis. utrechtuniversity. dspace.library.uu.nl corey, gerald. (2013). theory and practice of counseling & psychotherapy (7th edition). belmont, ca: brooks/cole creswell, john w., & clark, vicki l. p. (2007). designing and conducting mixed methods research. california: sage publications, inc davies, p., & pearse, e. (2000). success in english teaching: a complete introduction to teaching english at secondary school level and above. oxford university press. feng, zhao. (2015). “analysis and countermeasures of university freshmen’s adaptability in china”. journal english language teaching, 3 (2): 5-8 gay, l.r, mills. g.e., & airasian, p.(2009). educational research:competencies for analysis and applications (9th edition). new jersey: pearson education, inc. gross, d. r., &capuzzi, d. (2007). helping relationships: from core dimensions to brief approaches. counseling and psychotherapy: theories and interventions, 3-25. heslin, p. a. (2005). conceptualizing and evaluating career success. journal of organizational behavior, 26(2), 113-136. hirschi, a. (2009). “career adaptabilitydevelopmentinadolescence:multiplepredictorsandeffect onsenseofpowerandlifesatisfaction.journal of vocational behavior, 74 (2): 145-155. koen, j.(2013). “prepare and pursue: routes to suibtable (re-)employment”. disertasi. university of amsterdam: psychology research institute. http://hdl.handle.net/11245/1. o'connell, ryan m., et al. "microrna-155 is induced during the macrophage inflammatory response." proceedings of the national academy of sciences 104.5 (2007): 1604-1609. pedrix, s., staufer, s., masdonati, j., massoudi, k., &rossier, j. (2012). effectiveness of career counseling: a one-year follow-up. journal of vocational behavior, 80, 565-578. savickas, mark l. (1997). carer adaptability: an integrative construct for life span, life-space theory. www.choixdecarriere.com zikic, j., & klehe, u. c. (2006). job loss as a blessing in disguise: the role of career exploration and career planning in predicting reemployment quality. journal of vocational behavior, 69(3), 391-409. http://hdl.handle.net/11245/1 http://www.choixdecarriere.com/ couns-edu the international journal of counseling and education vol.2, no.1, march 2017, pp. 6-10 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/002017025510 received on 02/09/2017; revised on 03/21/2017; accepted on 02/26/2017; published on 03/31/2017 6 effectiveness of cognitive restructuring technique to reduce academic procrastination of vocational high school students wahyu nanda eka saputra *) universitas ahmad dahlan *) corresponding author,  e-mail: wahyu.kons@gmail.com abstract academic procrastination is a serious problem among student. academic procrastination refers to delaying in doing assignments and preparing for examinations until the last period of examination time and submission date of assignments. to solve this problem we could use cognitive restructuring technique. the purposes of this research are to gain the description of academic procrastination decrease by implementing the cognitive restructuring technique. this research used a single subject research as the research design. the type of the single subject research which used in this research is multiple baselines. the result of this research shows that academic procrastination had significant decrease by implementation the cognitive restructuring technique. this research gives advice for two parts. first, it will be better if counselor implement the cognitive restructuring technique to decreasing academic procrastination. second, it will be better if stakeholder of school gives support to counselor for implementation the cognitive restructuring technique to decrease academic procrastination. keywords: academic procrastination, cognitive restructuring technique how to cite: saputra, w. n. e.(2017). effectiveness of cognitive restructuring technique to reduce academic procrastination of vocational high school students. couns-edu: international journal of counseling and education, 2(1): pp. 6-10. doi: 10.23916/002017025510 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction delays in academic tasks become a serious problem among students. the phenomenon of delays in academic task called academic procrastination. solomon & rothblum (1984) says that academic procrastination is delay on academic tasks such as writing papers, preparing for exams, reading to complete a task, perform the administration tasks, attendance in class and completing academic tasks. the phenomenon of academic procrastination among students showed some of the research. research of carolia, yusuf & yanuvianti (2012) in one of the universities in bandung showed that 52.94% of the subjects are in a moderate, 41.18% are at a low level, while the remaining 5.88% are at a high level. research of utaminingsih & setyabudi (2012) in one of the tangerang city high school showed that 43.70% of the students have a high level of procrastination and the remaining 56.30% had low academic procrastination. the students in one of the areas in indonesia, that experiencing of academic procrastination problem is ngawi, east java. academic procrastination scale given to 37 students randomly. results of data analysis of academic procrastination scale showed that 27% of students experiencing academic procrastination high http://dx.doi.org/10.23916/002017025510 couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu saputra, w. n. e adnan arafani effectiveness of cognitive restructuring technique to reduce academic procrastination … | 7 indonesian counselor association (iki) | doi: 10.23916/002017025510 category, 57% of students experiencing procrastination medium category, and 16% of students experiencing academic procrastination lower category. academic procrastination is effect on student achievement. research of tice & baumeister (1997) concluded that academic procrastination impact on the low score of the subjects and the final exam. research of steel, brothen & wambach (2000) concluded that students who commit academic procrastination tend to get lower grades in each subject and final exam scores. research of popoola (2005) stated that the low academic achievement happened to students who have high and moderate procrastination. research of akinsola, tela & tela (2007) stated that academic procrastination was a significant correlation with academic achievement in mathematics. besides effect on academic achievement, academic procrastination also affect on academic performance. research jiao et al. (2011) concluded that academic procrastination contributes to a decrease in academic performance of students in the form of products study groups. research of michinov et al. (2011) concluded that procrastination is highly correlated with lower academic performance of students in the discussion forum. research of savithri (2014) concluded that academic procrastination effect on students' academic performance. academic procrastination does not happen by itself, but due to certain factors. research of chow (2011) concluded that academic procrastination happens to students who have a negative self-evaluation as a form of mind dysfunctional. research of flett et al. (2012) concluded that academic procrastination correlated with negative automatic thoughts. dysfunctional thinking also makes students become a person who easily give up before the task. personal quitter encourage students delay their academic tasks. academic procrastination need to be addressed. one effort to overcome academic procrastination among students is counseling sessions with cognitive restructuring techniques. cognitive restructuring techniques using the assumption that the responses of behavior and emotional adaptive influenced by beliefs, attitudes, and perceptions (cognition) counselee (coermir, nurius & osborn, 2009). this study sought to examine whether cognitive restructuring techniques can reduce academic procrastination of vocational high school students. method this research used a single subject research as the research design. the researcher studies the behaviors of single individuals rather than a group of subjects. there are several reasons this study uses a single subject research design, namely: (1) this study sought to learn the behavior of a single individual rather than a group; (2) study the single subject research design can observe the behavior of research subjects from time to time; and (3) study using single subject research design can control the threat of internal validity (creswell, 2012). the type of the single subject research which used in this research is multiple baselines. the use of multiple baseline type of intervention aims to diffusion will not occur on the subject of research (creswell, 2012). measurement of baseline and intervention phases of data on a single subject research study design with multiple baseline type performed repeatedly (lodico, spaulding & voegtle, 2010). subjects in this study are a class xi student of smk muhammadiyah 2 ngawi. methods of data analysis used in this study is based on experimental design single subject research design with multiple baseline type is a visual data analysis. visual data analysis is a process of reading a chart to determine whether the intervention has shown a change in the condition before the intervention. there are three important things that must be considered in analyzing visual data, namely the level, trend and variability. results and discussions the results of research that considers the trend, the level and variability indicates a student's academic procrastination decreased significantly through the application of counseling intervention with cognitive restructuring techniques. the results of research that considers the trend, level, and such variability visually depicted in figure 1.1. couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 effectiveness of cognitive restructuring technique to reduce academic procrastination … |8 indonesian counselor association (iki) | doi: 10.23916/002017025510 figure 1 graph of academic procrastination scores the study's findings indicate that students' academic procrastination decreased significantly through the application of counseling intervention with cognitive restructuring techniques. trend research subjects decreased after getting counseling intervention with cognitive restructuring techniques. changes in levels reached diverse and counseling intervention with cognitive restructuring techniques demonstrated therapeutic in lowering academic procrastination of student. in addition, intervention counseling with cognitive restructuring techniques to experience variability of the data and the decline in academic procrastination scores fluctuated. based on the results of previous research studies, has not carried out studies that specifically examine the decline of academic procrastination through the application of counseling intervention with cognitive restructuring techniques. nonetheless, previous studies involving cognitive restructuring techniques have the same characteristics, namely changing dysfunctional thoughts became more functional in overcoming the problems (allain & lemieux, 2007). changing patterns of thinking will be a stimulus to changes in behavior (turner & napolitano, 2010). the study of marcello, hilton-lerro & mueser (2009), examines the application of cognitive restructuring as cbt techniques in dealing with posttraumatic stress disorder (ptsd). the result of research indicating cognitive restructuring techniques can be applied as a counseling technique in dealing with individuals who experience ptsd. cognitive restructuring techniques in the study were designed specifically for individuals with psychotic disorders and mood by focusing on modifying dysfunctional beliefs and behaviors. the study of hope et al. (2010) concluded that cognitive restructuring techniques in cognitive behavioral group therapy can reduce social anxiety. a cognitive restructuring technique used in reducing social anxiety is designed to challenge and change the irrational thoughts automatically become more rational. automatic thoughts reflected in three fundamental themes, namely experience anxiety, negative self-evaluation and negative evaluation scary. the study of rosenberg et al. (2011) concluded that cognitive restructuring program can to solve ptsd experienced by adolescents. cognitive restructuring programs that are used in addressing adolescent ptsd designed to teach cognitive skills and changing dysfunctional thoughts be functional. subjects who had undergone counseling sessions, reported high satisfaction and provide positive feedback to the counselor. the study was conducted ekennia, otta & ogbuokiri (2013) that concluded cognitive restructuring techniques can be used to reduce nocturnal behavior enuresis. the study explains that cognitive restructuring is cbt techniques that can be observed and practiced by students. similar to this study, 0 5 10 15 20 25 30 35 40 1 2 3 4 1 2 3 4 5 6 a1 a2 a3 baseline cognitive restructuring intervention sesi p ro k ra st in a si a k a d e m ik s c o re s couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu saputra, w. n. e adnan arafani effectiveness of cognitive restructuring technique to reduce academic procrastination … | 9 indonesian counselor association (iki) | doi: 10.23916/002017025510 cognitive restructuring techniques allow students to absorb and apply the results of counseling outside the counseling session. past research has shown that a problematic behavior caused by dysfunctional thoughts. academic procrastination caused by dysfunctional thoughts (chow, 2011). dysfunctional thinking is a denial of the reality and illogical ways of evaluating yourself, others, and the world (balkis, duru & bulus 2012; ellis, 2000; robertson, 2000). dysfunctional thoughts on the subject of research trigger very diverse academic procrastination. corey (2009) explains that humans basically have a tendency to have a mindset of dysfunctional, have confidence in the outer reality, self-deprecating, and avoid the potential for self-actualization. at times like that a human being personally ineffective. dysfunctional thinking begins with learning illogically obtained from the parents and the culture of the place grew. dysfunctional thinking will be reflected on the verbalization used. verbalization illogical show wrong thoughts and verbalize the right shows the right way of thinking. conclusions results of visual data analysis by observing the trend, the level and variability of the data, it was concluded that a student's academic procrastination decreased significantly through the application of counseling intervention with cognitive restructuring techniques. counselors need to identify academic procrastination problems that occur in students in schools and implementing counseling interventions with cognitive restructuring techniques to reduce it. schools should support and provide facilities to the counselor to intervene counseling with cognitive restructuring techniques and cognitive diffusion. acknowledgments this article was compiled with the support of several parties. the parties to assist the completion of this article are prof. dr. andi mappiare at., m pd and dr. blasius boli lasan, m.pd who helped found the theme of this article. in addition, the support from my wife prima rohmadheny, m.pd who have commented on the technique of writing articles that he wrote for the better governance. references akinsola, m. k., tella, a. & tella, a. (2007). correlates of academic procrastination and mathematics achievement of university undergraduate students. eurasia journal of mathematics, science & technology education, 3 (4): 363-370. allain, g. b., & lemieux, c. m. (2007). cognitive behavior therapy with children and adolescents. dalam ronen & freeman (ed), cognitive behavior therapy in clinical social work practice (hlm. 213-234). new york: springer publishing company. balkis, m., duru, e., & bulus, m. (2013). analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievement: a structural model. euro journal psychology education, 28: 825-839. carolia, f., yusuf, u., & yanuvianti, m. (2012). profil perilaku prokrastinasi akademik berbasis cognitive-behavioral therapy (cbt) pada mahasiswa. jurnal psikologi proyeksi, 7 (1): 79-86. chow, h. p. h. (2011). procrastination among undergraduate students: effects of emotional intelligence, school life, self-evaluation, and self efficacy. alberta journal of educational research, 57 (2): 234-240. chow, h. p. h. (2011). procrastination among undergraduate students: effects of emotional intelligence, school life, self-evaluation, and self efficacy. alberta journal of educational research, 57 (2): 234-240. coermir, s., nurius, p. s., & osborn, c. j. (2009). interviewing and change strategies for helpers: fundamental skills and cognitive behavioral interventions. usa: brooks/cole. corey, g. (2009). theory and practice of counseling and psychotherapy. belmont: thomson brooks/cole. creswell, j. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. boston: peason education. ekennia, c. c., otta, f. e., & ogbuokiri, n. p. (2013). effect of cognitive restructuring technique and multi-component therapies in the management of nocturnal enuresis among junior secondary schools. asian journal of management sciences & education, 2 (4): 36-45. couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 effectiveness of cognitive restructuring technique to reduce academic procrastination … |10 indonesian counselor association (iki) | doi: 10.23916/002017025510 ellis, a. (2000). can rational emotive behavior therapy (rebt) be effectively used with people who have devout beliefs in god and religion?. professional psychology: research and practice, 31 (1): 29-33. flett, g. l., stainton, m., hewitt, p. l., sherry, s. b., & lay. c. (2012). procrastination automatic thoughts as a personality construct: an analysis of the procrastinatory cognitions inventory. journal rational emotive cognitive-behavior therapy, 1-14. hope, d. a., burns, j. a., hayes, s. a., herbert, j. d., & warner, m. d. (2010). automatic thoughts and cognitive restructuring in cognitive behavioral group therapy for social anxiety disorder. cognitive therapy and research, 34: 1-12. jiao, q. c., daros-voseles, d. a., collins, k. m. t., & onwuegbuzie, a. j. (2011). academic procrastination and the performance of graduate-level cooperative groups in research methods courses. journal of the scholarship of teaching and learning, 11 (1): 119-138. lodico, m. g., spaulding, d. t., & voegtle k. h. (2010). methods in educational research: from theory to practice. san francisco: jossey-bass. marcello, s. c., hilton-lerro, k., & mueser, k. t. (2009). cognitive behavioral therapy for posttraumatic stress disorder in persons with psychotic disorders. clinical case studies, 8 (6): 438-453. michinov, n., brunot, s., le bohec, o., juhel, j., & delaval, m. (2011). procrastination, participation, and performance in online learning environments. computers & education, 56: 243-252. popoola, b. i. (2005). a study of procrastinatory behaviour and academic performance of undergraduate students in south western nigeria. journal od social science, 11 (3): 215-218. robertson, d. (2000). rebt, philosophy and philosophical counselling, (online), (http://www.practicalphilosophy.org.uk), diakses 12 january 2017. rosenberg, h. j., jankowski, m. k, fortuna, l. r., rosenberg, s. d., & mueser, k. t. (2011). a pilot study of a cognitive restructuring program for treating posttraumatic disorders in adolescents. psychological trauma: theory, research, practice, and policy, 3 (1): 94-99. savithri, j. j. (2014). interactive effect of academic procrastination and academic performance on life satisfaction. international journal of science and research, 3 (3): 377-381. solomon, l. j., & rothblum, e. d. (1984). academic procrastination: frequency and cognitivebehavioral correlates. journal of counseling psychology, 31 (4): 503-509. steel, p., brothen t., & wambach, c. (2000). procrastination and personality, performance, and mood. personality and individual differences, 30 (1): 95-106. tice, d. m., & baumeister, r. f. (1997). longitudinal study of procrastination, performance, stress, and health: the cost and benefits of dawdling. psychological science, 8: 454-458. turner, r., & napolitano, s. m. s. (2010). cognitive behavioral thrapy (cbt). encyclopedia of crosscultural school psychology, 226-229. utaminingsih, s., & setyabudi, s. (2012). tipe kepribadian dan prokrastinasi akademik pada siswa sma ”x” tangerang. jurnal psikologi, 10 (1): 48-57. http://www.practical-philosophy.org.uk/ http://www.practical-philosophy.org.uk/ couns-edu the international journal of counseling and education vol.7, no.1, 2022, pp. 15-20 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220735810 received on 12/18/2022; revised on 01/21/2022; accepted on 02/14/2022; publishedon:03/27/2022 15 effect of counselling on psycho-social adjustment of aged people in makurdi metropolis owunebe anna ngweye *)1 1 benue state university, makurdi, nigeria *)corresponding author, e-mail: owunebengweye@gmail.com abstract this paper examined the effect of counselling on psycho-social adjustment of aged people in makurdi metropolis. the study employed a quasi-experimental design based on nonrandomized control group pre-test, post-test design. a sample of 30 aged people was sampled. purposive sampling technique was employed to sample aged people (respondents). the instrument used for data collection was aged people psycho-social adjustment questionnaire (cappsa) comprise of anxiety and self-acceptance scales. the data was analyzed using descriptive statistics of mean and standard deviation to answer the research questions. ancova was used to test the hypotheses at .05 level of significance. the findings revealed that counselling has significant effect on adjustment to anxiety among the aged people. this implies that there is a significant difference in mean adjustment scores on anxiety between aged people exposed to counselling and those that are not. the study also found that counselling has significant effect on adjustment to self-acceptance among aged people. this implies that there is a significant difference in mean adjustment scores on selfacceptance between aged people exposed to counselling and those that are not. it was therefore, recommended that government and non-government organizations (ngos) should work together in making provisions such as aged people home with counselling unit equipped with profession in order to support the aged to properly adjust to psychology disorders such as anxiety among others. philanthropist and well-wishers should endeavor to organize service of social workers to assist the aged to cope with life demands and accept their self for better sustenance. keywords: counselling, psycho-social adjustment, aged people, anxiety and selfacceptance how to cite: owunebe, a. (2022). effect of counselling on psycho-social adjustment on elderly in makurdi metropolis. couns-edu: the international journal of counseling and education, 7(1). doi:http://dx.doi.org/10.23916/0020220735810 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction aging is characterized by loss of independence, emotional stress and physical problems which could lead to problems of psycho-social adjustment. the researcher have seen the aged or elderly in a miserable, unhappy, dejected and some in sad mood. could it be that this class of people does not benefit from the advancements in disease management and other policies that can alleviate their challenges? aged persons in nigeria face multiple challenges in maintaining their psychosocial health status (animasahun & chapman, 2017). the authors revealed that, challenges as changes in family dynamics, increased demand for healthcare services, increased economic stress, and decreased functional independence. it has been observed that, the aged has been stressed due to lack of adequate funds to take care of basic needs. in nigeria, elderly persons, who have retired from the economic productive phase, are most vulnerable to http://dx.doi.org/10.23916/0020220735810 couns-edu  vol.7, no.1, 2022 available online: http://journal.konselor.or.id/index.php/counsedu ngweye, o. a. effect of counselling on psycho-social … | 16 indonesian counselor association (iki) | doi: 10.23916/0020220735810 experiencing economic hardship (oladeji, 2011). this implies that elderly people are usually faced to cope with the paradox of dwindling financial resources, increased health challenges and a geometric rise in medical expenses. it is estimated that 20% of aged people experience some type of mental health concern (american association of geriatric psychiatry, 2018). the most common conditions include anxiety, severe cognitive impairment, and mood disorders (such as depression or bipolar disorder). mental health issues are often implicated as a factor in cases of suicide. aging is characterized by loss of independence, emotional stress and physical problems which could lead to problems of psycho-social adjustment. this clearly shows that psycho-social adjustment among the aged people is questionable. adjustment means reaction to the demands and pressures of social environment imposed upon an individual. it is an active, creative effort to live effectively. alao (2014) defined adjustment as a process of altering behaviour or affective response so as to reach a harmonious relationship with a new or challenging environment, situation or person. psychosocial adjustment or adaptation refers to people's capacity to adapt to the environment, which implies that the individual has sufficient mechanisms to feel good, integrate, respond adequately to the demands of the environment, and achieve his or her objectives (madariaga et al., 2014). as used in this study, psycho social adjustment encompasses both psychological and social adjustment which psychologically could be seen in areas of anxiety and depression while social adjustment is observed in the areas of interpersonal relationship and self-acceptance. anxiety is a feeling of unease, such as worry or fear that can be mild or severe. anxiety is a physiological and psychological state in which a person experiences high levels of arousal in the brain and body (stoklosa, patterso, rosielle, & arnold, 2011). it is a common human reaction to fear. this fear can be rational or irrational; it can also be a fear of current or future threats to oneself. anxiety is one of the leading mental health disorders diagnosed in adults today (muris & broeren, 2009). late-life anxiety is a significant public health burden. epidemiologic data suggest that approximately one in ten older adults has an anxiety disorder that can lead to years of suffering (schuurmans et al., 2005). millions more struggle with anxiety symptoms. demir and yıldırım (2017) found that the art therapy program in young adults had a significant positive effect on mental disorders as well as anxiety and depression levels. another experimental study investigated the effect of mindfulness-based cognitive therapy program on anxiety levels of university students. the results of the study showed that the applied therapy model significantly reduces the anxiety levels of university students (demir & yıldırım, 2017; demir, 2017). similarly, ozgul, ozlem, arzu, neslihan and ebru (2013) studied the effect of personal counselling on anxiety, depression, quality of life and satisfaction in patients. as a result of all follow-ups, the anxiety and depression score averages of the experimental group were determined to be lower compared to that of the control group. it was determined that the experimental group had a higher score average of life quality compared to the control group except for the postoperative period. it was determined that the personal consultancy being conducted by the same nurse throughout the diagnosis and treatment process decreased the risk of anxiety and depression and increased the life quality of patients with breast cancer. similarly, olufunmilayo (2014) studied counselling for positive ageing: an exploratory study of selected elderly women in ondo state, nigeria. the results of the cross-tabulation showed that ageing was perceived to be associated with negative consequences such as degenerating diseases. majority of the participants indicated that counselling could be an important tool for shaping people’s attitude towards ageing and old people. they also agreed that old people’s home may not enhance positive ageing. quality social interaction and regular medical check-ups were regarded by majority of the respondents as ways of enhancing positive ageing. self-acceptance is defined by gregg (2014) in human psychology as a person’s assent to the reality of a situation, recognizing a process or condition (often a negative or uncomfortable situation) without attempting to change it or protest it. he also asserted that, the perception people have about their past or future is related to the perception of their reality. the author further argues that people have a tendency to maintain a positive self-evaluation by distancing themselves from their negative self and paying more attention to their positive one. self-acceptance is a level of individual awareness about personal characteristics and the willingness to live with such conditions (hurlock, 2004). individuals with good selfacceptance feel that certain characteristics possessed are inseparable parts of themselves, which subsequently grow as gifts. such individuals feel everything they have is something pleasant, so that they have desire to continue to enjoy life. in addition, they can gracefully accept any changes related to the couns-edu  the international journal of counseling and education vol.7, no.1, 2022 effect of counselling on psycho-social … | 17 indonesian counselor association (iki) | doi: 10.23916/0020220735810 aging process. the elderly period is characterized by changes experienced by the elderly, including the growth of gray hair, skin begins to wrinkle, weight loss, the date of the teeth so that it has difficulty eating. in addition, there are also changes that affect the psychological life of the elderly, such as feelings of exclusion, no longer needed, inhumanity to accept new reality and changes related to the interaction of the elderly with the social environment (munandar, 2001) changes that occur in elderly demand the elderly to be able to adapt themselves with the tasks following their development. one of the things that must be owned so that the elderly can adapt themselves is the ability to accept themselves and the environment well (plexico, erath, shores, & burrus, 2019). lawan (2016) carried out a study on effects of cognitive restructuring and social skills training counselling techniques on avoidant personality disorder among the aged in kano metropolis. the results indicated that cognitive restructuring counselling technique has effects in the reduction of avoidant personality disorder. social skills training counselling techniques counselling technique has effects in the reduction of avoidant personality disorder. there was no differential effect base on the technique between cr and sst. there was a differential effect base on gender in the cr treatment in favor of male while there is no differential effects base on gender in the sst. counselling has been identified as the focus or melting pot of the guidance programme. for gibson (2018) counselling is the process that occurs when a client and counsellor set aside time in order to explore difficulties which may include the stressful or emotional feelings of the client. gibson further asserts that, it is the act of helping the client to see things more clearly, possibly from a different view-point. it is through counselling that all other guidance services are implanted. counselling is an interpersonal relationship, or it is face to face interaction between a counsellor who is trained and a client which aims at assisting a person or group of persons to understand and resolve a specified developed need and adjustment problem. it is against this background that the study seeks to examine the effect of counselling on psycho-social adjustment of aged people in makurdi metropolis. the purpose of this study is to examine the effect of counselling on psycho-social adjustment of aged people in makurdi metropolis. the specific objectives are to: (1) ascertain the effect of counselling on anxiety of aged people expose to counselling and those that are not. (2) find out the effect of counselling on selfacceptance of aged people expose to counselling and those that are not. method the study employed a quasi-experimental design based on non-randomized control group pre-test, post-test design. this design compares two groups, both group were measured once before the treatment and only the experimental group was treated, after treatment both the experimental and control group were measured. the control group was treated. a sample of 30 aged people was sampled. purposive sampling technique was employed to sample aged people (respondents). the instrument used for data collection was aged people psycho-social adjustment questionnaire (cappsa) comprise of anxiety and self-acceptance scales. the researcher administered the instrument (cappsa) to both the experimental and the control group in order to determine the equivalence between the two groups as pre-test. after which an interval of about forty-five minutes was given for all the respondents to fill, while the researcher retrieved the completed questionnaire. the experimental group was exposed to group counselling, to determine its efficacy on aged people psycho-social adjustment for 4 weeks before the post-test was administered. the treatment or the experimental group was given counselling services for four weeks based on the following topics: anxiety, depression, interpersonal relationship and self-acceptance. the researcher counselled the aged people in experimental on how to adjust the problems pertaining anxiety, self-esteem, depression, interpersonal relationship and selfacceptance after which the instrument was administered to both the experimental and control groups as post-test in order to ascertain the effect of treatment and data was collected for analysis. the data was analyzed using descriptive statistics of mean and standard deviation to answer the research questions. the ancova was used to test the hypotheses at .05 level of significance to establish the effect of counselling on aged people psycho-social adjustment at control and experimental group. couns-edu  vol.7, no.1, 2022 available online: http://journal.konselor.or.id/index.php/counsedu ngweye, o. a. effect of counselling on psycho-social … | 18 indonesian counselor association (iki) | doi: 10.23916/0020220735810 results and discussions the result is present in line with research questions and hypotheses that guides the study: the effect of counselling on anxiety of aged people expose to counselling table 1 <mean and standard deviation of the effect of counselling on anxiety of aged people exposed to counselling and those that are not> method n pre-test post-test mean gain x sd x sd exposed to counselling 17 5.76 2.11 11.35 2.42 5.59 not exposed to counselling 13 5.77 1.83 8.69 2.21 2.92 mean difference 2.67 table 1 shows the mean scores of the effect of counselling on anxiety of aged people exposed to counselling and those that are not. the table reveals that the mean anxiety scores of aged people expose to counselling was 5.76 with a standard deviation of 2.11 at pre-test, their post test score was 11.35 with a standard deviation of 2.42. while the mean anxiety scores of aged people not exposed to counselling was 5.77 with a standard deviation of 1.83 at pre-test. their post test score was 8.69 with a standard deviation of 2.21. table 1 further show that the mean gain of aged people exposed to counselling was 5.59 and those not exposed to counselling gain of 2.92. the mean difference between the anxiety scores of aged people exposed to counselling and those that were not was 2.67 in favour of aged people exposed to counselling. the effect of counselling on self-acceptance of aged people expose to counselling table 2 <mean and standard deviation of the effect of counselling on self-acceptance of aged people exposed to counselling and those that are not> method n pre-test post-test mean gain x sd x sd exposed to counselling 17 5.88 2.32 12.00 4.18 6.12 not exposed to counselling 13 6.00 2.68 6.92 2.93 0.92 mean difference 5.20 table 2 shows the mean scores of the effect of counselling on self-acceptance of aged people exposed to counselling and those that are not. the table reveals that the mean acceptance scores of aged people expose to counselling was 5.88 with a standard deviation of 2.32 at pre-test, their post test score was 12.00 with a standard deviation of 4.18. while the mean acceptance scores of aged people not exposed to counselling was 6.00 with a standard deviation of 2.68 at pre-test. their post test score was 6.92 with a standard deviation of 2.93. table 1 further show that the mean acceptance gain of aged people exposed to counselling was 6.12 and those not exposed to counselling gain of 0.92. the mean difference between the self-acceptance scores of aged people exposed to counselling and those that were not was 5.20 in favour of aged people exposed to counselling. table 3 <ancova on mean anxiety scores between aged people exposed to counselling and those that are not> source type iii sum of squares df mean square f sig. partial eta squared corrected model 60.508a 2 30.254 5.661 .009 .295 intercept 404.787 1 404.787 75.744 .000 .737 pre..test 8.359 1 8.359 1.564 .222 .055 group 52.100 1 52.100 9.749 .004 .265 error 144.292 27 5.344 total 3326.000 30 couns-edu  the international journal of counseling and education vol.7, no.1, 2022 effect of counselling on psycho-social … | 19 indonesian counselor association (iki) | doi: 10.23916/0020220735810 corrected total 204.800 29 a. r squared = .295 (adjusted r squared = .243) table 3 reveals that f(1, 29) = 9.749; p = 0.004 < 0.05. since the p value (0.004) is less than the alpha level (0.05), the null hypothesis is not accepted. this means that counselling has significant effect on adjustment to anxiety among the aged people. this implies that there is a significant difference in mean adjustment scores on anxiety between aged people exposed to counselling and those that are not. hypotheses 2: there is no significant difference in mean adjustment scores on self-acceptance between age people exposed to counselling and those that are not. table 4: ancova on mean anxiety scores between aged people exposed to counselling and those that are not source type iii sum of squares df mean square f sig. partial eta squared corrected model 200.642a 2 100.321 7.278 .003 .350 intercept 265.574 1 265.574 19.267 .000 .416 pretest 10.765 1 10.765 .781 .385 .028 group 191.972 1 191.972 13.928 .001 .340 error 372.158 27 13.784 total 3454.000 30 corrected total 572.800 29 a. r squared = .350 (adjusted r squared = .302) table 4 reveals that f(1, 29) = 13.928; p = 0.001 < 0.05. since the p value (0.004) is less than the alpha level (0.05), the null hypothesis is not accepted. this means that counselling has significant effect on adjustment to self-acceptance among aged people. this implies that there is a significant difference in mean adjustment scores on self-acceptance between aged people exposed to counselling and those that are not. based on the analyzed data the following findings are those discussed: the first finding revealed that counselling has significant effect on adjustment to anxiety among the aged people. this finding was confirmed with test of hypothesis 1 which revealed that there is a significant difference in mean adjustment scores on anxiety between aged people exposed to counselling and those that are not. this finding correspond with demir and yıldırım (2017) who found that the art therapy program in young adults had a significant positive effect on mental disorders as well as anxiety and depression levels. also, mindfulness-based cognitive therapy program significantly reduces the anxiety levels of university students. similarly, arzu, neslihan and ebru (2013) revealed that as a result of all follow-ups, the anxiety and depression score averages of the experimental group were determined to be lower compared to that of the control group. it was determined that the experimental group had a higher score average of life quality compared to the control group except for the postoperative period. it was determined that the personal consultancy being conducted by the same nurse throughout the diagnosis and treatment process decreased the risk of anxiety and depression and increased the life quality of patients with breast cancer. similarly, olufunmilayo (2014) results of the cross-tabulation showed that ageing was perceived to be associated with negative consequences such as degenerating diseases. majority of the participants indicated that counselling could be an important tool for shaping people’s attitude towards ageing and old people. the second finding revealed that counselling has significant effect on adjustment to selfacceptance among aged people. this finding was also confirmed with test of hypothesis 2 which revealed that there is a significant difference in mean adjustment scores on self-acceptance between aged people exposed to counselling and those that are not. this finding tallied with lawan (2016) whose results indicated that cognitive restructuring counselling technique has effects in the reduction of avoidant couns-edu  vol.7, no.1, 2022 available online: http://journal.konselor.or.id/index.php/counsedu ngweye, o. a. effect of counselling on psycho-social … | 20 indonesian counselor association (iki) | doi: 10.23916/0020220735810 personality disorder. social skills training counselling techniques counselling technique has effects in the reduction of avoidant personality disorder. conclusions based on the finding of this study it is concluded that counselling have significant effect on psychosocial adjustment of aged people in the areas of anxiety and self-acceptance. the study have shown that aged people adjustment to anxiety and self-acceptance is enhanced by exposing them to counselling. recommendations the following recommendations are made in line with the study findings: 1) government and non-government organizations (ngos) should work together in making provisions such as aged people home with counselling unit equipped with profession in order to support the aged to properly adjust to psychology disorders such as anxiety among others. 20 philanthropist and well-wishers should endeavor to organize service of social workers to assist the aged to cope with life demands and accept their self for better sustenance. references animasahun, v.j & chapman, h.j. (2017). psychosocial health challenges of the elderly in nigeria: a narrative review. african health science, 17(2), 575-583. lawan, m. (2016). effects of cognitive restructuring and social skills training counselling techniques on avoidant personality disorder among secondary school students in kano metropolis. unpublished dissertation, ahmadu bello university, zaria, nigeria madariaga j. m., arribillaga a., zulaika l. m. (2014). components and relationships of a structural model of psypchosocoial adjustment in adolescence. int. j. dev. educ. psychol. 6 303–310. hurlock, e. (2004). psikologi perkembangan: suatu pendekatan sepanjang rentang kehidupan (edisi kelima). (istiwidayanti & soedjarwo, eds.). jakarta: erlangga. plexico, l. w., erath, s., shores, h., & burrus, e. (2019). self-acceptance, resilience, coping and satisfaction of life in people who stutter. journal of fluency disorders, 59, 52–63. oladeji, d. (2011) family care, social services, and living arrangements factors influencing psychosocial well-being of elderly from selected households in ibadan, nigeria. education research international.16. gibson, r. l. (2018). introduction to guidance and counseling. upper saddle river, nj: prentice hall. ozgul, k., ozlem, u., arzu, t., neslihan, g. & ebru, a.c. (2013). the effect of personal counselling on anxiety, depression, quality of life and satisfaction in patients with breast cancer. journal of breast health, 9: 135-43. microsoft word 01 berru-layout.docx couns-edu ¨the international journal of counseling and education vol.6, no.1, 2021, pp. 1-10 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200528830 received on 03/14/2021; revised on 04/21/2021; accepted on 05/20/2021; published on: 06/30/2021 1 the impact of social media access and anxiety among indonesian society during covid-19 outbreak ifdil ifdil1, berru amalianita2*), rima pratiwi fadli2, nilma zola2, yola eka putri2 1universitas negeri padang, indonesia 2indonesian institute for caunseling education and theraphy, indonesia *)corresponding author, +e-mail: berru@konselor.org abstract the first cases of covid-19 was reported in indonesia on 2 march 2020. all caused global panic, fears, anxiety around the coronavirus have been especially amplified by social media. during coroan virus outbreak, disinformation and false reports have bombarded social media and stoked unfounded anxiety among indonesian society. this research, therefore, aims to analyze the impact social media and anxiety level during covid-19 outbreak in indonesia. the procedure of this research is indonesian citizens old were invited to participant online survey thought survey monkey platform. there are 1543 participant form aged 17 to 60 year and form several province and region in indonesia. the instrumen useing the dass was to modify patients’ anxiety. data analyzed using jasp (jeffrey's amazing statistics program). the research showed that respondents anxiety in the very haviness category with the highest anxiety when the duration of social media access more than 6 hours in a day. the anxiety base of aspect in watching/reading have a higher, then imagine and listening when access social media about corona virus among indonesia society. social media use is complex reading or watching lots of news about coronavirus has led to anxiety. keywords: social media, anxiety, indonesian society, covid-19 outbreak how to cite: ifdil, i., amalianita, b., fadli, r., zola, n., & putri, y. (2021). the impact of social media access and anxiety among indonesia society during covid-19 outbreak. couns-edu: the international journal of counseling and education, 6(1). 1-10 doi: http://dx.doi.org/ 10.23916/0020200528830 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction a novel coronavirus (cov) is a new strain of coronavirus (rota et al., 2003; wu et al., 2020) . a novel coronavirus (2019-ncov) outbreak began in wuhan, china, has been named corona virus disease 2019 (covid-19) – ‘co’ stands for corona, ‘vi’ for virus, and ‘d’ for disease (acter et al., 2020; zu et al., 2020). formerly, this disease was referred to as ‘2019 novel coronavirus’ or ‘2019-ncov’. the covid-19 virus is a new virus linked to the same family of viruses as severe acute respiratory syndrome (sars) and some types of common cold (peeri et al., 2020). the world health organization (who) has declared the 2019ncov outbreak to be a public health emergency of international concern (pheic) (zheng, 2020). the coronavirus covid-19 is affecting 213 countries and territories around the world until 15 may 2020. five countries in the world with the most cases of covid-19 are the united states, spain, russia, uk, and italy. indonesia became a country 34 with positive cases of covid-19 in the world and a country with the most deaths cases in southeast asia (organization, 2020). the first cases of covid-19 was reported in indonesia on 2 march 2020 in a number of two cases. the ministry of health the republic indonesia (kemenkes) has declared the number of positive cases of covid -19 on may 15, 2020, there were 16496 cases with 1076 deaths spreadout around indonesia area (tosepu et al., 2020). couns-edu ¨ vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i, et al. the impact of social media access and anxiety among indonesian ... | 2 indonesian counselor association (iki) | doi: 10.23916/0020200528830 this condition has a substantial psychological impact on individuals, the community, and medical personnel (jin et al., 2020). the research included 1210 respondents from 194 cities in china the result show 53.8% of respondents rated the psychological impact of the outbreak as moderate or severe; 16.5% reported moderate to severe depressive symptoms; 28.8% reported moderate to severe anxiety symptoms; and 8.1% reported moderate to severe stress levels (wang et al., 2020). the development of the covid-19 outbreak in indonesia and the world dominated media coverage. it bases much information on social media about corona virus (covid-19) which can affect mental health (brennen, simon, howard, & nielsen, 2020). social media use is complex. it is a source of entertainment, of connection, of information. it is also a reflection of what is on our minds. forbes.com recently reported that in 1 day (february 28, 2020), 6.7 million people mentioned coronavirus on social media (wiederhold, 2020). less than 2 weeks later, on march 11, analytics company sprinklr reported a record nearly 20 million mentions of coronavirus-related terms. the pandemic is most definitely what is on our minds (wiederhold, 2020). following the development of the corona virus is important for vigilance. however, being exposed to information, both trusted and not, can also make someone anxious (gao et al., 2020). constant updates about coronavirus, especially those concerning confirmed cases and the number of deaths to date, can be extremely overwhelming and feel relentless. moreover, rumors and speculation can add fuel to anxiety (baines & elliott, 2020). the exposure to media during a public crisis is partly responsible for the rise in mental health problems . due to the uncertainty surrounding covid-19 and the rapid development of news around the globe, social media users are bombarded with information on an almost constant basis (wiederhold, 2020). the world health organization calls this an ‘infodemic’ and stresses the important task of dispelling rumors and misinformation (baines & elliott, 2020; cinelli et al., 2020) . misinformation in a pandemic can negatively affect human health. misinformation is false or inaccurate information deliberately intended to deceive (bursztyn, rao, roth, & yanagizawa-drott, 2020; sharma et al., 2020). in the context of the current pandemic, it can greatly affect all aspects of life, especifically people’s mental health, since searching for covid-19 updates on the internet has jumped 50% – 70% across all generations (da silva, 2020).research on 4,872 adults from 31 different regions of china showed that 82% of respondents reported being frequently exposed to information about the pandemic through social media. nearly half of respondents (48%) made the cut off for depression and nearly a quarter (23%) met criteria for anxiety. around 19% of respondents met criteria for both disorders (gao, et al., 2020). in indonesian society the average time spent to access social media is 3 hours 26 minutes. the total active users of social media are 160 million or 59% of the total population of indonesia. 99% of social media users surf via mobile (van der wal, arjadi, nauta, burger, & bockting, 2020). many indonesians access information about covid 19 through social media. the anxiety of the indonesian people is exacerbated by the misinformation of social media. this research examines the impact of social media and anxiety among indonesian society during covid-19. method study conducted to determine the impact using sosial media and anxiety among society during covid-19 outbreak in indonesia. this research uses snowball sampling technique. the instrument used in the study was the dass semi-structured questionnaire changed by patients’ anxiety. the procedure of this research is indonesian citizens old were invited to participant online survey thought survey monkey platform. links from instruments are sent via whatsapp, e-mails, and other social media to the contact of the investigator. research samples are requested to send surveys to many people. these links are sent to people separately from the first, and next contact points. participants who have received and clicked on the link will be automatically directed to the information about the study and informed consent. after participants agree to complete the survey, participants are asked to fill in demographic details. then, a series of sequential questions related to anxiety during the covid-19 pandemic must be answered by survey participants. data was collected from various regions in indonesia. then demographic aspects collected in this study are in the form of gender, age, internet access longtime, ethnicity, domicile, region, and the number couns-edu ¨ the international journal of counseling and education vol.6, no.1, 2021 the impact of social media access and anxiety among indonesian ... | 3 indonesian counselor association (iki) | doi: 10.23916/0020200528830 of social media accounts. anxiety aspects measured in this study comprised listening aspects, imagine aspects, watching / reading aspects. there are 1543 participant form aged 17 to 60 year and form several province and region in indonesia were involved in the current research. after participants completed answer questionnaires than data was analyzed using jasp (jeffrey’s amazing statistics program). result and disscussion table 1. show that 1543 respondent anxiety forms 1001 in very haviness, 327 in heaviness, 232 in moderate, 1 in normal and 1 in wispy . in very haviness respondent with social media access> 6 hours in a day experienced the highest anxiety with a frequency of 327 at a percentage of 32.7%. then respondents anxiety in haviness when respondents access 3-4 hours in a day on social media with a frequency of 102 at 31.16%. and respondents anxiety in moderate when access to social media 3-4 hours with a frequency of 68 at a percentage of 31.34%. these results indicate that the covid-19 outbreak caused anxiety conditions for the dominant indonesian community in access to social media more than 6 hours. tabel 1. anxiety base on social media access frequencies for access anxiety access frequency percent valid percent cumulative percent heaviness 1-2 hour 51 17.172 17.172 17.172 3-4 hour 80 26.936 26.936 44.108 56 hour 46 15.488 15.488 59.596 > 6 hour 120 40.404 40.404 100.000 missing 0 0.000 total 297 100.000 moderate 1-2 hour 17 7.522 7.522 7.522 3-4 hour 64 28.319 28.319 35.841 56 hour 78 34.513 34.513 70.354 > 6 hour 67 29.646 29.646 100.000 missing 0 0.000 total 226 100.000 very heaviness 1-2 hour 184 18.057 18.057 18.057 3-4 hour 328 32.188 32.188 50.245 56 hour 220 21.590 21.590 71.835 > 6 hour 287 28.165 28.165 100.000 missing 0 0.000 total 1019 100.000 wispy 1-2 hour 0 0.000 0.000 0.000 3-4 hour 1 100.000 100.000 100.000 56 hour 0 0.000 0.000 100.000 > 6 hour 0 0.000 0.000 100.000 missing 0 0.000 total 1 100.000 the figures show that respondents anxiety in the very haviness category with the highest anxiety when the duration of social media access> 6 hours in a day. then in the haviness category with a duration of 3-4 hours in a day. as well as in the moderate category with a duration of 3-4 hours in a day. resopondent anxiety is very heavy when accessing social media about covid-19 with a duration of > 6 hours in a day. then the anxiety of respondents in the category of heavy and moderate with social media duration 3-4 hours in a day. these results indicate that the longer the duration of respondents accessing social media regarding covid-19 has an increasingly severe anxiety. couns-edu ¨ vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i, et al. the impact of social media access and anxiety among indonesian ... | 4 indonesian counselor association (iki) | doi: 10.23916/0020200528830 figure 1. anxiety based on category figure 2. listening aspect figure 3. imagine aspect figure 4. watching/ reading aspect social media have played a large role in informing the public of health issues as well as shaping the public perception of those issues. in recent years, the numbers of people using social media, such as facebook or twitter, has increased, and the use of social media as an informational source for health can influence people's cognition or behavior related to health issues, including risk perceptions and preventive behaviors (choi, yoo, noh, & park, 2017; w.-y. lin, zhang, song, & omori, 2016). the anxiety that occurs in certain areas is caused by “infodemik” (gao et al., 2020), as well as negative and incorrect circulating in the community. in addition, anxiety in the midst of society is increasing due to the constant news dramatized by the media (hoffman, 2020). constant updates about coronavirus, especially those concerning confirmed cases and the number of deaths to date, can be extremely overwhelming and feel relentless. moreover, rumors and speculation can add fuel to anxiety, which is why obtaining good quality information is so important (nielsen, fletcher, newman, brennen, & howard, 2020). there are several aspects of respondents in accessing social media, by imagining, listening, watching/reading. figure 4 shows that the respondents' anxiety is very heaviness that watching/reading have a higher anxiety with a percentage of 69.54%, then imagine with 63.64%, and the lowest is listening with 55.02%. tabel 3. show that the anxiety level of indonesian society higher when acess media sosial in watching/ reading rather then when imagine and listening information about coivd-19. in watching/reading mean 12.9, imagine mean 13.6 listening mean 11,8. and in median 12,11,13. couns-edu ¨ the international journal of counseling and education vol.6, no.1, 2021 the impact of social media access and anxiety among indonesian ... | 5 indonesian counselor association (iki) | doi: 10.23916/0020200528830 tabel 2. frequency anxiety by aspects of the use social media aspect category frequency percent valid percent cumulative percent imagine heaviness 260 16.850 16.85 16.850 moderate 297 19.248 19.52 36.099 very heaviness 982 63.642 63.64 99.741 wispy 4 0.259 0.26 100.000 missing 0 0.000 total 1543 100.000 listening heaviness 344 22.294 22.29 22.294 moderate 349 22.618 22.62 44.913 very heaviness 849 55.023 55.02 99.935 wispy 1 0.065 0.065 100.000 missing 0 0.000 total 1543 100.000 watching/ reading heaviness 235 15.230 15.23 15.230 moderate 233 15.100 15.10 30.331 very heaviness 1073 69.540 69.54 99.870 wispy 2 0.130 0.130 100.000 missing 0 0.000 total 1543 100.000 tabel 3. comparison anxiety by aspect anxiety imagine listening watching/ reading valid 1543 1543 1543 missing 0 0 0 mean 12.9 11.8 13.6 median 12 11 13 std. deviation 4.647 3.797 4.874 variance 21.6 14.4 23.7 minimum 6. 6. 6. maximum 28. 28. 28. figure 4. show the anxiety base of aspect in watching/reading have a higher , then imagine and listening. these results indicate that the covid-19 outbreak caused anxiety conditions for the dominant indonesian community is when they watching/ reading information about covid-19 on social media. figure 5. anxiety by the aspect figure 6. listening aspect couns-edu ¨ vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i, et al. the impact of social media access and anxiety among indonesian ... | 6 indonesian counselor association (iki) | doi: 10.23916/0020200528830 figure 7. watching/reading aspect figure 8. watching/reading aspect base the result that responden in very heaviness anxiety when they aceess social media more than 6 hour in a day because during covid-19 outbreak, disinformation and false reports about the covid-19 have bombarded social media and stoked unfounded fears among many netizens. many citizens expressed their negative feelings, such as fear, worry, nervous, anxiety (stankovska, memedi, & dimitrovski, 2020). during disease outbreaks, community anxiety can rise following the increased media reporting. the world health organization dubbed the new coronavirus “a massive ‘infodemic,’” referring to ”an overabundance of information—some accurate and some not. all caused global panic, fears around the coronavirus have been especially amplified by social media. it has allowed disinformation to spread and flourish at unprecedented speeds, creating an environment of heightened uncertainty that has fueled anxiety and racism in person and online. in indonesia the ministry of communication and information (menkominfo) detected more than 1,125 hoax news or incorrect information that was spread amid the corona virus pandemic (covid-19). the hoax is spread across 1209 digital platforms, such as facebook, instagram, twitter and youtube. frightening information about covid-19 also makes people worried (jackson et al., 2020; c.-y. lin, 2020; nicomedes & avila, 2020; roy et al., 2020; sorokowski et al., 2020). the condition has an impact on one's immunity in the middle of the corona pandemic (d’antiga, 2020; x. li, geng, peng, meng, & lu, 2020). anxiety and fear affect brain regions (bremner, 2004; moulédous, roullet, & guiard, 2018; nitschke, heller, & miller, 2000). these anxiety and fear affect brain regions, including the amygdala (fox & shackman, 2019; k.-x. li et al., 2019; shackman & fox, 2016), ventromedial hypothalamus (jiang et al., 2018), hippocampus (çalışkan & stork, 2019; rigoli, ewbank, dalgleish, & calder, 2016; robertson et al., 2017; villasana, weber, akinyeke, & raber, 2016), nucleus accumbens (burkhouse et al., 2019; günther et al., 2018; yamada et al., 2020), bnst (terminal stria nucleus nucleus) (donner et al., 2020; mazzone et al., 2018; yamauchi et al., 2018), inframlimbic cortex (between various parts of the prefrontal cortex) (berg, eckardt, & masseck, 2019; koppensteiner et al., 2019), and insular cortex (gogolla, 2017; t.-y. shi et al., 2018; t. shi, feng, wei, & zhou, 2020; yeung et al., 2019). this brain region is a neural network that mediates learning (chen et al., 2019; daniel-robert, schneider, & maurice, 2020; lindström, haaker, & olsson, 2018) and emotional behavior (pessoa, 2018). it plays a major role in mediating fear and other emotions (cai, wang, paulucci-holthauzen, & pan, 2018). common symptoms of anxiety include sleep problems (peterman et al., 2016), panic attactk, anxiety, tension, nervousness (bandelow, michaelis, & wedekind, 2017). reserach finding respondents' anxiety is very heaviness when watching/reading information about covid-19. social media use is complex reading or watching lots of news about coronavirus has led to anxiety (council, 2020). information processing mode can also influence individuals' risk perceptions. when people access information regarding public health-risk issues, their risk perception is shaped and/or changed by how they process risk-related information (choi, et al., 2017). indoensian society are the most anxious about the coronavirus are those who are consuming the most news from social media,. the more anxious couns-edu ¨ the international journal of counseling and education vol.6, no.1, 2021 the impact of social media access and anxiety among indonesian ... | 7 indonesian counselor association (iki) | doi: 10.23916/0020200528830 feel, the more indonesian society should distance from the media. and if responden are extremely fearful, stop watching and reading alltogether. strategis to reducing anxiety is minimize watching, reading, imagine, or listening to news about covid-19 that causes to feel anxious or distressed; seek information only from trusted sources and mainly so that you can take practical steps to prepare your plans and protect yourself and loved ones. seek information updates at specific times during the day, once or twice. the sudden and near-constant stream of news reports about an outbreak can cause anyone to feel worried. get the facts; not rumours and misinformation. gather information at regular intervals from the who website and local health authority platforms in order to help you distinguish facts from rumours (pulido, villarejo-carballido, redondo-sama, & gómez, 2020; zarocostas, 2020). share simple facts about what is going on and give clear information about how to reduce risk of infection in words older people with/without cognitive impairment can understand. repeat the information whenever necessary. instructions need to be communicated in a clear, concise, respectful and patient way. it may also be helpful for information to be displayed in writing or figures. engage family members and other support networks in providing information and helping people to practise prevention measures (tavoschi et al., 2020). conclusions the findings of the research showed that the anxiety level of indonesian society higher when access social media more than 6 hour. the longer the duration of respondents accessing social media regarding covid-19 has an increasingly severe anxiety. aspects of respondents in accessing social media, by imagining, listening, watching / reading. figure 4 shows that the respondents' anxiety is very heaviness that watching/reading have a higher anxiety with a percentage of 69.54%, then imagine with 63.64%, and the lowest is listening with 55.02%. these findings implicate the indonesian society need pay more attention to minimize watching, reading or listening to news about covid-19 that causes to feel anxious and seek information only from trusted sources. stay informed by sticking to trusted sources of information such as government. implicated the government attention to mental health among general populationwhile combating with covid-19. goverment combat with “infodemic” by monitoring and filtering out false information and promoting accurate information though cross-section collaborations. references acter, t., uddin, n., das, j., akhter, a., choudhury, t. r., & kim, s. (2020). evolution of severe acute respiratory syndrome coronavirus 2 (sars-cov-2) as coronavirus disease 2019 (covid-19) pandemic: a global health emergency. science of the total environment, 138996. baines, d., & elliott, r. j. (2020). defining misinformation, disinformation and malinformation: an urgent need for clarity during the covid-19 infodemic. bandelow, b., michaelis, s., & wedekind, d. (2017). treatment of anxiety disorders. dialogues in clinical neuroscience, 19(2), 93. berg, l., eckardt, j., & masseck, o. a. (2019). enhanced activity of pyramidal neurons in the infralimbic cortex drives anxiety behavior. plos one, 14(1). bremner, j. d. (2004). brain imaging in anxiety disorders. expert review of neurotherapeutics, 4(2), 275-284. brennen, j. s., simon, f., howard, p. n., & nielsen, r. k. (2020). types, sources, and claims of covid19 misinformation. reuters institute, 7. burkhouse, k. l., jimmy, j., defelice, n., klumpp, h., ajilore, o., hosseini, b., et al. (2019). nucleus accumbens volume as a predictor of anxiety symptom improvement following cbt and ssri treatment in two independent samples. neuropsychopharmacology, 1-9. bursztyn, l., rao, a., roth, c., & yanagizawa-drott, d. (2020). misinformation during a pandemic. university of chicago, becker friedman institute for economics working paper(2020-44). cai, y.-q., wang, w., paulucci-holthauzen, a., & pan, z. z. (2018). brain circuits mediating opposing effects on emotion and pain. journal of neuroscience, 38(28), 6340-6349. çalışkan, g., & stork, o. (2019). hippocampal network oscillations at the interplay between innate anxiety and learned fear. psychopharmacology, 236(1), 321-338. couns-edu ¨ vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i, et al. the impact of social media access and anxiety among indonesian ... | 8 indonesian counselor association (iki) | doi: 10.23916/0020200528830 chen, y., qi, d., qin, t., chen, k., ai, m., li, x., et al. (2019). brain network connectivity mediates education-related cognitive performance in healthy elderly adults. current alzheimer research, 16(1), 1928. choi, d.-h., yoo, w., noh, g.-y., & park, k. (2017). the impact of social media on risk perceptions during the mers outbreak in south korea. computers in human behavior, 72, 422-431. cinelli, m., quattrociocchi, w., galeazzi, a., valensise, c. m., brugnoli, e., schmidt, a. l., et al. (2020). the covid-19 social media infodemic. arxiv preprint arxiv:2003.05004. council, k. (2020). kirklees local offer resources for the coronavirus outbreak. d’antiga, l. (2020). coronaviruses and immunosuppressed patients: the facts during the third epidemic. liver transplantation. da silva, e. (2020). mental health and online information during the covid-19 pandemic. interamerican journal of medicine and health, 3. daniel-robert, c., schneider, f. c., & maurice, p. (2020). neural networks mediating perceptual learning in congenital blindness. scientific reports (nature publisher group), 10(1). donner, n. c., davies, s. m., fitz, s. d., kienzle, d. m., shekhar, a., & lowry, c. a. (2020). crh receptor priming in the bed nucleus of the stria terminalis (bnst) induces tph2 gene expression in the dorsomedial dorsal raphe nucleus and chronic anxiety. progress in neuro-psychopharmacology and biological psychiatry, 96, 109730. fox, a. s., & shackman, a. j. (2019). the central extended amygdala in fear and anxiety: closing the gap between mechanistic and neuroimaging research. neuroscience letters, 693, 58-67. gao, j., zheng, p., jia, y., chen, h., mao, y., chen, s., et al. (2020). mental health problems and social media exposure during covid-19 outbreak. plos one, 15(4), e0231924. gogolla, n. (2017). the insular cortex. current biology, 27(12), r580-r586. günther, v., ihme, k., kersting, a., hoffmann, k.-t., lobsien, d., & suslow, t. (2018). volumetric associations between amygdala, nucleus accumbens, and socially anxious tendencies in healthy women. neuroscience, 374, 25-32. hoffman, a. (2020). the securitization of the coronavirus crisis in the middle east. the covid-19 pandemic in the middle east and north africa, 10. jackson, d., bradbury-jones, c., baptiste, d., gelling, l., morin, k., neville, s., et al. (2020). life in the pandemic: some reflections on nursing in the context of covid-19. journal of clinical nursing. jiang, j. h., peng, y. l., zhang, p. j., xue, h. x., he, z., liang, x. y., et al. (2018). the ventromedial hypothalamic nucleus plays an important role in anxiolytic-like effect of neuropeptide s. neuropeptides, 67, 36-44. jin, x., lian, j.-s., hu, j.-h., gao, j., zheng, l., zhang, y.-m., et al. (2020). epidemiological, clinical and virological characteristics of 74 cases of coronavirus-infected disease 2019 (covid-19) with gastrointestinal symptoms. gut, 69(6), 1002-1009. koppensteiner, p., von itter, r., melani, r., galvin, c., lee, f. s., & ninan, i. (2019). diminished fear extinction in adolescents is associated with an altered somatostatin interneuron–mediated inhibition in the infralimbic cortex. biological psychiatry, 86(9), 682-692. li, k.-x., he, m., ye, w., simms, j., gill, m., xiang, x., et al. (2019). tmem16b regulates anxiety-related behavior and gabaergic neuronal signaling in the central lateral amygdala. elife, 8. li, x., geng, m., peng, y., meng, l., & lu, s. (2020). molecular immune pathogenesis and diagnosis of covid-19. journal of pharmaceutical analysis. lin, c.-y. (2020). social reaction toward the 2019 novel coronavirus (covid-19). social health and behavior, 3(1), 1. lin, w.-y., zhang, x., song, h., & omori, k. (2016). health information seeking in the web 2.0 age: trust in social media, uncertainty reduction, and self-disclosure. computers in human behavior, 56, 289-294. lindström, b., haaker, j., & olsson, a. (2018). a common neural network differentially mediates direct and social fear learning. neuroimage, 167, 121-129. mazzone, c. m., pati, d., michaelides, m., diberto, j., fox, j. h., tipton, g., et al. (2018). acute engagement of g q-mediated signaling in the bed nucleus of the stria terminalis induces anxiety-like behavior. molecular psychiatry, 23(1), 143-153. moulédous, l., roullet, p., & guiard, b. p. (2018). brain circuits regulated by the 5-ht 2a receptor: behavioural consequences on anxiety and fear memory 5-ht2a receptors in the central nervous system (pp. 231-258): springer. couns-edu ¨ the international journal of counseling and education vol.6, no.1, 2021 the impact of social media access and anxiety among indonesian ... | 9 indonesian counselor association (iki) | doi: 10.23916/0020200528830 nicomedes, c., & avila, r. (2020). an analysis on the panic of filipinos during covid-19 pandemic in the philippines: doi. nielsen, r. k., fletcher, r., newman, n., brennen, j. s., & howard, p. n. (2020). navigating the ‘infodemic’: how people in six countries access and rate news and information about coronavirus. misinformation, science, and media, 2020-2004. nitschke, j. b., heller, w., & miller, g. a. (2000). anxiety, stress, and cortical brain function. the neuropsychology of emotion, 1, 298-219. organization, w. h. (2020). coronavirus disease 2019 ( covid-19): situation report, 92. peeri, n. c., shrestha, n., rahman, m. s., zaki, r., tan, z., bibi, s., et al. (2020). the sars, mers and novel coronavirus (covid-19) epidemics, the newest and biggest global health threats: what lessons have we learned? international journal of epidemiology. pessoa, l. (2018). understanding emotion with brain networks. current opinion in behavioral sciences, 19, 1925. peterman, j. s., carper, m. m., elkins, r. m., comer, j. s., pincus, d. b., & kendall, p. c. (2016). the effects of cognitive-behavioral therapy for youth anxiety on sleep problems. journal of anxiety disorders, 37, 78-88. pulido, c. m., villarejo-carballido, b., redondo-sama, g., & gómez, a. (2020). covid-19 infodemic: more retweets for science-based information on coronavirus than for false information. international sociology, 0268580920914755. rigoli, f., ewbank, m., dalgleish, t., & calder, a. (2016). threat visibility modulates the defensive brain circuit underlying fear and anxiety. neuroscience letters, 612, 7-13. robertson, j. m., achua, j. k., smith, j. p., prince, m. a., staton, c. d., ronan, p. j., et al. (2017). anxious behavior induces elevated hippocampal cb2 receptor gene expression. neuroscience, 352, 273284. rota, p. a., oberste, m. s., monroe, s. s., nix, w. a., campagnoli, r., icenogle, j. p., et al. (2003). characterization of a novel coronavirus associated with severe acute respiratory syndrome. science, 300(5624), 1394-1399. roy, d., tripathy, s., kar, s. k., sharma, n., verma, s. k., & kaushal, v. (2020). study of knowledge, attitude, anxiety & perceived mental healthcare need in indian population during covid-19 pandemic. asian journal of psychiatry, 102083. shackman, a. j., & fox, a. s. (2016). contributions of the central extended amygdala to fear and anxietycontributions of the central extended amygdala to fear and anxiety. journal of neuroscience, 36(31), 8050-8063. sharma, k., seo, s., meng, c., rambhatla, s., dua, a., & liu, y. (2020). coronavirus on social media: analyzing misinformation in twitter conversations. arxiv preprint arxiv:2003.12309. shi, t.-y., feng, s.-f., wei, m.-x., huang, y., liu, g., wu, h.-t., et al. (2018). kainate receptor mediated presynaptic ltp in agranular insular cortex contributes to fear and anxiety in mice. neuropharmacology, 128, 388-400. shi, t., feng, s., wei, m., & zhou, w. (2020). role of the anterior agranular insular cortex in the modulation of fear and anxiety. brain research bulletin, 155, 174-183. sorokowski, p., groyecka, a., kowal, m., sorokowska, a., białek, m., lebuda, i., et al. (2020). information about pandemic increases negative attitudes toward foreign groups: a case of covid-19 outbreak. stankovska, g., memedi, i., & dimitrovski, d. (2020). coronavirus covid-19 disease, mental health and psychosocial support. society register, 4(2), 33-48. tavoschi, l., quattrone, f., d’andrea, e., ducange, p., vabanesi, m., marcelloni, f., et al. (2020). twitter as a sentinel tool to monitor public opinion on vaccination: an opinion mining analysis from september 2016 to august 2017 in italy. human vaccines & immunotherapeutics, 1-8. tosepu, r., gunawan, j., effendy, d. s., lestari, h., bahar, h., & asfian, p. (2020). correlation between weather and covid-19 pandemic in jakarta, indonesia. science of the total environment, 138436. van der wal, j. m., arjadi, r., nauta, m. h., burger, h., & bockting, c. l. (2020). guided internet interventions for depression: impact of sociodemographic factors on treatment outcome in indonesia. behaviour research and therapy, 103589. villasana, l. e., weber, s., akinyeke, t., & raber, j. (2016). genotype differences in anxiety and fear learning and memory of wt and apoe4 mice associated with enhanced generation of hippocampal reactive oxygen species. journal of neurochemistry, 138(6), 896-908. couns-edu ¨ vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i, et al. the impact of social media access and anxiety among indonesian ... | 10 indonesian counselor association (iki) | doi: 10.23916/0020200528830 wang, c., pan, r., wan, x., tan, y., xu, l., ho, c. s., et al. (2020). immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (covid-19) epidemic among the general population in china. international journal of environmental research and public health, 17(5), 1729. wiederhold, b. k. (2020). using social media to our advantage: alleviating anxiety during a pandemic. cyberpsychology, behavior, and social networking, 23(4), 197-198. wu, a., peng, y., huang, b., ding, x., wang, x., niu, p., et al. (2020). genome composition and divergence of the novel coronavirus (2019-ncov) originating in china. cell host & microbe. yamada, s., islam, m. s., van kooten, n., bovee, s., oh, y.-m., tsujimura, a., et al. (2020). neuropeptide y neurons in the nucleus accumbens modulate anxiety-like behavior. experimental neurology, 327, 113216. yamauchi, n., takahashi, d., sugimura, y. k., kato, f., amano, t., & minami, m. (2018). activation of the neural pathway from the dorsolateral bed nucleus of the stria terminalis to the central amygdala induces anxiety-like behaviors. european journal of neuroscience, 48(9), 3052-3061. yeung, a. w. k., lee, j. c. m., tanabe, h. c., ng, s. k. s., khong, p.-l., leung, w. k., et al. (2019). short version dental anxiety inventory score may predict the response in the insular cortex to stimuli mimicking dental treatment. frontiers in human neuroscience, 13, 204. zarocostas, j. (2020). how to fight an infodemic. the lancet, 395(10225), 676. zheng, w. (2020). mental health and a novel coronavirus (2019-ncov) in china. journal of affective disorders, 269, 201. zu, z. y., jiang, m. d., xu, p. p., chen, w., ni, q. q., lu, g. m., et al. (2020). coronavirus disease 2019 (covid-19): a perspective from china. radiology, 200490. couns-edu the international journal of counseling and education vol.6, no.2, 2021, pp. 72-82 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210633520 72 family intervention program for autism luqyana dhiya amira *)1 , wagino wagino 1 , i ketut budayasa 1 , yuliyati yuliyati 1 1universitas negeri surabaya, indonesia *)corresponding author, e-mail: luqyanadhiya22@gmail.com abstract interventions can minimize the impact of developmental barriers on autism. inconsistent interventions result in behavioral deterioration. parents have a big role to provide consistent intervention to children. this study aims to review home intervention programs that family can do at home. the research method used is a literature review. the data collection method used is the literature related to home-based autism interventions and family intervention. the results of the study show several programs that can be applied by families at home. the results showed the intervention models that can be done by family are aba, play, dan teacch. through this study, it can be concluded that aba is the most effective technique that can be used as a basis for implementing family interventions. comprehensive interventions are also highly recommended for home interventions, such as modifying the environment and providing preschool life skills. keywords: autism, home intervention, program intervention, parent, family intervention how to cite: amira, l., wagino, w., budayasa, i., & yuliyati, y. (2021). family intervention program for autism. couns-edu: the international journal of counseling and education, 6(2). doi:http://dx.doi.org/10.23916/0020210633520 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction children with autism have several barriers, repetitive behavior (repetitive behavior), playing alone with the world, really likes certain objects to be difficult to separate, and does not like changes in the environment or routine (mangunsong, 2009). this change causes the child to become prone to tantrums. in addition, children also have obstacles with aggressive behavior and are difficult to obey. giving intervention is needed for children from an early age. currently, parents of children with autism have difficulties. the pandemic situation has resulted in children not getting the usual interventions found in schools or therapeutic institutions. many therapeutic institutions for autistic children are closed due to the covid-19 pandemic. several articles also mention that parents of children with autism are experiencing difficulties due to the pandemic. families with children with autism in the united states also face difficulties as schools and services close. the united states also produced a survey where 82% of parents said that the covid-19 pandemic had affected children's mental and emotional health (ansori, 2020). autistic parents in pati city are also worried because therapy services for children have stopped. according to haryanto as the regent of pati said that it can be anticipated by conducting therapy training for parents so that it can be carried out at home (achmad, 2020). the absence of intervention received by students during the covid-19 pandemic resulted in behavioral problems in autistic children appearing more often (colizzi et al., 2020). in addition, families also feel stressed due to the pandemic because they have to care for and provide interventions for children for 24 hours, longer than the usual time (manning, received on 03/14/2021; revised on 04/14/2021; accepted on 05/20/2021; publishedon:06/19/2021 http://dx.doi.org/10.23916/0020210633520 couns-edu  the international journal of counseling and education vol.6, no.2, 2021 family intervention program for autism | 73 indonesian counselor association (iki) | doi: 10.23916/0020210633520 billian, matson, allen, & soares, 2021). stress experienced by families because they do not know and are not used to providing intervention to children with autistic barriers. based on preliminary studies that have been carried out, some parents contact teachers or therapists to ask when therapy is started, then complain that there is a lot of regression or behavioral deterioration in children, such as lack of compliance. parents said that the previous therapy, which had progressed upwards, was in vain because at this time there were many setbacks. regression or deterioration of behavior experienced by autistic children is caused by inconsistent therapy. giving interventions to children requires consistency from those around them, but currently there are still many parents who have not implemented interventions at home. the intervention was given in schools and therapy institutions, but when at home, parents did not provide intervention. this inconsistency makes student development less than optimal. the role of parents is very important in providing interventions because handling autistic children takes a long time, and really requires the role of parents of children (handojo, 2003). the need for consistent intervention is a prerequisite for effective implementation of the intervention. giving intervention to children requires consistency from everyone around including parents. this is in accordance with the opinion (handojo, 2003), that handling autistic children takes a long time, and really requires the role of the child's parents. parents are the closest people to optimizing interventions for children with autism (malucelli, antoniuk, & carvalho, 2020). parents can implement interventions in daily activities and optimize child development. family-centered interventions have a positive effect on improving social interaction skills (park, park, yoo, han, & galeoto, 2020). interventions that involve parents will also help parents who are economically disadvantaged to take their children to a therapist institution that costs money. parents have a role to prepare and involve themselves in child interventions as well as planning treatment or familycentered interventions (gentles, nicholas, jack, mckibbon, & szatmari, 2020). the involvement of parental intervention in the application of therapy at home will help children get consistent interventions. in addition to children receiving therapy in schools and therapy institutions, the application of therapy at home will also help the effectiveness of the intervention (rutherford et al., 2019). according to (handojo, 2003), the implementation of therapy should be carried out for 40 hours in 1 week. based on this opinion, the implementation of therapy is not only done in schools or in therapeutic institutions, but also must be done at home. in addition, handojo also said that to get maximum results, the application of therapy must be done from the time the child wakes up. parent-centered interventions show effective results, hence the need for further research on the role of parents as an intervention model (rutherford et al., 2019). the purpose of this study is to review the interventions that families can provide for children with autism. method the type of method used in this study is a literature review. the sources used are relevant international articles related to interventions carried out by families or parents at home. then through the results of the study, analyzed systematically so that it can contain relevant information. the databases that are the source of this literature are scimago journal rank, and google scholar. the literature study used is articles in english. in the scimago journal rank, searched using the keyword autism. several journals that appeared were the journal of autism and developmental disorders, autism, research in autism spectrum disorder, focus on autism and other developmental disabilities, education and training in autism, and autism and developmental language impairments. in each journal and on google scholar, the keywords are intervention, autism therapy, parent intervention, family intervention, home based intervention, autism home intervention and home intervention. the description of the abstract helps to determine whether it meets the requirements for entry into the literature. the list of literature that has been searched will be checked and identified. the criteria for selecting the study are a) the year of publication of the article in 2012-2021, b) written in english, c) the intervention process for autistic children is given by father, mother, parents or family, d) research focuses on improving children's abilities, e) research using this type of quantitative couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu amira, l. d., et al family intervention program for autism | 74 indonesian counselor association (iki) | doi: 10.23916/0020210633520 research. then some of the characteristics that made the article not included from the literature list are a) the method is not explained, b) the research focuses more on training interventions for parents by experts or professionals in order to apply interventions to children, c) methods using a systematic review or metaanalysis. results and discussions the article search process resulted in 98 articles with appropriate titles. furthermore, the article is reviewed by paying attention to the abstract and the entire article briefly. articles are selected according to the criteria. articles that meet the criteria are 25 articles. 72 articles were omitted from the literature list due to some incongruous characteristics, particularly with respect to the study design and intervention provider. the research method used from the 25 articles is quantitative (generally with pre-test, post-test and experiments with several research models such as ssr, multiple baseline design. description of study characteristics and family intervention programs in more detail is shown in table 1. table 1 <characteristics of family studies and intervention programs> name and year of research research design participants intervention provider type of intervention aspek peningkatan pada luaran intervensi (outcome) (flippin, 2019) research subjects with multiple baseline 1 child with asd (age 37 months boy) father responsive strategy improved expressive language skills and decreased parental stress (valeri et al., 2020) randomized controlled trial 34 participants (7 women, 27 men, aged 2, 6, 11 years) parent lpi (lowintensity psychosocial intervention) increase social interaction and reduce parental emotion and stress (malucelli et al., 2020) experiment 18 children (9 sg, 9 cg): 29-42 months old parent esdm (early start denver model) improve receptive language skills, expressive language, social skills, behavior and independence (park et al., 2020) single subject design 3 asd children (aged 29-36 months) parent and nanny provides a sensory apparatus, reduces unnecessary visual and audio stimuli, provides individual space, provides vestibular and proprioceptive stimulation improve social communication skills and reduce parental stress levels (dogan et al., 2017) multiple baseline design 4 children and their parents parent behavioral training improve social skills couns-edu  the international journal of counseling and education vol.6, no.2, 2021 family intervention program for autism | 75 indonesian counselor association (iki) | doi: 10.23916/0020210633520 name and year of research research design participants intervention provider type of intervention aspek peningkatan pada luaran intervensi (outcome) (delemere & dounavi, 2018) quantitative, multiple baseline across subject design 6 participants, 2-7 years parent aba (applied behavior analysis) on bedtime fading and positive routines 20hours/week increase sleep and positive routine (gunning, holloway, & grealish, 2020) experiment 13 children, 6 children (3 yrs 3 mth-4 yrs 11 months) and 6 children (3 yrs 11 mths6 yrs old) parent pls (preschool life skill) improve preschool life skills and reduce behavior problems (strand & eldevik, 2017) single subject research 1 child parent eibi (early intensive behavior intervention) reduce behavioral problems (haraguchi et al., 2020) experiment 27 children (sg) and 34 children (cg) parent low intensity behavioral interventions with cpmt improve children's language and social skills (tal-atzili & salls, 2017) pretestposttest three children with their families (the study was conducted for 5 months), aged 26 months, 27 months, and 47 months parent qst (qigong sensory training) is a tactile intervention developed based on the principles of chinese medicine with 12 steps of tactile intervention improve sensory processing: selfcleaning activities, improve eye contact, social skills, expressive and receptive language, increase attention reduce the frequency and intensity of walking on the toes reduce stress on parents couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu amira, l. d., et al family intervention program for autism | 76 indonesian counselor association (iki) | doi: 10.23916/0020210633520 name and year of research research design participants intervention provider type of intervention aspek peningkatan pada luaran intervensi (outcome) (sanefuji & ohgami, 2013) experiment (1 group was given the intervention, the other 1 group was not given the intervention) 16 children japanese mother (14 boys and 2 girls) mother “beingimitated” strategy the mother in the imitation state is instructed on how to imitate all of her child's behavior, including facial expressions and meaningless speech. increase eye contact and attention to others (pennefather, hieneman, raulston, & caraway, 2018) pre-post test with three weeks of intervention 23 children aged 4 to 8 years and their parents (16 parents who have completed the post-test) parent 21 mothers and 2 fathers aba (applied behavior analysis) and stress reduction strategies for parents reduce parental stress increase parental knowledge improve children's social skills reduce hyperactive behavior (s. t. liao et al., 2014) pre-post test with 10 weeks of intervention 11 children aged 45-69 months with their mother mother home baseddir/ floor time intervention program increase social interaction improve adaptive behavior (communication and daily life skills) increase interaction between parents and children (mahoney & solomon, 2016) experiment (1 sc group, and 1 se group) 148 families, but only 128 families met the criteria, and only 112 did the full study family play (play and language for autistic youngsters) improve the ability to interact between children and parents (smith, klorman, & mruzek, 2015) quantitative 71 children who received eibi intervention family eibi (early intensive behavioral intervention) improve social skills (social approach, attention, and imitation) improve adaptive behavior couns-edu  the international journal of counseling and education vol.6, no.2, 2021 family intervention program for autism | 77 indonesian counselor association (iki) | doi: 10.23916/0020210633520 name and year of research research design participants intervention provider type of intervention aspek peningkatan pada luaran intervensi (outcome) (solomon, r., van egeren, l. a., mahoney, g., quon huber, m. s., & zimmerman, 2014) experiment (1 group was given the intervention, the other 1 group was not given the intervention) 128 children with autism aged 2 years 8 months to 5 years 11 months parent play project home consultation intervention program increase social interaction reduce autism symptoms (welterlin, turnerbrown, harris, mesibov, & delmolino, 2012) pre-post test 20 children 2 to 3 years old family teacch improve activity or work skills (behavior of carrying out activities) increase independence (hutchins & prelock, 2013) multiple baseline design 20 children with autism ages 4 to 12 family social stories improve communication improve behavior (lindgren et al., 2016) experiment (1 group was given the intervention, the other 1 group was not given the intervention) 107 children with asd or dd. parent/grandfather and grandmother aba (applied behavior analysis) reduce behavioral problems (mueller & moskowitz, 2020) pre-post test 3 kids with family family combination of cbt and positive intervention reduce behavioral problems (siller, hutman, & sigman, 2013) experiment (1 group was given the intervention, the other 1 group was not given the intervention) 70 children with parents parent fpi (focused playtime intervention) improve communication (sood, lavesser, & schranz, 2014) quantitative, correlational research 22 children with autism disabilities family home environment improve the ability to work at home couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu amira, l. d., et al family intervention program for autism | 78 indonesian counselor association (iki) | doi: 10.23916/0020210633520 name and year of research research design participants intervention provider type of intervention aspek peningkatan pada luaran intervensi (outcome) (masse, mcneil, wagner, & quetsch, 2016) kuantitatif, single subject research three families with children with autism aged 2 to 7 years family pcit (parent child interaction therapy) reduce behavioral problems (thompson, mcferran, & gold, 2014) experiment (1 group was given the intervention, the other 1 group was not given the intervention) 23 children with autism aged 36-60 months, 12 children were given additional fcmt intervention, and 11 children were given only initial intervention family fcmt (family centered music therapy) increase social interaction in the surrounding environment, and the relationship between parents and students (bradshaw, koegel, & koegel, 2017) quantitative, multiple baseline design autism aged 15 to 21 months parent pivotal response treatment program improve verbal communication various types of interventions that can be applied by families for children with autism barriers. interventions have different goals, there are goals that are single goals and complex goals. several interventions that have a single goal are qst (qigong sensory training), being imitated strategy, and preschool life skills. these strategies can be used as interventions whose objective is only to focus on one short-term or long-term goal. qst can be used as a useful tactile intervention to improve sensory processes such as reducing the intensity of walking using the toes (tal-atzili & salls, 2017). then there is "being imitated strategy" where people around imitate or imitate all children's behavior, including facial expressions and speech (sanefuji & ohgami, 2013). such interventions can increase the child's eye contact and attention to others. autism has complex developmental barriers, especially in communication, social interaction and behavior (association, 2013). complex developmental barriers require interventions that can improve several aspects of autism. several interventions that can improve autism ability in several aspects are aba (applied behavior analysis), play, teacch, and environmental modification. some parents use the aba technique as the basis for implementing the intervention. the aba technique is applied to several family interventions. parents can directly apply pure aba interventions (lindgren et al., 2016; pennefather et al., 2018) or can apply aba techniques as the basis for interventions, such as esdm (malucelli et al., 2020), behavioral training (dogan et al., 2017), bedtime fading (delemere & dounavi, 2018), eibi or early intensive behavior intervention (smith et al., 2015; strand & eldevik, 2017), and low intensity behavioral interventions (haraguchi et al., 2020). esdm intervention is based on aba or behavioral analysis. the intervention procedure in esdm is that parents apply aba techniques to routines and play activities (malucelli et al., 2020). second, behavioral training also applies aba as the basis for implementing interventions (dogan et al., 2017). the procedure for implementing behavioral training is by providing examples of social skills, imitation couns-edu  the international journal of counseling and education vol.6, no.2, 2021 family intervention program for autism | 79 indonesian counselor association (iki) | doi: 10.23916/0020210633520 processes, role playing, feedback by parents, additional training, re-examination of children's abilities, post-training and follow-up of the results after 1 month of completion of the training phase. then, the third is fading at bedtime (delemere & dounavi, 2018). parents provide bedtime fading and positive routines on the basis of applying aba. parents do the fading of sleep time, namely the first by calculating the average sleep time and adding 30 minutes. parents are advised to prevent bedtime before bedtime. if the child wakes up in the middle of the night, the child should be given instructions to return to bed every 30 minutes. next is a positive routine before going to bed, namely doing sleep readiness activities such as getting dressed, washing teeth, and telling stories by parents to children. each activity must be done every night, the sequence and time must be appropriate every day, avoid challenging activities, and avoid looking at screens, such as cellphones and television. parents are also required to provide intervention by presenting a series of schedules visually, so that parents can point when the schedule is for certain activities (delemere & dounavi, 2018). the application of the next intervention that uses aba as the basis for intervention is eibi (early intensive behavior intervention) (smith et al., 2015; strand & eldevik, 2017). the intervention process with functional communication exercises, responds to simple communication and provides feedback by parents when children take certain actions (strand & eldevik, 2017). next is low-intensity behavioral interventions. interventions using aba principles and techniques such as reinforcement, encouragement, formation, task analysis, and sequences with several approaches, namely practice, visual strategies, and occupational therapy (haraguchi et al., 2020). through several interventions that have been carried out by parents, the aba technique is the most widely used technique as the basis of intervention (delemere & dounavi, 2018; dogan et al., 2017; haraguchi et al., 2020; lindgren et al., 2016; malucelli et al., 2020; pennefather et al., 2018; smith et al., 2015; strand & eldevik, 2017). the aba technique is a complex intervention and also has very complex benefits. giving aba interventions can improve intellectual abilities, communication, receptive language, adaptive behavior, socialization skills, and life skills (makrygianni, gena, katoudi, & galanis, 2018). the improvement in the ability of the aba technique is also shown by the improvement implemented from several interventions based on the aba technique. the first is esdm, there is an increase in aspects of receptive language, expressive language, social skills, behavior and independence (malucelli et al., 2020). second, on behavioral training. this intervention improves social skills in children. the third is fading sleep time and positive routines. these interventions increase children's sleep time and the formation of positive routines before bed in children (delemere & dounavi, 2018). fourth is eibi. eibi can reduce behavioral problems (strand & eldevik, 2017). the fifth intervention is low intensity behavioral interventions (haraguchi et al., 2020). this intervention is beneficial for children's language and social development. the improvement in each aspect is adjusted to the intervention that has been given to the child. the aba technique applied to children has more complex improvement outcomes such as receptive, expressive language skills, social skills, behavior, and independence (makrygianni et al., 2018; malucelli et al., 2020). aba can also shape desired behavior and reduce behavioral problems (delemere & dounavi, 2018; haraguchi et al., 2020; strand & eldevik, 2017). furthermore, there are several interventions that also have certain intervention outcomes according to the intervention procedures carried out (flippin, 2019; gunning et al., 2020; park et al., 2020; valeri et al., 2020). giving intervention by parents at home can be done optimally, namely by applying the aba technique in order to get more complex benefits (makrygianni et al., 2018; malucelli et al., 2020). interventions can use the aba technique as a basis for more effective interventions. the aba program is an effective program and emphasizes parental involvement (y. liao, dillenburger, he, xu, & cai, 2020). the second intervention that improves complex abilities is play (play and language for autistic youngsters). three studies used this intervention as an intervention that can be administered at home by the family (s. t. liao et al., 2014; mahoney & solomon, 2016; solomon, r., van egeren, l. a., mahoney, g., quon huber, m. s., & zimmerman, 2014). the play intervention was carried out by couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu amira, l. d., et al family intervention program for autism | 80 indonesian counselor association (iki) | doi: 10.23916/0020210633520 involving children in play sessions of 15-20 minutes and throughout the daily routine for a total of 2 hours/day (mahoney & solomon, 2016). the play intervention can also be used as the basis for providing interventions such as home-based dir/floor time (s. t. liao et al., 2014). play intervention can improve communication, social interaction and attention level. the third intervention is teacch. teacch interventions can use social stories as a medium when providing interventions (hutchins & prelock, 2013). giving teacch intervention can improve communication, behavior, and activity skills (hutchins & prelock, 2013; welterlin et al., 2012). interventions using the teacch approach were carried out in several studies to provide interventions for children with autism that were carried out by families (hutchins & prelock, 2013; welterlin et al., 2012). the intervention applied is to provide an activity routine consisting of a chain of behaviors to take, complete, and store activities in a left-to-right order (welterlin et al., 2012). the fourth intervention is environmental modification. some of the procedures carried out are by providing facilities that support children so that they can intervene, such as sensory devices, then inviting children to watch videos to shape children's behavior, reducing unnecessary visual and audio stimuli, providing individual space, and providing stimulation. vestibular and proprioceptive (park et al., 2020). the availability of adequate toys and learning materials greatly improves children's ability to interact at home, in addition to a play area that is suitable for children's needs can improve students' sensory experience (sood et al., 2014). the aba, play, and teacch interventions are some of the approaches that can be taken at home when providing interventions for autism. some of these approaches have complex benefits so that they are suitable for children with autism. parents can also combine the previously described interventions with environmental modification interventions (park et al., 2020) and the establishment of preschool life skills (gunning et al., 2020). providing a comprehensive intervention will help children develop optimally. parental involvement in child intervention at home is very important and provides benefits. providing interventions that involve parents can also reduce emotional levels in parents and reduce parental stress levels (flippin, 2019; park et al., 2020; valeri et al., 2020). conclusions the application of aba, teacch and play techniques can be used as the basis for implementing interventions by families for autism. the child's ability will increase in several aspects of development, such as language skills, behavior, social skills, and daily living activities. comprehensive interventions are also highly recommended for home interventions, such as modifying the environment and providing preschool life skills. environmental modification can be useful for creating an environment that can support children in implementing interventions and optimal child development. the provision of preschool life skills is intended so that children can prepare their abilities before school, because in general children have not received other interventions before school, so parents have a very large contribution to the application of preschool life skills. the involvement of parents in the intervention greatly helps the effectiveness of the child's intervention process. in addition, the emotional level and stress level of the parents decreased due to the parents being directly involved in the child's intervention. interventions carried out by the family must be carried out. family is someone who is very close and has the longest time together. therefore, the family must also provide comprehensive interventions according to the needs of the child, namely providing training or direct treatment (providing interventions by sitting together or doing certain activities according to the intervention), always inviting communication and socializing, stimulating children to carry out daily activities independently. independently, providing preschool life skills training, as well as providing facilities according to children's needs (intervention tools or media, special rooms for learning, and so on). providing a comprehensive intervention will also improve the child's ability in aspects of its development. couns-edu  the international journal of counseling and education vol.6, no.2, 2021 family intervention program for autism | 81 indonesian counselor association (iki) | doi: 10.23916/0020210633520 references achmad, o. (2020). jangan lupakan hak anak autis di tengah pandemi covid. retrieved from solider, beranda inklusi & informasi difabel website: https://www.solider.id/baca/5933-jangan-lupakan-hak-anak-autistengah-pandemi-covid ansori, a. n. (2020). pengaruh covid-19 terhadap keluarga dengan anak autis menurut survei. retrieved from liputan6 website: https://www.liputan6.com/disabilitas/read/4228290/pengaruh-covid-19-terhadapkeluarga-dengan-anak-autis-menurut-survei association, a. p. (2013). diagnostic and statistical manual of mental disorders (5th ed.). washington dc: apa. bradshaw, j., koegel, l. k., & koegel, r. l. (2017). improving functional language and social motivation with a parent-mediated intervention for toddlers with autism spectrum disorder. journal of autism and developmental disorders, 47(8), 2443–2458. https://doi.org/10.1007/s10803-017-3155-8 colizzi, m., sironi, e., antonini, f., ciceri, m. l., bovo, c., & zoccante, l. (2020). psychosocial and behavioral impact of covid-19 in autism spectrum disorder: an online parent survey. brain sciences, 10(6), 1–14. https://doi.org/10.3390/brainsci10060341 delemere, e., & dounavi, k. (2018). parent-implemented bedtime fading and positive routines for children with autism spectrum disorders. journal of autism and developmental disorders, 48(4), 1002–1019. https://doi.org/10.1007/s10803-017-3398-4 dogan, r. k., king, m. l., fischetti, a. t., lake, c. m., mathews, t. l., & warzak, w. j. (2017). parentimplemented behavioral skills training of social skills. journal of applied behavior analysis, 50(4), 805–818. https://doi.org/10.1002/jaba.411 flippin, m. (2019). father communication coaching for children with autism spectrum disorder: a single-subject study. autism and developmental language impairments, 4, 1–16. https://doi.org/10.1177/2396941519877375 gentles, s. j., nicholas, d. b., jack, s. m., mckibbon, k. a., & szatmari, p. (2020). coming to understand the child has autism: a process illustrating parents’ evolving readiness for engaging in care. autism, 24(2), 470–483. https://doi.org/10.1177/1362361319874647 gunning, c., holloway, j., & grealish, l. (2020). an evaluation of parents as behavior change agents in the preschool life skills program. journal of applied behavior analysis, 9999, 1–29. https://doi.org/10.1002/jaba.660 handojo. (2003). autisma: petunjuk praktis dan pedoman materi untuk mengajar anak normal, autis, dan perilaku lain. jakarta barat: pt. bhuana ilmu populer. haraguchi, h., yamaguchi, h., miyake, a., tachibana, y., stickley, a., horiguchi, m., … kamio, y. (2020). oneyear outcomes of low-intensity behavioral interventions among japanese preschoolers with autism spectrum disorders: community-based study. research in autism spectrum disorders, 76(march), 101556. https://doi.org/10.1016/j.rasd.2020.101556 hutchins, t. l., & prelock, p. a. (2013). the social validity of social stories tm for supporting the behavioural and communicative functioning of children with autism spectrum disorder. international journal of speech-language pathology, 15(4), 383–395. https://doi.org/10.3109/17549507.2012.743174 liao, s. t., hwang, y. s., chen, y. j., lee, p., chen, s. j., & lin, l. y. (2014). home-based dir/floortime tm intervention program for preschool children with autism spectrum disorders: preliminary findings. physical and occupational therapy in pediatrics, 34(4), 356–367. https://doi.org/10.3109/01942638.2014.918074 liao, y., dillenburger, k., he, w., xu, y., & cai, h. (2020). a systematic review of applied behavior analytic interventions for children with autism in mainland china. review journal of autism and developmental disorders. https://doi.org/10.1007/s40489-020-00196-w lindgren, s., wacker, d., suess, a., schieltz, k., pelzel, k., kopelman, t., … waldron, d. (2016). telehealth and autism: treating challenging behavior at lower cost. pediatrics, 137(february 2016), s167–s175. https://doi.org/10.1542/peds.2015-2851o mahoney, g., & solomon, r. (2016). mechanism of developmental change in the play project home consultation program: evidence from a randomized control trial. journal of autism and developmental disorders, 46(5), 1860–1871. https://doi.org/10.1007/s10803-016-2720-x makrygianni, m. k., gena, a., katoudi, s., & galanis, p. (2018). the effectiveness of applied behavior analytic interventions for children with autism spectrum disorder: a meta-analytic study. research in autism spectrum disorders, 51(march), 18–31. https://doi.org/10.1016/j.rasd.2018.03.006 malucelli, e. r. s., antoniuk, s. a., & carvalho, n. o. (2020). the effectiveness of early parental coaching in the autism spectrum disorder. jornal de pediatria, (xx). https://doi.org/10.1016/j.jped.2020.09.004 mangunsong, f. (2009). psikologi dan pendidikan anak berkebutuhan khusus (1st ed.). depok: lembaga pengembangan sarana pengukuran dan pendidikan psikologi. manning, j., billian, j., matson, j., allen, c., & soares, n. (2021). perceptions of families of individuals with autism spectrum disorder during the covid-19 crisis. journal of autism and developmental disorders, 51(8), 2920–2928. https://doi.org/10.1007/s10803-020-04760-5 couns-edu  vol.6, no.2, 2021 available online: http://journal.konselor.or.id/index.php/counsedu amira, l. d., et al family intervention program for autism | 82 indonesian counselor association (iki) | doi: 10.23916/0020210633520 masse, j. j., mcneil, c. b., wagner, s., & quetsch, l. b. (2016). examining the efficacy of parent–child interaction therapy with children on the autism spectrum. journal of child and family studies, 25(8), 2508–2525. https://doi.org/10.1007/s10826-016-0424-7 mueller, r., & moskowitz, l. j. (2020). positive family intervention for children with asd: impact on parents’ cognitions and stress. journal of child and family studies, 29(12), 3536–3551. https://doi.org/10.1007/s10826020-01830-1 park, h. il, park, h. y., yoo, e., han, a., & galeoto, g. (2020). impact of family-centered early intervention in infants with autism spectrum disorder: a single-subject design. occupational therapy international, 2020. https://doi.org/10.1155/2020/1427169 pennefather, j., hieneman, m., raulston, t. j., & caraway, n. (2018). evaluation of an online training program to improve family routines, parental well-being, and the behavior of children with autism. research in autism spectrum disorders, 54, 21–26. https://doi.org/10.1016/j.rasd.2018.06.006 rutherford, m., singh-roy, a., rush, r., mccartney, d., o’hare, a., & forsyth, k. (2019). parent focused interventions for older children or adults with asd and parent wellbeing outcomes: a systematic review with meta-analysis. research in autism spectrum disorders, 68, 101450. https://doi.org/10.1016/j.rasd.2019.101450 sanefuji, w., & ohgami, h. (2013). “being-imitated” strategy at home-based intervention for young children with autism. infant mental health journal, 34(1), 72–79. https://doi.org/10.1002/imhj.21375 siller, m., hutman, t., & sigman, m. (2013). a parent-mediated intervention to increase responsive parental behaviors and child communication in children with asd: a randomized clinical trial. journal of autism and developmental disorders, 43(3), 540–555. https://doi.org/10.1007/s10803-012-1584-y smith, t., klorman, r., & mruzek, d. w. (2015). predicting outcome of community-based early intensive behavioral intervention for children with autism. journal of abnormal child psychology, 43(7), 1271–1282. https://doi.org/10.1007/s10802-015-0002-2 solomon, r., van egeren, l. a., mahoney, g., quon huber, m. s., & zimmerman, p. (2014). comment on article entitled: “play project home consultation intervention program for young children with autism spectrum disorders: a randomized controlled trial.” journal of developmental and behavioral pediatrics, 35, 475–485. https://doi.org/10.1097/dbp.0000000000000137 sood, d., lavesser, p., & schranz, c. (2014). influence of home environment on participation in home activities of children with an autism spectrum disorder. the open journal of occupational therapy, 2(3). https://doi.org/10.15453/2168-6408.1082 strand, r. c. w., & eldevik, s. (2017). improvements in problem behavior in a child with autism spectrum diagnosis through synthesized analysis and treatment: a replication in an eibi home program. behavioral interventions, (1), 1–10. https://doi.org/10.1002/bin.1505 tal-atzili, o., & salls, j. (2017). qigong sensory training pilot study: a tactile home program for children with or atrisk for autism. journal of occupational therapy, schools, and early intervention, 10(4), 366–388. https://doi.org/10.1080/19411243.2017.1325819 thompson, g. a., mcferran, k. s., & gold, c. (2014). family-centred music therapy to promote social engagement in young children with severe autism spectrum disorder: a randomized controlled study. child: care, health and development, 40(6), 840–852. https://doi.org/10.1111/cch.12121 valeri, g., casula, l., menghini, d., amendola, f. a., napoli, e., pasqualetti, p., & vicari, s. (2020). cooperative parent-mediated therapy for italian preschool children with autism spectrum disorder: a randomized controlled trial. european child and adolescent psychiatry, 29(7), 935–946. https://doi.org/10.1007/s00787-019-01395-5 welterlin, a., turner-brown, l. m., harris, s., mesibov, g., & delmolino, l. (2012). the home teacching program for toddlers with autism. journal of autism and developmental disorders, 42(9), 1827–1835. https://doi.org/10.1007/s10803-011-1419-2 couns-edu the international journal of counseling and education vol.2, no.1, march 2017, pp. 11-18 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/002017023910 received on 01/06/2017; revised on 02/23/2017; accepted on 03/29/2017; published on 03/31/2017 11 learning strategy implementation of jigsaw to upgrade the academic competency of counselor candidate devi permatasari *) educational faculty, guidance and counseling program, kanjuruhan malang university *) corresponding author,  e-mail: devipermatasari.unikama@yahoo.com abstract peculiarly, the building of academic competency on counselor candidate needs to be gained through activity degree and student learning outputting class. student academic competency in work skill on guidance and counseling course, notably in management and evaluation of guidance and counseling course require for having knowledge on theoretic treasures, context, principle, procedure and tools used in performing guidance and counseling service, also in developing professionalism as counselor on an ongoing basis by practicing guidance and counseling performance procedurally in school. academic competency that will be gained by student can be categorized in three aspects of academic competency accomplishment, which are cognitive, affective, and psychomotor. the researcher concludes that the lack of those three aspects above caused by the learning process in class which is expository, that giving less attention on learning experience organization. so, the study content tends to be forgotten easily. the using of jigsaw learning is expected to facilitate e-learning experience organization of the student in improving academic competency of counselor candidate. classroom action research is implemented in three cycles. the result gained in each cycle is increase gradually. cycle i shows that the development of student academic competency is still on low rank, cycle ii shows medium average development of student academic competency, cycle iii shows that the average development of student academic competency is on high rank. the implementation this learning strategy can be used to improve the learning process by prioritizing on academic competency through study activity and learning output of the student. as the process improvement, the researcher focuses on student learning, so that the lecturer has the role as facilitator only. keywords: academic competency, jigsaw learning, counselor candidate how to cite: permatasari, d. (2017). learning strategy implementation of jigsaw to upgrade the academic competency of counselor candidate. couns-edu: international journal of counseling and education, 2(1): pp. 1118. doi: 10.23916/002017023910 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction first degree (s1) guidance and counseling education program of university of kanjuruhan malang is one of the education institutions on pedagogical force(lptk) under the coach association of university education institution which has capability to think of and intense skill to be source of reference to development and implementation of science, technology, and art in field of guidance and counseling. it can be stated that each education department is required to have competency in each field. according to curriculum center of national education ministry in lasan (2014), competency defined as knowledge, skill, and principle values reflected on the habit of thinking and acting. this statement can be deepened by http://dx.doi.org/10.23916/002017023910 couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu permatasari, d learning strategy implementation of jigsaw to upgrade the academic competency ..|12 indonesian counselor association (iki) | doi: 10.23916/002017023910 referring on the minister regulation of national education number 27/2008; first degree education (scholar) for counselor candidate is carried out to prepare in mastering the counselor competency, specifically on academic competency by applying the rule of learning process for the counselor candidate. the learning process rules for counselor candidate include how the learning process can be performed in order to enable the student acquire various experience, that are (1) acquiring and integrating knowledge, expanding and refining knowledge, applying knowledge meaningfully, (2) acquiring skill of cognitive personalsocial and psychomotoric, and also (3) developing attitude and value attitude on the basis of character building (abkin, 2007). peculiarly, the building of academic competency on counselor candidate needs to be gained through activity degree and student learning output in class. the higher of student activity on learning certainly resulted on the high output. various researches that have been conducted show high correlation between study activity and the output. for the students of guidance and counseling study program who are prepared to be counselor candidates, in elementary schools until senior high schools, certainly they have to possess academic competency which can be developed through their experiences according to the rules of learning for the counselor candidate which afterwards can become basic competency for professional counselor. it means that students not only have comprehensive understanding toward multiple courses, but also have actual experience in their study activity. from several work skill courses, there are courses that prepares the students to have academic competency which expected to be acquired and applied, that are management of guidance and counseling and evaluation guidance and counseling. the substance of these courses are more to mastery of basic theory in the meaning of acquiring and integrating knowledge, expanding and refining knowledge, applying knowledge meaningfully, acquiring skill of cognitive and personalsocial. these courses are also able to create professional counselor that can give service to the counselee. keep in mind that academic competency cannot be aside from aspects of cognitive, affective and psychomotor which become objective achievement standard in conducting guidance and counseling learning process. if these three aspects of bk learning objective can be achieved well, then socially, the counselor candidate able to build solidarity and strong emotional bonding with fellow students at the same year or fellows from other years as the fellow generation of bk education. at the end of study process, the counselor candidates are able to remove their dependences on the lecturer and able to reconstruct their knowledge by themselves correctly and directivity, making decision wisely, having initiative, and capable to innovate (harahap, 2006). on the basis of cognitive aspect, the counselor candidate expected to have capability of synthesis analysis based on strong mastery of theory. nevertheless, in some courses the students don‟t have the capability of synthesis analysis in mastering the basic theory of guidance and counseling yet. it can be seen from the observation conducted by students from the generation of 2015during september until november 2015on some courses. the observation result shows that the skill of synthesis analysis in mastering the basic theory of guidance and counseling is on low level. some gained data that shows the low level of students activities of counselor candidate are (1) too picky in choosing friends as the members of study group,(2) pretend to be nice towards disfavor friends when having interaction, (3) doing the group tasks by dividing based on the number of students and then accomplish them by their own self, put the tasks together without discussing, so that each of them responsible for their own tasks (4) disregard toward friends that giving their opinion or presentation (5) judging friends by their physical appearances only, (6) busy with their own business while the lecturer is explaining the subject in front of the class, (7) the students tend to be passive and quiet when the lecturer is giving question, and (8) students tend to be satisfied quickly with the answers given by fellow students that are giving the material of class presentation. in fact, in the learning process inside the class showed that the active study level occurred on some students. based on the observation of learning process, only around 20-30 % of the students who were active in the course and the rests were quiet, only listened to and scrutinized the explanation from lecturer or friend. moreover, there were some students who busy with their own activity that made them couldn‟t catch up the lecture well, such as talking with their friend next to them or playing with their communication tool. it happened continuously, although the lecturer had motivated and gave them chances to ask, to answer the questions, or to give opinion, thought, ideas to solve problems emerged in couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 learning strategy implementation of jigsaw to upgrade the academic competency of counselor candidate |13 indonesian counselor association (iki) | doi: 10.23916/002017023910 the process of learning. this condition assumed to be occurred also in other courses. based on the observation, some lecturers gradually tried to change their way of lecturing toward the way of learning centered to the students, at least it seen from giving more chances to the students to be more active in the learning process, such as group discussion, task appointment, field survey, and presentation by the students. if this low level of active study cannot be solved quickly, then it would give furthermore consequence on passive students, uncritical, less responsibility, less responsive toward surroundings, easily influenced by the environment and having less social-emotional. it is predicted may cause not optimal competency achievement of university graduates. besides the low level of study, another problem occurs, that is the study output in management and evaluation of guidance and counseling courses. data shows that the average value of the students in that courses are 61-70 or b(2.7).the low level of study and the output study of students cannot be separated from various influencing factors, such as internal factor, which comes from inside the self and external factor which comes from outside the student (biggs & tefler, 1987; winkel, 2007). internal factors that influence the learning activity are attitude, motivation, concentration, intelligence quotient, and emotional quotient. meanwhile, the external factors are learning material, learning source, learning environment, and learning method of the lecturer. in relation with the low competency of student of counselor candidate in learning activity and the learning output, it assumed that the influencing factor came from the method teaching applied by the lecturer. all the time, the teaching method applied is by giving speech(expository), questions and answers, and group discussions (group presentations).although question and answer method was applied, but in fact the questions came more from the lecturer and some active students, while the rests were passive. likewise, in answering the questions, the lecturer was the one who more active. besides that, the lecturer gave less attention and appreciation to the students who were brave and active in giving questions and opinion. on the other side, when a student asked question, instead of giving the answer to the whole class, the lecturer seemed to focus only to the one who asked and ignored the others. this made the learning interaction became two-way interaction (between lecturer and student or viceversa), which became ateacher centered-learning. on the other hand, the interaction expected to occur is multiple way learning interaction, which more student centered. the learning method of teacher centered that applied by lecturer most of the time was a dull method, made them sleepy. therefore, this kind of learning method is less effective to be applied for the students. such kind of condition is very worrying for the students to be maintained as the learning method applied on university. furthermore, it may result in descending competency of counselor candidate student. the learning method that center to the students (students centered) likewise cooperative learning method. cooperative learning is a method of learning in small group. students learn in groups which each group members has different skill. the number of member group consists of four to six students that work together in learning activity. the group is given rewards according to how much each member has learnt (slavin, 2006). theoretically, cooperative learning is viewed to be able to develop academic achievement and nonacademic achievement as well, such as social relation, inter-personal, intra-personal and group cooperation. according to arends (2014), cooperative learning is developed to achieve at least three main objectives; they are academic achievement, tolerance and acceptance to diversity, and development of social skill. marning and lucking (1991) stated that cooperative learning not only giving positive contribution to academic achievement, but also improving social skill and self-esteem of the students. one form of cooperative learning is jigsaw method, which is in this research will examine the implication on the student competency of counselor candidate. on learning method of jigsaw,students learn in groups which consist of students with heterogeneous skill and each of them is responsible for one part of the learning material (arends, 2014). the learning topic is given by the lecturer, meanwhile the students tasks are to study carefully the topic and discuss various material in expert group, then share that material on original group (sharing). aronson, et al (marning and lucking, 1991) through the research concluded that students taught by jigsaw method, became more interested in their friends in same study group than their interest in friends of couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu permatasari, d learning strategy implementation of jigsaw to upgrade the academic competency ..|14 indonesian counselor association (iki) | doi: 10.23916/002017023910 same class which from different study group. by cooperative learning, they became more appreciate to each other and care one another, so that able to improve interpersonal relationship between them. chunyen and song-ling (1999) observed the impact of jigsaw method on academic performance and nonacademic performance of high school students that study natural science. one of the student groups is placed randomly, taught by jigsaw method (experimental group) and other group was taught by traditional method (control group). the result showed that experimental group had higher academic performance, had less prejudice, and improved social relationship compared to the control group. gillies (2003), researched junior high school that learnt to solve the problem, accomplished tasks of mathematics, natural science, and english language in small structured group and unstructured group. 220studentsof 8th grade participated on the research, which conducted in 3 termin. students worked in group consisted of four students, female and male, with heterogeneous skill. the result showed that students who studied in structured group were more cooperative and gave more help to each other when they study in a group compared to students that work in unstructured group. moreover, found that students learned in structured group had strong perception that study in small group was very exhilarating and enabled them to gain opportunity to learn together with good quality. learning strategy of jigsaw is chosen because it has purposes not only to improve academic achievement but also to improve acceptance widely from people with diversified culture, social class, skill and weakness. learning strategy of jigsaw giving opportunity for students from different backgrounds and condition to work together and involved positively. being accustom to social skills is important thing to have as the provisions to development of counselor candidate competency. the competency of counselor candidate the department of national education (depdiknas (2007), on the basis of task context and performance expectancy meant, the comprehensive characteristics of counselor cover academic competency and professional competency as one integrity. academic competency of counselor candidate is scientific basic and arts of conducting professional service on guidance and counseling. the academic competency of counselor candidate in rules of learning process cover the skills of (a) understanding counseli going to be served, (b) mastering the treasures of theoretical, context, principle, procedure, and tools used in conducting the service of guidance and counseling, (c) conducting independent service of guidance and counseling, and (d) developing professionalism as counselor continuously based on values and supportive personal tendency. the building of academic competency of counselor candidate is carried through formal education of grade s-1 in field of guidance and counseling. some efforts to support skill and competency which reflected on attitude and behavior of counselor required for: 1. the requirements of professional counselor candidate not only based on the minimum of education level but also emphasizes on personal requirements such as intelligence, talent, interest and other personal aspects that believed can be supportive to the profession. 2. the determination of education accreditation of counselor candidate and the handout of license or authority for a counselor as letter of credence (credentials) given by profession organization based on national standard needs to be carried out continuously. 3. the arrangement of the course not only emphasize on the course aspects but also has continuity between the courses and the conduction of practical work either in laboratory or in field. 4. giving opportunity to practice and self-evaluation and also its development for the counselor that qualified to profession standardization should be conducted by abkin and institution where the counselor works at. the learning model of jigsaw in university to improve academic competency of counselor candidate learning process that frequently practiced in university nowadays, most of it still applies the learning method of teacher centered, where the delivery form of teaching is one way face to face (speech). when attending course or listening to the speech, the students will meet difficulty in following or comprehending couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 learning strategy implementation of jigsaw to upgrade the academic competency of counselor candidate |15 indonesian counselor association (iki) | doi: 10.23916/002017023910 the essential meaning of learning material, so that their activities are limited only on making notes that the rightness is questionable. the pattern of learning process where the lecturer is active (teacher centered) and the students are passive has low effectiveness, and cannot develop active participation process in learning (depdiknas, 2008). new paradigm of university learning process nowadays views that knowledge as the result of construction or formation of learning person. so that learning is a process to seek for and construct knowledge, actively and specifically. one of the constructive learning applied on university is cooperative learning (depdiknas, 2008). one type of cooperative learning is jigsaw method, which is in this research will examine the implication on skills of interpersonal relationship and group cooperation. on the learning method of jigsaw, students work in group that has heterogeneous skills and each student has the responsibility on one part of material (arends, 2014). firstly, jigsaw was developed and tested by elliot aronson and his friends at texas university, then adapted by slavin and his friends at john hopkins university (arends, 2001). students not only have to learn the material given, but also have to be prepared in teaching that material to the members of the group. therefore, the students are depending on each other and have to work cooperatively to learn the material and task given. in this technique, the lecturer pays attention to schema or students experiences backgrounds and helps them in activating this schema so that the material learning become more meaningful. jigsaw is designed for improving the sense of students responsibility on their own learning process and others learning process too. jigsaw is a model of cooperative learning where students work in small groups consist of 4-6 members in heterogeneously and work together with positive dependence and responsibility on thoroughness part of learning material that has to be learnt and deliver that material to the rest group members (arends, 2014). the conduction steps of jigsaw learning strategy, are as follows: first, the lecturer conveys the course competency that has to be acquired in one term; second, the lecturer forms groups and determines the group representatives in averages; third, the lecturer delivers the subjects or teaching material used according to the determination of group representatives; fourth, each group representative join in expert group; fifth, the students discuss and work through the expert group; sixth, the report to original group to explain the result of discussion in expert group; seventh, the lecturer encourages the group members to ask questions to the presenter and discuss the group work sheet; eighth, stabilizing and making conclusion over the material by the guidance of the lecturer; and ninth, individual evaluation and group rewards. method this research use qualitative approach. the type qualitative research applied is classroom action research. classroom action research is systematic observation, which is conducted by researching teacher, the headmaster, school counselor, or others who have authority to make policy on teaching learning environment to gain information about the school conduction, how they teach, and how good are the students have learnt (mills, 2007). the subject of this research is the students of guidance and counseling department of university of kanjuruhan malang that are studying management of guidance and counseling course on offering b 2015/2016 generation with 36 students. the next are students of evaluation on guidance and counseling course at offering a 2013/2014 generation with 36 students. this research is conducted through several steps, which are introduction study and arranging action plan. the activity of introduction study is conducted to gain sufficient data in order to formulate the needs. the next step is arranging action plan to be carried out in action cycle. the next is conducting the action, observation, and reflection of action result. if the case related to the objective of learning is not achieved, then the revision will be conducted on next cycle. the conduction of action on one cycle covers four steps, which are planning, conducting the action, observation, and reflection. results and discussions the research discovery on each cycle can be seen from the learning process. the learning process is also valued from the student commentary on each ending of the learning process. the research discovery couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu permatasari, d learning strategy implementation of jigsaw to upgrade the academic competency ..|16 indonesian counselor association (iki) | doi: 10.23916/002017023910 on cycle i showed that the indicator defined by the researcher at the beginning plan of the research, cannot be achieved yet by the students. students are just come to „low‟ development of three aspects on academic competency achievement (cognitive, affective, and psychomotoric). the conduction process of learning strategy on the research cycle i was not perfect yet, which was the less comprehension of material concept by the group representative caused the way in delivering the summary of material cannot be comprehended by the original group. then, the rewards of student achievement were given in paper and not deliver them directly. another weakness that obstructed the learning process was that in delivering the material to the group, student tended to read the text and the presenter couldn‟t deliver the material well, so that it made the other members more confused and not comprehend the explanation. it caused the student unable to comprehend three aspects of achievement on academic competency, but the student didn‟t realized that in discussion needed to pay attention on that three aspects of achievement on academic competency. the research discovery on cycle ii showed that, student had „medium‟ development of three aspects on academic competency achievement. it was related to the conduction learning process of jigsaw on cycle ii. according to data collection instrument, the observation and reflection process conducted, showed that jigsaw on cycle ii has been conducted harmoniously and comprehensively. the lack development of three aspect of achievement on academic competency was assumed come from the students that were lack of confidence and conviction in delivering the material to group so that the students appointed each other to give the presentation firstly. besides that, the weakness of this cycle was the students who depended on the conclusion of the material to the lecturer, so that the development of three aspects on academic competency achievement still obstructed. the research discovery on cycle iii showed that, the students were on „high‟ development, which meant that the indicator defined at the beginning of research for three aspects on academic competency achievement of counselor candidate has been achieved. this was an improvement continuously from the result of each research. on cycle iii, the companion lecturer as the researcher conducted the revision strategy applied on the learning process of jigsaw, by giving the material order to group representative, so that at the time of presentation, the original group had already each responsibility according to material order and chose the group leader so that the discussion would run smoothly directed by one in charge and minimalized the conflicts in the group. besides that, they also chose a secretary to make notes and deliver the result of discussion in orderly, so that no more dependence on conclusion explanation to the lecturer. remembering that the tasks of companion lecturer are only to correct the material and give rewards to students achievement in presenting the material with responsibility. it is expected by the decreasing amount of conflicts that imply on effective conduction of, and the development of three aspects on academic competency achievement will increase. this is appropriate with preceding discovery about jigsaw. jigsaw model has two impacts in students, which are instructional impact and side impact. the impacts are on acquiring the concept, positive dependence, group processing, the awareness on diversity, collective leadership, tolerance on differences, and social sensitivity (wibowo, 2010). the applying of this strategy may improve the learning process by emphasizing on academic competency through learning activity and the learning output. as the revision process, the researcher focuses on student learning, so that the lecturer only gives a role as the facilitator. besides that, all students become active and involved in the learning process. meanwhile, as the improvement result, students are able to improve the learning achievement according to three aspects on academic competency achievement. this is strengthened by the research result conducted by wibowo (2010) which stated that student achievement in learning was influenced by jigsaw learning strategy. learning strategy of jigsaw has limitation such as the lecturer is required to prepare the material in written form to be discussed by the group in each course. secondly, it requires the lecturer activity to check the evaluation result and to give commentary to the students individually. third, it is hard to have the conduction in class with large amount of students. fourth, student cannot reveal the full result of selfreflection and the process of learning due to the limitation of language skill in written and communication delivering the material individually. fifth, sometimes the students discuss unrelated material so that couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 learning strategy implementation of jigsaw to upgrade the academic competency of counselor candidate |17 indonesian counselor association (iki) | doi: 10.23916/002017023910 wasting so many times on tiny things at the time of discussion. sixth, the material coverage in each learning process is very limited. seventh, students need sufficient time to discuss with expert group. conclusions class action research takes place in three cycles with the aim to improve academic competency of counselor candidate with three aspects of achievement in the learning process, that are cognitive, affective, and psychomotoric. three aspects of achievement academic competency of counselor candidate also refers to the rules of learning process of counselor candidate that have been defined by abkin cover how to conduct the learning process that enable the students acquire various experience, which are (1) acquiring and integrating knowledge, expanding and refining knowledge, applying knowledge meaningfully, (2) acquiring skill of cognitive, personal-social and psychomotoric, also (3) developing attitude and value attitude on the basis of character building. thus, it can be concluded that the improving of academic competency through learning process is by using jigsaw learning strategy. in improving academic competency through three aspects of achievement is done continuously to reach defined indicators, which are: (1) cognitive, that include student knowledge in recollecting and studying the material content; student comprehension in explaining and concluding the material content; the student application in indicating problems are frequently occurs with school counselor, analyzing and organizing the problems; (2) affective, that include taking the explanation well; giving response to friends who ask questions by giving appropriate answers according to the comprehension and able to discuss it with the group; sharing ideas and considering friends input or opinion; (3) psychomotoric, that include listening other friends opinion well; practicing in making bk program and bk evaluation instrument in groups and individually; practicing the implementation on school; demonstrating what has been practiced in school with the group. the effective jigsaw learning strategy in developing academic competency of counselor candidate is by doing the learning process continuously and well directed. this well directed aspect can be gained by appointing of the students as the group chief that leads and organizes the discussion of the group, then appointing one of them as group secretary in order to make the conclusion of the whole material easily. by applying this strategy students are able to involve actively in the whole process of learning, without conflicts on the order of presentations, so that it may give valuable experience for the students. by choosing the right learning strategy of jigsaw will give positive contribution to improve academic competency of counselor candidate. at the end of the cycle iii, the students are able to improve three aspects of achievement on academic competency of counselor candidate on “high” level, although some students still having difficulties in delivering the material well. acknowledgments we would like to thank to the university student who had participated in the lecturing start from beginning until the end. references arends, r. (2014). learning to teach. mcgraw-hill higher education. asosiasi bimbingan dan konseling indonesia. (2007). penjelasan standar kompetensi konselor indonesia dalam konteks pp nomor 19 tahun 2005. bandung: abkin. biggs, john b. dan tefler, ross. (1987). the process of learning. sidney: prentice hall of australia ltd. chun-yen chang & song-ling mao. (1999). the effects on students‟cognitive achievement when using the cooperative learning method in earth science classroom. school science and mathematics, volume 99. (diakses dari questia media america. inc. www.questia.com). depdiknas. (2007). rambu-rambu penyelenggaraan bk dalam jalur pendidikan formal. jakarta: ditjen pmptk depdiknas. depdiknas. (2008). buku panduan pengembangan kurikulum berbasis kompetensi pendidikan tinggi. jakarta. ditjen dikti depdiknas. http://www.questia.com/ couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu permatasari, d learning strategy implementation of jigsaw to upgrade the academic competency ..|18 indonesian counselor association (iki) | doi: 10.23916/002017023910 gillies, m. r. and ashman, f. a. (2003). an historical review of the use of groups to promote socialization and learning. cooperative learning routledgefalmer: london and new york. harahap, f. (2006). menumbuhkembangkan karakter konselor profesional: menuju tradisi untuk dinilai. paradigma. 25 (1): 9-12. lasan, b. b. (2014). konselor sekolah: tinjauan dan upaya profesionalisasi. um: elang mas. marning, m. l. & lucking, r. (1991). the what, why and how of cooperative learning. social studies, volume 82. (diakses dari questia media america. inc. www.questia.com). mills, g.e. (2007). action research: a guide for the teacher researcher (3th ed.). new jersey: pearson. slavin, r.e. (2006). educational psychology: theory and practice (edisi ke-8). boston: pearson wibowo, l, a. (2010). pengaruh metode cooperative learning teknik jigsaw terhadap prestasi belajar mahasiswa. jurnal upi. (online), 6(17), (http://jurnal.upi.edu/189/view/260/pengaruh-metodecooperativelearning-teknik-jigsaw-terhadap-prestasi-belajar-mahasiswa.html), diakses 2 januari 2017. winkel, ws. (2007). psikologi pengajaran. yogyakarta: media abadi. http://www.questia.com/ couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 70-77 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017026220received on 04/16/2017; revised on 04/29/2017; accepted on 05/15/2017; publishedon: 06/30/2017 70 the indonesian version of irrational beliefs tests in rational emotive behavior therapy: adaptation of irrational beliefs tests maria margaretha*)1 & sri hastuti2 12universitas sanata dharma *)corresponding author, e-mail: rethahd@gmail.com abstract this indonesian version of irrational beliefs test (iv-ibt) measures the irrational thoughts in accordance with the irrational belief’s concept by albert ellis (rational emotive behavior therapy) and is the result from the language and cultural adaptation of irrational beliefs test (ibt; richard garner jones, 1968). there are 10 irrational thoughts contained in ibt namely demand for approval, high self-expectation, blame proneness, frustration reactive, anxious overcome, problem avoidance, dependency, helplessness, perfectionism. ibt consists of 100 items originating from 10 items for each type of irrational thoughts. the ibt adaptation process was conducted using the guidelines for test translations (van de vijver & hambleton, 1996), and further elaborated into four major steps, namely (1) the translation from english into indonesian by an expert in english language and a psychologist, and from indonesian into english by two experts in english language, (2) content validity assessment by three assessors who master the rebt concepts and psychological measurement, (3) dimensionality examination with exploratory factor analysis, (4) empirical testing to obtain the accurate, adequate, and relevant item formulation involving 302 students. the irrational beliefs test consists of 31 items, 10 factors, and is unidimensional (single dimension) in nature. results and discussion are described in the indonesian culture context. keywords:adaptasi tes, irrational beliefs, irrational beliefs test (ibt), rational emotive behavior therapy how to cite:margaretha, m.,& hastuti, s. (2017). the indonesian version of irrational beliefs test in rational emotive behavior therapy: adaptation of irrational beliefs test. couns-edu: international journal of counseling and education, 2(2): pp. 70-77. doi: https://doi.org/10.23916/002017026220 this is an open access article distributed under the creative commonsattribution license, which permits unrestricted use, dis tribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction conducting counseling based on theories and approaches appropriate with counselee’s condition are one competence of a professional counselor who is related to guidance and counseling theoretical and practical frameworks. further, choosing and administering instrument to reveal the actual condition of counselee is one competence of a professional counselor that is related to conceptual and practical mastery of assessment to understand condition, needs and problems of counselee. those professional competencies are described in the regulation of minister of national education no 27 in 2008 about counselor academic qualification and competence standards. rational emotive behavior therapy (rebt) is developed by albert ellis which start edits long journey since rational therapy (1955), rational emotive therapy (1960s), and rational emotive behavior therapy (1990s) is one of the counseling theories orienting on cognition (seligman & reichenberg, 2010; couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 70-77 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017026220received on 04/16/2017; revised on 04/29/2017; accepted on 05/15/2017; publishedon: 06/30/2017 70 the indonesian version of irrational beliefs tests in rational emotive behavior therapy: adaptation of irrational beliefs tests maria margaretha*)1 & sri hastuti2 12universitas sanata dharma *)corresponding author, e-mail: rethahd@gmail.com abstract this indonesian version of irrational beliefs test (iv-ibt) measures the irrational thoughts in accordance with the irrational belief’s concept by albert ellis (rational emotive behavior therapy) and is the result from the language and cultural adaptation of irrational beliefs test (ibt; richard garner jones, 1968). there are 10 irrational thoughts contained in ibt namely demand for approval, high self-expectation, blame proneness, frustration reactive, anxious overcome, problem avoidance, dependency, helplessness, perfectionism. ibt consists of 100 items originating from 10 items for each type of irrational thoughts. the ibt adaptation process was conducted using the guidelines for test translations (van de vijver & hambleton, 1996), and further elaborated into four major steps, namely (1) the translation from english into indonesian by an expert in english language and a psychologist, and from indonesian into english by two experts in english language, (2) content validity assessment by three assessors who master the rebt concepts and psychological measurement, (3) dimensionality examination with exploratory factor analysis, (4) empirical testing to obtain the accurate, adequate, and relevant item formulation involving 302 students. the irrational beliefs test consists of 31 items, 10 factors, and is unidimensional (single dimension) in nature. results and discussion are described in the indonesian culture context. keywords:adaptasi tes, irrational beliefs, irrational beliefs test (ibt), rational emotive behavior therapy how to cite:margaretha, m.,& hastuti, s. (2017). the indonesian version of irrational beliefs test in rational emotive behavior therapy: adaptation of irrational beliefs test. couns-edu: international journal of counseling and education, 2(2): pp. 70-77. doi: https://doi.org/10.23916/002017026220 this is an open access article distributed under the creative commonsattribution license, which permits unrestricted use, dis tribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction conducting counseling based on theories and approaches appropriate with counselee’s condition are one competence of a professional counselor who is related to guidance and counseling theoretical and practical frameworks. further, choosing and administering instrument to reveal the actual condition of counselee is one competence of a professional counselor that is related to conceptual and practical mastery of assessment to understand condition, needs and problems of counselee. those professional competencies are described in the regulation of minister of national education no 27 in 2008 about counselor academic qualification and competence standards. rational emotive behavior therapy (rebt) is developed by albert ellis which start edits long journey since rational therapy (1955), rational emotive therapy (1960s), and rational emotive behavior therapy (1990s) is one of the counseling theories orienting on cognition (seligman & reichenberg, 2010; couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 70-77 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017026220received on 04/16/2017; revised on 04/29/2017; accepted on 05/15/2017; publishedon: 06/30/2017 70 the indonesian version of irrational beliefs tests in rational emotive behavior therapy: adaptation of irrational beliefs tests maria margaretha*)1 & sri hastuti2 12universitas sanata dharma *)corresponding author, e-mail: rethahd@gmail.com abstract this indonesian version of irrational beliefs test (iv-ibt) measures the irrational thoughts in accordance with the irrational belief’s concept by albert ellis (rational emotive behavior therapy) and is the result from the language and cultural adaptation of irrational beliefs test (ibt; richard garner jones, 1968). there are 10 irrational thoughts contained in ibt namely demand for approval, high self-expectation, blame proneness, frustration reactive, anxious overcome, problem avoidance, dependency, helplessness, perfectionism. ibt consists of 100 items originating from 10 items for each type of irrational thoughts. the ibt adaptation process was conducted using the guidelines for test translations (van de vijver & hambleton, 1996), and further elaborated into four major steps, namely (1) the translation from english into indonesian by an expert in english language and a psychologist, and from indonesian into english by two experts in english language, (2) content validity assessment by three assessors who master the rebt concepts and psychological measurement, (3) dimensionality examination with exploratory factor analysis, (4) empirical testing to obtain the accurate, adequate, and relevant item formulation involving 302 students. the irrational beliefs test consists of 31 items, 10 factors, and is unidimensional (single dimension) in nature. results and discussion are described in the indonesian culture context. keywords:adaptasi tes, irrational beliefs, irrational beliefs test (ibt), rational emotive behavior therapy how to cite:margaretha, m.,& hastuti, s. (2017). the indonesian version of irrational beliefs test in rational emotive behavior therapy: adaptation of irrational beliefs test. couns-edu: international journal of counseling and education, 2(2): pp. 70-77. doi: https://doi.org/10.23916/002017026220 this is an open access article distributed under the creative commonsattribution license, which permits unrestricted use, dis tribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction conducting counseling based on theories and approaches appropriate with counselee’s condition are one competence of a professional counselor who is related to guidance and counseling theoretical and practical frameworks. further, choosing and administering instrument to reveal the actual condition of counselee is one competence of a professional counselor that is related to conceptual and practical mastery of assessment to understand condition, needs and problems of counselee. those professional competencies are described in the regulation of minister of national education no 27 in 2008 about counselor academic qualification and competence standards. rational emotive behavior therapy (rebt) is developed by albert ellis which start edits long journey since rational therapy (1955), rational emotive therapy (1960s), and rational emotive behavior therapy (1990s) is one of the counseling theories orienting on cognition (seligman & reichenberg, 2010; couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the indonesian version of irrational beliefs test in rational emotive behavior therapy...| 71 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026220 winkel & sri hastuti, 2012, corey, 2013). ellis proposes that basically human has strong tendency to live rationally, as well as irrationally. therefore, human can think both rationally and irrationally. their rational beliefs were introduced during early childhood in cultural of environment, and they tend to be implanted deeper since man strengthens them with various kinds of excuses. therefore, irrational beliefs become the source of one’s life problems (winkel & sri hastuti, 2012). a man is not disturbed by the event that had happened but by his view of the incident. so, the man disturbs himself with his rigid and extreme thoughts of the event (corey, 2013). in the process of counseling, counselee’s irrational beliefs can be transformed intorational ones through the process of disputing. in line with ellis’ opinion that irrationall beliefs are sources of life problems, there are many irrational belief’s scales based on ellis’ model. bridgesetal. (2010) summarize the irrational beliefs into irrational belief scale (malouff & schutte, 1986), camatta & nagoshi scale (cammata &nagoshi, 1995), child and adolescent scale of irrationality (bernard & laws, 1987), common beliefs survey-iii (bessai, 1977), ellis emotional efficiency inventory (ellis, 1992), evaluative beliefs scale(chadwick, trower, & dagnan, 1999), general attitude and belief scale (di giuseppe, leaf, exner, & robin, 1988), idea inventory (kassinove, crisci, & tiegerman, 1977), irrational beliefs inventory (koopmans, sanderman, timmerman & emmelkamp, 1994), irrational beliefs survey (wason,vassar, plemel, herder, manifold, & anderson,1990),irrationalbeliefstest(jones, 1968),perfectionism cognition inventory (flett, hewitt, blankstein & gray, 1998), rational behavior inventory (shorkey & whiteman, 1977), situational selfstatement and affective state inventory (harrell, chambless, & calhoun,1981), smithirrationalbeliefs inventory (smith, 2002), and survey of personal beliefs (demaria, kassinove,&dill,1989). from the afore mentioned irrational beliefs scales, according to bridgesetal. (2010), irrational belief test (jones, 1968), rational behavior inventory (shorkey & whiteman,1977), and idea inventory (kassinove, crisci, & tiegerman,1977)are the most frequently used and seen in many literatures. irrational beliefs test (jones,1968), specifically, are used for many studies because of its popularity and convenience. some studies used ibt as their search instrument, among others are the influence of foreigners’ irrational beliefs in second language towards class anxiety among students in russia (tittle, 1997), the relationship of ibt and students’ anxiety and academic system in iran (khaledian, 2013), and the relationship of social anxiety, irrational beliefs, and emotional intelligence of students in tehran (kamae & weisani, 2014). based on the author’s observation, there are many studies on the effective ness of rebt in indonesia. some of the studies are on students to reduce cheating habit (hartanto, 2009), on clients with violence behavior and hallucination (sudiatmika, 2011),on drug abusers to reduce anxiety about the future (siburian, karyono, kaloeti, 2010), on the improvement of cognitive and social responses on violence victimclients (putri, keliat, best nasution, 2012), and on students to help them to improve their emotional intelligence (tyas, 2012). from the studies, the author finds many similarities,i.e.(1) there searchers do not report the inventory or irrational beliefs test administered to the subjects to detect their irrational beliefs,(2) the researchers do not report the dispute process to change irrational torational beliefs, and(3) techniques of rebt that a rerelated to changes on effect and behavior. from 2007 to 2016, the author participates as an instructor for education and educational training for teacher (plpg) for guidance and conseling teachers from several districts in central java. in counseling services, as manifested by the teachers, participants of plpg, they conducted an assessment in counseling with only an interview (in take inter view), and even without the use of counseling theories and counseling approaches adequately. further, for teachers who used rebt in their counseling, they never equipt it with the administration of a test or inventory of irrational beliefs in order to obtain more complete information and be more specific about the irrational beliefs owned by counselees. as it is known, the assessment in counseling services aims at getting information about the counselee with systematic ways such as through interviews (in take interview), test and inventory, behavioral observation, and variety of other relevant in formation. therefore, according to the author, test or inventory of irrational beliefs that are appropriate for counselee in indonesian culture needs to be developed. such development can be done by adaptation. the author adapts the language and culture of irrational beliefs test (jones, 1968) into bahasa indonesia. this irrational beliefs test (ibt) use themodel of ellis (jones, 1968; bridgesetal., 2010).the adaptation couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu maria margaretha & sri hastuti the indonesian version of irrational beliefs test in rational emotive behavior therapy...| 72 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026220 produces a test that is appropriate to the indonesian context and given the name of the indonesian version irrational beliefs test (iv-ibt). the indonesian version of irrational beliefs test (iv-ibt) is expected to be used both as an assessment tool in counseling, especially rebt, as well as for research purposes. basic concept of rebt rational-emotive behavior therapy (rebt) is cognitive-oriented counseling approach that emphasizes the linkages between feelings, behavior and beliefs. the rational-emotive behavior therapy (rebt) approach is developed by albert ellis views human beings as individuals who have atendency to think irrationally. in addition, individuals also have the capacity tore-learn to think rationally (seligman & reichenberg, 2010; winkel & sri hastuti, 2012). the main concept of rebt is that almost all emotions and behaviors are the results of beliefs, what is assumed or believed about one self, others, and the world at large. so, what humans believe about their situation-not the situation it self-determines how they feel and behave (froggatt, 2005). rational and irrational beliefs according to albert ellis according to ellis, the individual has three levels of belief’s, i.e. to think about what happened based opon the fact send the evidence, conduct an assessment of the facts and evidences, and confidence in the process of evidence and evaluation (froggatt, 2005). ellis found that the source of emotional issues is irrational belief that can be categorized intofour,namely:(1)demands, the demands or expectations that are not realistic and absolute to events or individuals who canbe identified by words like must, should and better;(2)awfulizing isa way of exaggerating the negative consequences of a situation to the extreme level so that the unfavorable incidence becomes a very painful incident; (3) low frustration tolerance (lft)isacontinuation of the demands of always being in a comfortable condition and reflects intolerance againstd is comfort; (4) global evaluationsofhumanworth,whichisassessing theworth ofoneself and others.thismeansthat individuals can beranked, which implies on assumption that some people are worst or unworthy of another (seligman & reichenberg, 2010; wallen, 1992). ellis formulates 12 irrational ideas or beliefs as follows: 1. the idea that it is a dire necessity for an adult human being to beloved and approved by virtually every significant other person in his community (demand for approval). 2. the idea that one should be thoroughly competent, adequate, and achieving in all possible respects if one is to consider one self-worth while (high self-expectation). 3. the idea that certain people are bad, wicked, or villainous, and that they should be severely blamed and punished for their villainy (blame proneness). 4. the idea that it is awful and catastrophic when things are not the way one would very much like them to be (frustration reactive). 5. the idea that human un happiness is externally caused and that people have little or no ability to control their sorrows and disturbances (emotionalir responsibility). 6. the idea that if something is or maybe dangerous or fear someone should be terribly-concerned about it and should keep dwelling on the possibility of its occurring (anxious over concern). 7. the idea that it is easier to avoid than to face certain life difficulties and self-responsibilities (problem avoidance). 8. the idea that one should be dependent on others and needs someone stronger than one self on whom to rely (dependency). 9. the idea that one's past history is an all important determiner of one's present behavior and that because something once strongly affected one's life, it should in definitely have similar effect (helplessness). 10. the idea that there is invariably a right, precise, and perfect solution to human problems and that it is catastrophic if this perfect solution is not found (perfectionism). irrational beliefs, characterized by an absolute extreme, logically incorrect (wrong), not consistent with reality, and hindering individuals from objectives (maultsby,1984 in seligman & reichenberg, 2010), is a continuum from the specific to the abstract (di giuseppe, 1991,in neenan & dryden,1999). couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the indonesian version of irrational beliefs test in rational emotive behavior therapy...| 73 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026220 abcdefmodelinrebt in the implementation of case handling, rebt adheres to the order of the identification, assessment, disputing, and modifications of irrational beliefs in abcdef model (ellis,1995 in seligman & reichenberg, 2010: 258). abcdef stands for activating event (a), belief (b), consequences (c), dispute (d), effect (e), f (new feeling). activating event (a) is a particular incident or experience that is perceived by the subject in the form of an interpretation of a and form a belief (b) which can be rational or irrational. emotional reaction and behavior (consequences) are the result of a rational mind which can be a reason able feeling. however, un reason able feeling and adaptive or non-adaptive behaviors can occur as a result of irrational beliefs. dispute is the application of methods to help counselee to challenge irrational beliefs. dispute consists of three components, namely detecting (invention), debating (debate), and discriminating (distinction between irrational with rational beliefs). dispute is to lead to effect (effects). effect is a new philosophy that includes practical aspects and belief system changes: from irrational becomes rational. f (new feeling) describes feelings and behaviors that are new as a result of effective rational beliefs (corey, 2013; seligman & reichenberg, 2010; winkel & sri hastuti, 2012). irrational beliefs test (ibt) jones (1968) develops a test, irrational beliefs test (ibt), which is valid and reliable based on ellis’ concept to measure the extent of a person’s irrational beliefs. ibt consists often separated scales that measure the specific irrational thinking in it seach scale.there are ten items in each scale so that the total numberis 100 items.the following are examples of items within each scale: 1. “it is important to me that others approve of me”(demands for approval) 2. “i hate to fail at anything” (high self-expectation) 3. “peoplewhodowrongdeservewhat they get”(blame proneness) 4. “frustration do not upset me“(frustration reactive). 5. “i cause my own moods” (emotional irresponsibility). 6. “i have a fear of something’s that often bother me”(anxious over concern). 7. i avoid facing my problems” (problem avoidance). 8. “every one needs someone they can depend on for help and advice”(dependency). 9. “it is almost impossible to over come the influence over the past”(helplessness). 10. “there is a right way to do everything”(perfectionism). this scale is in likert scale with five responses for each item,i.e. strongly disagree, moderately disagree, neither agree or disagree, moderately agree, and strongly agree. ibt provides both individual scale and total scores. method this test adaptation follows the guide lines for test translations (van de vijver & hambleton, 1996) and is conducted information stages, which will be described below. 1. translation process. this translation process aims to produce formulation of items appropriate to the context or culture of indonesia. this process follows the stages as follows: (1) two translators (an english expert and a psychologist) separately translated ibt into indonesia version, (2) both translations were assessed in terms of the equivalence by a panel of a psychologist and an expert of counseling who master english well, (3) ibt in bahasa indonesia version was then retranslated separately by two english linguistics experts,(4) the back translation results were compared with the original ibt by a panel, (5) conducting pilot study which involved 15 respondents to find out what problems emerging when the respondents worked on the ibt in bahasa indonesia 2. content validity assessment. three raters who understand the concept of rebt and psychological scales were involved to assess the relevancy of each item with the observed constructs. the assessment was measured with content-item validity index (ivi-i) minimum= 0.78 (lynn, 1986, in supratiknya, 2016) and content-scale validity index (ivi-s/r) minimum = 0.90 (polit & beck, 2006 in supratiknya, 2016). for ivi-i less than 0.78, the items were revised. couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu maria margaretha & sri hastuti the indonesian version of irrational beliefs test in rational emotive behavior therapy...| 74 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026220 3. scale measurement dimensionality with exploratory factor analysis. the psychology measurement dimensionality is the measurement’s factor structure, i.e. the total and visibility of variables revealed in the items. this scale data dimensionality involved 302 students ranging between 18-24 years old. in detail, the steps of exploratoric factor analysis were as follows (supratiknya, 2016): (1) determining the data feasibility to be the subject of factor analysis by means of sample size and kaiser-meyer-olkin (kmo) sample feasibility or bartlett sphericity test with index of ≥0.50 and significances of p<0,05.in the anti-image, the correlation was≥ 0.50, (2) conducting factor extraction by using principal axis factoring (paf) to identify or to find a variety of latent constructs under lying the measured variables. 4. empirical test to get items that are appropriate, adequate, and relevant. this empirical test was still included in exploratoric stages to (1) determine the number of factors using kaiser and scree test criteria with “eigenvalue >1”,(2) conduct factor rotation to maximize high item loading as well as low item loading, (3) conduct interpretation by determining which items that form a factor. traditionally, a factor should be formed by at least twoor three items.the process of naming was subjective, theoretical, and inductive byre lying on the author’s assessment result on commonth read of items content that form each factor (williams, 2010 as cited in supratiknya, 2016). results and discussions the result of ivi-i index was 0.66-1.00. eight of 100 items have the index = 0.66, mean while the rest was 1.00. for items with index = 0,66, they were revised. mean while the measurement of ivi-s/r on this scale was 96,8: 100=0,96. it means that the scale is good. the factor’s extraction was done three times with the following results: table 1 factors extraction result factor extraxtion, thn item kmo signdegree (p) correlation among items (anti image) 1 100 0.693 0.00 98 items ranin 0.50-0.75 2 98 0.702 0.00 34 items ranging 0.50-0.80 3 34 0718 0.00 0.52-0.82 the third factor extraction resulted in 11 factors. however, the eleventh factors have correlation value of -0.217, so the factors should be deleted. the other ten factors correlated to one another with 32 items ranging from 0.06-0.320. this data showed that the scale’s items are unidimensional. it means that the scale reveals the same single psychological dimension that is irrational beliefs. in the item analysis measurement, among 34 items, there were two items with r it of ≤ 0.190. meanwhile the other items r it was ranging from 0.192-0.363 (r it ≥ 0.190 as the margin). thus, the end result of the factor analysis and item analysis were 31 items with 10 factors. the reliability test with cronbach alpha technique produced reliability coefficient of 0.701. the ten factors were (1) excessive worry, (2) excessive selfconfidence, (3) dependency to others, (4) a sense of helplessness, (5) avoiding responsibility, (6) demand to be accepted, (7) demand to comply with norms, (8) idea of horrible life, (9) emotionally irresponsible, (10) inability to overcome problems. table 2 the indonesian version of irrational beliefs test (iv-ibt) no factor’s name irrational beliefs content and number of item 1 excessive worry high self-expectation (1), anxious over concern (3), frustration reactive (1) 2 excessive selfconfidence frustration reactive(1), emotional irresponsibility (1), demand for approval (1), high selfexpectation (1) 3 dependency to others depedency(3) 4 a sense helplessness helplessness (2), perfectionism (1) couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the indonesian version of irrational beliefs test in rational emotive behavior therapy...| 75 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026220 5 avoiding responsibility problemavoidance(3), blame proneness (1) 6 demand to be accepted demandof approval (2) 7 demand to comply with norms blameproneness(1), perfectionism (1) 8 idea of horrible life high selfexpectations(1),blame proneness (1), frustation reactive(1), blameproneness (1) 9 emotionally irresponsible emotional irresponsibility (2) 10 in ability to overcome problems helpessness (1), high self-expectations (1) the adaption into indonesian version of irrational beliefs test; iv-ibt was meant to obtain a relatively standard irrational beliefs scale which can be used as an assessment tool in rebt counseling, other than for the purpose of research in the field of counseling. as an assessment tool, the indonesian version of irrational beliefs test (iv-ibt) could be used to identify irrational beliefs emerging and how strong the beliefs are. in the abcdef model, in general, a counselor helps the counselee to realize irrational thoughts (beliefs) through interviews with various supportive counseling verbal techniques. to further ensuring what irrational beliefs emerging and how strong they are,the counselor cangive the counselee the indonesian version of irrational beliefs test.(iv-ibt)the result is then used as acomplement to the out come of the interview. thus, the process of disputing conducted by counselors is on target. the factors resulting from the indonesian version irrational beliefs test; iv-ibt as shown in table 2 above are interesting tobe examined. depending on others (dependency), demand tobe accepted (demand of approval) and being not dependent emotionally (emotional irresponsibility) are formed by items like the original version, as well as a sense of helplessness (helplessness) and avoiding responsibility (problem avoidance) are also pre-dominantly shaped by items of helplessness and the problem avoidance of the original version. it means that there are some items that clearly reflect the irrational beliefs of indonesian people. however, among the three irrational beliefs, dependency is strongly visible.the items only form and appear in the dependency factor and no other dependency item’s factor were absorbed in other factors.the followings are the three items from dependency factor: (1)“everyone needs someone they can depend on for help and advice”,(2)“it ry to consult an authority on important decisions.”, and (3) “people need a source of strength outside themselves”. it means that the irrational belief of indonesian people is the ones supposed to depend on others and require others who are stronger than them self to rely on. although the items of demand of approval are absorbed also on other factors,but the demand of approval formed from the two items as the original version can be categorized as strong as well. both items forming demand of approval are “it is important to me that others approve of me”, and “i want everyone to like me”.this illustrates that the indonesian people have a tendencyto demand others unrealistically to accept or like themselves.if this does not happen then life will be seen as a disaster. similarly, items of emotional irresponsibility are also absorbed on other factors. however, emotional irresponsibility is formed from two items from the original version. both items are “people are disturbed not by situations but by the view they take of them” and “i cause my own moods”. both items reflect that people got distracted by them self. emotional irresponsibility is an idea that an individual does not have or lack of the ability to control problems that cause sadness and unhappy life. because their unhappiness is caused by factors outside them self. the helplessness factor is clearly visible on items: (1) “it is almost impossible to overcome the influence’s of the past,”(2)“just because something once strongly affects your life doesn't mean it needs to do so in the future”, and (3) “there is seldom an easy way out of life's difficulties”. it reflects that indonesian people are more likely to focus on the circumstances in the unhappy events or difficult circumstances in the past as the source of helplessness now. the influence over the past is very strong in the formation of helplessness in the present so that people constantly feel worse. couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu maria margaretha & sri hastuti the indonesian version of irrational beliefs test in rational emotive behavior therapy...| 76 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026220 a voiding responsibility factor is very clear from these items: (1)“i usually put off importance decisions,”(2)“i try to go ahead and get irk some tasks behind me when they come up”, and(3)“too many evil persons escape the punishment they deserve”. avoiding responsibility for indonesian people tends to materialize in terms of procrastination and ignoring tedious tasks. while for the other factors, apart from the five factors already described above, are formed from various irrational beliefs items of the original version. it reflects the dynamic relationship and tends tobe strong on those items to form an irrational belief factor for indonesian people. conclusions from the 100 items of indonesian version of ibt from 10 scales of irrational beliefs, there are 31 items (31%) and10 factors as the adaptation of ibt which are named the indonesian version of irrational beliefs test (iv-ibt). fiveoutoftenfactors ofirrational beliefs in the indonesian version of irrational beliefs test (iv-ibt) are strongly formed from items from ibt scale version,i.e. dependency, demand of approval, emotional irresponsibility, helplessness, and problem avoidance. mean while, the other five factors are formed from dynamic relationship from items in various scales of the original version. the indonesian version of irrational beliefs test (iv-ibt) is intended tobe a counseling assessment tool based on rational emotive therapy behavior approach to identify the appearance of irrational belief’s of the counselee meticulously. from the accuracy of irrational beliefs tendency detection, the disputing process could be focused on the beliefs. therefore, rebt counseling is expected tobe more effective. acknowledgments this article is the research result of competitive grant research that is funded by the directorate of research and community services, ministry of research, technology and higher education in 2016. this research on irrational beliefs test (ibt) adaptation into the indonesian version of irrational beliefs test involves various parties.prof. a. supratiknya, ph.d. (lecturer at sanata dharma university, yogyakarta) as a member of the research team, expert in drafting the psychological scale as well as the translator of irrational beliefs test into indonesian in the irrational beliefs test adaptation process. y.b. gunawan, ma (lecturer at sanata dharma university, yogyakarta) english linguist who translated the irrational beliefs test into indonesian in the irrational beliefs test adaptation process. fidelis chosa k, m. hum (lecturer at sanata dharma university, yogyakarta) expert in english language who translated the irrational beliefs test into english in the back translation process. patricia angelina lasut, m.hum (lecturer at sanata dharma university, yogyakarta) expert in english language who translated the irrational beliefs test into english in the back translation process, as well as the editor of the english language. dr. hongki julie, m.si (lecturer at sanata dharma university, yogyakarta), an expert in statistics as well as the consultant of factor analysis statistical technique. erni kristi cahyaningsih, s.pd, an alumnus of guidance and counseling study program, sanata dharma university, yogyakarta, and clara vania, l. puji noviani, f. gesta cahyaningtyas, students of guidance and counseling study program, sanata dharma university, yogyakarta, as the field task force that was in command of collecting and processing the data. references bridges, k,r & harnish,r.j. (2010). role of irrational beliefs in depression and anxiety: a review. health, 2 (8), 862-877. corey,gerald. (2013). theory and practice of counseling and psychotherapy. belmont: broks/cole. froggatt,wayne. (2005). abrief introduction to rational emotive behaviour therapy. from www.rational.org.nz/prof-docs/intro hambleton,r.k.. (2001). the next generation of the itc test translation and adaptation guideline. european journal of psychological assessment,164-172. couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the indonesian version of irrational beliefs test in rational emotive behavior therapy...| 77 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026220 hartanto,d. (2009). penggunaan rebt untuk mereduksi perilaku menyontek pada siswa sekolah menengah, article. international test commission, international commission guide lines for translating and adaptation test version (2010). jones,r. gardner. (1968). a factor measured of ellis’ irrational belief system with personality and maladjustment correlate. dissertation, texas technological college. kamae,a., & weisani, m.(2014). the relationship between social anxiety irrational beliefs and emotional intelligence with homesickness in dormitory students of tehran university. indian journal of fundamental and applied science, 4 (1), 285-292. khaledian, m., saghafi, f., moradi, s., & khairkhah, z. (2013). investigating the relationship of irrational beliefs with anxiety and their effect in two different academic systems in iran (under graduate collage students of payam nour university and islamic azad university). journal of international research journal of applied and basic sciences, 4(5), 1185-1191. lhor,j.m. & bonge,d. (1982). the factorial validity of their rational beliefs test:a psychometric investigation. cognitive therapy and research, 6 (2), 225-230. couns-edu the international journal of counseling and education vol.7, no.1, 2022, pp. 21-26 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210636530 received on 12/23/2021; revised on 01/26/2022; accepted on 02/18/2022; published on:03/15/2022 21 strengthening lecturer competence with the job-embedded professional development (jepd) model: a solution for dealing with education in the era of 5.0 and the metaverse shopyan jepri kurniawan 1 , dominikus david biondi situmorang 2 , ifdil ifdil *)3 1department of guidance and counseling, universitas negeri yogyakarta, indonesia, 2department of guidance and counseling, atma jaya catholic university of indonesia, 3universitas negeri padang, indonesia *)corresponding author, e-mail: ifdil@konselor.org abstract the purpose of this study is to provide references related to the model of lecturers' pedagogic competence development in higher education. pedagogic competence is fundamental in education. this is because pedagogic competence is one of the important factors in teaching. pedagogic competence relates to how a lecturer can provide teaching that is not monotonous, fun, creative and meaningful and uses various types of media, especially in the era of 5.0 and the metaverse. keywords: lecturer, higher education, pedagogical competence, job-embedded professional development, cyberpsychology how to cite: kurniawan, s., situmorang, d., & ifdil, i. (2021). strengthening lecturer competence with the job-embedded professional development (jepd) model: a solution for dealing with education in the era of 5.0 and the metaverse. couns-edu: the international journal of counseling and education, 7(1). doi:http://dx.doi.org/10.23916/0020210636530 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction the global situation makes life more competitive and opens up opportunities for humans to achieve a better status and level of life (situmorang, 2021; situmorang & salim, 2021). one way is through the education process, which is the capital for humans in maintaining their civilization, which has set humans up for success, and also failed to implement it in everyday life (cut fitriani & usman, 2017). it is undeniable that the education process, lecturers are still the key in the delivery of higher education. this is because the success of education is shaped by the quality of lecturers (akindutire & ekundayo, 2012). as a profession that is very close to students and a profession that is always there to develop students' potential, lecturers are considered to need to continue to optimize their performance. the quality of students is the result of a quality education (hartini, bhakti, hartanto, & ghiffari, 2018), especially in this era of 5.0 and the metaverse (ifdil et al., 2022; pokhrel & chhetri, 2021). this is also stated in law number 20 of 2003 concerning the national education system of indonesia, law number 14 of 2005 concerning teachers and lecturers and government regulation number 19 of 2005 concerning national education standards stating that lecturers are professional educators(undang-undang, 2003). in addition, it is stated that educators are professionals who are responsible for planning and implementing the learning process, assessing learning outcomes, coaching and training as well as conducting research and community service. based on this law, lecturers are expected to be able to improve learning in the classroom and create superior students (hakim, 2015). learning in the classroom is inseparable from the pedagogic competence http://dx.doi.org/10.23916/0020210636530 couns-edu  vol.7, no.1, 2022 available online: http://journal.konselor.or.id/index.php/counsedu kurniawan, s. j., et al. strengthening lecturer competence with the job-embedded … | 22 indonesian counselor association (iki) | doi: 10.23916/0020210636530 of the lecturer. lecturers who have pedagogical competence will be able to determine what steps and teaching methods are most appropriate and give meaning to students (pantić & wubbels, 2012). however, the teacher competency examination (ukg) 2019 results for the pedagogical field were only 50.43 on average, which is still below the minimum competency standard of 55, while for the province that got the highest score, di yogyakarta, which got an average score of 62,99 (neraca pendidikan daerah). this shows that the pedagogic ability of lecturers from year to year still has not experienced a significant increase. of course, these results indicate that there are still many lecturers who use monotonous learning methods such as lectures. the learning method is less effective if it is used in a class with a large number of students, because some of them will pay less attention to the lecturers' speech, they are less than optimal in supervising students and talking to their own friends. thus, this pedagogic competence is considered necessary to optimize the teaching ability of lecturers (ismail, & ichwan, 2008). therefore, the importance of increasing lecturers competence is supported by the times, especially in the digital era that continues to move quickly, they must be able to improve their competencies. one of them is the job-embedded professional development (jepd) model. this is similarly reinforced by pritchard and marshall (2002) that effective professional development is considered to be the cornerstone of successful school improvement as it builds the capacity of lecturers to address various issues and concerns. the two most common national professional development models are the external expert model (eem) and the jepd (strieker et al., 2012). the authors therefore assume that lecturers' development can use the jepd model. this has even been proven. over the last 15 years, the focus of professional development has shifted from relying on external experts who offer one-time workshops to a more jepd model where learning and implementation are interrelated in the long run. research on professional learning consistently reveals that for lecturers to properly apply new learning, they need professional development opportunities that incorporate several key factors: (1) ongoing emotional and technical support at the classroom level (2) a forum used to articulate and understand their beliefs, and how those beliefs affect daily practice; and (3) student-focused professional learning (strieker et al., 2012). method the research conducted is qualitative research and data collection is carried out with the aim of designing and providing solutions/advocacy. the data collection technique was carried out through a literature study. literature study was conducted to provide reinforcement to the issues raised in this paper. research that uses literature studies is supported to be a complete source of information for qualitative research (savin-baden & major, 2013). the instrument used is a documentation study, namely by documenting journals, books, proceedings, or other related documents to develop writing in scientific publications. results and discussions pedagogic competence pedagogic competence is one type of competence that absolutely needs to be mastered by lecturers. pedagogic competence is basically the teacher's ability to manage student learning. pedagogic competence is a distinctive competence, which will distinguish lecturers from other professions and will determine the level of success of the learning process and outcomes of their students. this competency is not obtained suddenly but through continuous and systematic learning efforts, both during the pre-service period (lecturer's candidate education) and during the position, which is supported by the talents, interests and other lecturer potential of each individual concerned. teaching and pedagogical skills, i.e. the acquisition of the techniques necessary to save time and resources for the more important aspects of their work and knowledge of theoretical principles and research data leading to a wide variety of techniques and strategies that lecturers can choose and develop according to circumstances (beyer, 2002). the aspects of lecturers pedagogical competence are as follows (penyusun, 2011): 1. mastering the characteristics of students. lecturers are able to record and use information about the characteristics of students to help the learning process. these characteristics are related to couns-edu  the international journal of counseling and education vol.7, no.1, 2022 strengthening lecturer competence with the job-embedded … | 23 indonesian counselor association (iki) | doi: 10.23916/0020210636530 aspects of physical, intellectual, social, emotional, moral, spiritual, and socio-cultural backgrounds. 2. mastering learning theory and educational learning principles. lecturers are able to determine various approaches, strategies, methods, and learning techniques that educate creatively in accordance with lecturer competency standards. lecturers are able to adjust learning methods according to the characteristics of students and motivate them to learn. 3. curriculum development. lecturers are able to develop syllabus according to the most important objectives of the curriculum and use lesson plans according to the objectives and learning environment. they are able to select, compile, and organize learning materials according to the needs of students. 4. educational learning activities. lecturers are able to develop and implement a complete educational lesson plan. they are able to carry out learning activities according to the needs of students. they are able to compile and use various learning materials and learning resources according to the characteristics of students. if relevant, lecturers use information and communication technology (ict) for learning purposes. 5. development of the potential of students. lecturers are able to analyze the learning potential of each student and identify the potential development of students through learning programs that support students to actualize their academic potential, personality, and creativity until there is clear evidence that students are actualizing their potential. 6. communication with students. lecturers are able to communicate effectively, empathically and politely with students and are enthusiastic and positive. lecturers are able to provide complete and relevant responses to students' comments or questions. 7. assessment and evaluation. lecturers are able to carry out assessments of learning processes and outcomes on an ongoing basis. they evaluate the effectiveness of the learning process and outcomes and use the information from the assessment and evaluation results to design remedial and enrichment programs. they are able to use the results of assessment analysis in the learning process. jepd competency development model over the past 3 decades researchers have presented evidence that traditional forms of professional development are not effective in changing lecturers practices and student learning (darling-hammond & richardson, 2009). so, they can no longer expect teachers to return to class from sit-down workshops, conferences, or any form of training and implement newly learned strategies without the opportunity for follow-up support. zepeda (2012) agrees, “attending professional learning is more than just setting up for professional development to occur on a given day”. this type of professional development is counterproductive to what we know about how lecturers learn. lecturers must follow the development of science and technology so as not to be out of date. therefore, it is necessary to continuously foster and develop efforts to improve lecturer professionalism. therefore, the jepd model requires them to always be up to date with various lessons that are able to help students and lecturers themselves to learn on the spot (cavazos, linan-thompson, & ortiz, 2018). in addition, the jepd model itself is not in the form of a time-limited session, but it can be carried out continuously and continuously asserts that embedded learning must be relevant to the work needs of adults, text-based work settings and linked to specific student learning outcomes (croft, coggshall, dolan, & powers, 2010). zepeda (2012) noted that work-embedded learning occurs more easily when the opportunities for such learning will be efficient and relevant. work-embedded learning is rooted in the professional development of research lecturers. according to the national comprehensive center for teacher development, jepd for lecturers is defined as schoolbased or classroom-based learning that is based on everyday teaching practices and is intended to enhance teachers' teaching skills for the purpose of enhancing student learning (hirsch, 2009). the mid-atlantic comprehensive center and the national staff development council suggest that work-attached learning can take place in a variety of situations, including in class with current students (real time), in class (away from students), and shortly before or after instruction from students (croft et al., 2010). this shows that jepd is meant to be dynamic in its efforts to provide education. for knowledge, practice and learning styles best suited to individuals and settings. couns-edu  vol.7, no.1, 2022 available online: http://journal.konselor.or.id/index.php/counsedu kurniawan, s. j., et al. strengthening lecturer competence with the job-embedded … | 24 indonesian counselor association (iki) | doi: 10.23916/0020210636530 table 1. differences between the traditional professional model and the jepd model things traditional professional model jepd feature individual lecturers grade general knowledge, skills, and teaching competencies, and introduce new instruction models or methodologies. student learning levels help lecturers with specific teaching problems they face. location mostly off site. on site. intensity single-session or short-session. long-term and sustainable. general format of professional development workshops, seminars, conferences. study circles, research practitioners, research projects. content for this program is professional development various knowledge and skills of teachers & counselors must be known and able to do specific problems, new approaches to teaching. student thinking and learning (checking student work), teaching problems. research related to this model joyce & showers (1995), loucks-horsley, hewson, love, & stiles (1998). ball & cohen (1999), little, gearheart, kari, & kafka (2003). there are steps that can be taken with the jepd model in the learning process, including (cavazos et al., 2018): 1. development on a specific topic by modeling guided practice in learning. 2. recorded from the learning model to be reviewed again in the meeting. 3. class observations are carried out every week from the strategy that the lecturers have just learned. 4. provide written and oral feedback with other lecturers. 5. documented with various types of instruments. so there are several indicators as a measure of success in implementing the jepd model in learning in the era of 5.0 and the metaverse: table 2. indicators and benchmark results of the jepd model indicators results 1. building based on learning goals and objectives and developed throughout the career with the requirements of lecturers certification. a. develop individual plans by identifying needs and improving students. b. support the implementation consistently supported by research and practice. c. completing lecturers certification through continuous learning for educators. 2. in line with the law, the national education system is equipped with standards for content and student growth. a. align improvement plans with students' adult content and performance standards to improve student work performance and proficiency. 3. involve personnel in improving and identifying learning objectives, designing learning opportunities and evaluating workplace learning and student growth. a. utilize various types of evidence and data for decision making. b. design and provide professional learning consistent with data analysis. c. evaluate and reflect on the effectiveness of professional learning on job performance and student proficiency and growth. d. support continuous improvement of processes. indicators results couns-edu  the international journal of counseling and education vol.7, no.1, 2022 strengthening lecturer competence with the job-embedded … | 25 indonesian counselor association (iki) | doi: 10.23916/0020210636530 4. facilitating sustainable, collaborative, professional embedded work (jepd) to participate in communities of practice. a. create conditions to support ongoing collaborative, professional engagement in learning work for continuous improvement. b. engage in professionally embedded work learning to build collective responsibility for job performance and student proficiency and growth. 5. provide continuous learning to support sustaining the transfer of new knowledge and skills to the workplace. a. engage and provide opportunities for feedback and reflection to support the transfer of knowledge and skills into practice as part of continuing professional learning. b. share knowledge, skills and resources gained from professional learning to improve and maintain job performance and student proficiency and growth. 6. provide increased opportunities among stakeholder organizations for collaboration and collective support for the learning of children, youth and adults. a. collaborate regularly with education stakeholders and organizations to support professional learning to improve student job performance and proficiency and growth. b. assign collective responsibility for leadership in supporting professional learning to improve job performance and student proficiency and growth. 7. utilize and utilize the necessary resources for professional continuing learning, ensuring that it is local. a. support the use of resources to maintain continuous professional learning b. collaborate with stakeholders to identify and provide resources. c. align resources to support continuing professional learning. conclusions based on the literature study discussed above, the jepd model has the advantages of continuing education and direct evaluation without time limit to help strengthen the pedagogic competence of lecturers in the era of 5.0 and the metaverse. this is very useful for the purpose of providing solutions/advocacy so that pedagogic competencies can be continuously developed, so that effective and optimal education can be realized references akindutire, i. o., & ekundayo, h. t. (2012). teacher education in a democratic nigeria: challenges and the way forward. educational research, 3(5), 429-435. cohen, d. k., & ball, d. l. (1999). instruction, capacity, and improvement. beyer, l. e. (2002). the politics of standards and the education of teachers. international journal of phytoremediation, 21(1), 305–316. https://doi.org/10.1080/1047621022000023280 cavazos, l., linan-thompson, s., & ortiz, a. (2018). job-embedded professional development for teachers of english learners: preventing literacy difficulties through effective core instruction. teacher education and special education: the journal of the teacher education division of the council for exceptional children, 41(3), 203–214. croft, a., coggshall, j. g., dolan, m., & powers, e. (2010). job-embedded professional development: couns-edu  vol.7, no.1, 2022 available online: http://journal.konselor.or.id/index.php/counsedu kurniawan, s. j., et al. strengthening lecturer competence with the job-embedded … | 26 indonesian counselor association (iki) | doi: 10.23916/0020210636530 what it is, who is responsible, and how to get it done well. issue brief. national comprehensive center for teacher quality. cut fitriani, m. a., & usman, n. (2017). kompetensi profesional guru dalam pengelolaan pembelajaran di mts muhammadiyah banda aceh. jurnal administrasi pendidikan: program pascasarjana unsyiah, 5(2). darling-hammond, l., & richardson, n. (2009). darling-hammond, linda, and nikole richardson," teacher learning: what matters?" educational leadership, 66 (february, 2009), 46-53. https://stars.library.ucf.edu/cirs/3448/ hakim, a. (2015). contribution of competence teacher (pedagogical, personality, professional competence and social) on the performance of learning. the international journal of engineering and science, 4(2), 1-12. hartini, s., bhakti, c. p., hartanto, d., & ghiffari, m. a. n. (2018). teacher pedagogic competency development model: a literature review. in the 5th asia pacific education conference (aecon 2018). hirsch, e. (2009). the making of americans: democracy and our schools. ifdil, i., situmorang, d. d. b., firman, f., zola, n., rangka, i. b., & fadli, r. p. (2022). virtual reality in metaverse for future mental health-helping profession: an alternative solution to the mental health challenges of the covid-19 pandemic. journal of public health. ismail, s. m., & ichwan, m. n. (2008). strategi pembelajaran agama islam berbasis paikem (pembelajaran aktif, inovatif, kreatif, efektif, dan menyenangkan). rasail media group. joyce, b., & showers, b. (1995). student achievement through staff development. new york: longman. little, j. w., gearhart, m., curry, m., & kafka, j. (2003). looking at student work for teacher learning, teacher community, and school reform. phi delta kappan, 85(3), 184-192. loucks-horsley, s., hewson, p., love, n., & stiles, k. (1998). ideas that work: mathematical professional development. columbus, oh: eisenhower national clearinghouse. neraca pendidikan daerah. retrieved from https://npd.kemdikbud.go.id/?appid=ukg pantić, n., & wubbels, t. (2012). competence-based teacher education: a change from didaktik to curriculum culture? journal of curriculum studies, 44(1), 61–87. penyusun, t. (2011). pedoman pelaksanaan penilaian kinerja guru (pk guru). pokhrel, s., & chhetri, r. (2021). a literature review on impact of covid-19 pandemic on teaching and learning. higher education for the future, 8(1), 133-141. pritchard, r. j., & marshall, j. c. (2002). professional development in “healthy” vs. “unhealthy” districts: top 10 characteristics based on research. school leadership and management, 22(2), 113–141. savin-baden, m., & major, c. h. (2013). qualititative research: the essential guide to theory and practice. qualitative research: the essential guide to theory and practice. routledge. situmorang, d. d. b. (2021). indonesia is already in a state of „herd stupidity‟: is it a slump?. journal of public health (oxford, england), fdab340. https://doi.org/10.1093/pubmed/fdab340 situmorang, d. d. b., & salim, r. m. a. (2021). perceived parenting styles, thinking styles, and gender on the career decision self-efficacy of adolescents: how & why?. heliyon, 7(3), e06430. https://doi.org/10.1016/j.heliyon.2021.e06430 strieker, t., logan, k., & kuhel, k. (2012). effects of job-embedded professional development on inclusion of students with disabilities in content area classrooms: results of a three-year study. international journal of inclusive education, 16(10), 1047–1065. https://doi.org/10.1080/13603116.2010.538868 undang-undang, r. i. no. 20 tahun 2003 tentang s. p. n. (2003). no. 20 tahun 2003 tentang sistem pendidikan nasional. citra umbara. zepeda, s. (2012). professional development: what works.nyms. https://npd.kemdikbud.go.id/?appid=ukg couns-edu the international journal of counseling and education vol.5, no.4, 2020, pp. 216-223 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020200540840 received on 20/09/2020; revised on 26/10/2020; accepted on 21/11/2020; publishedon: 29/12/2020 216 systematic review of the literature on islamic religious education design in indonesia: the role of parents in islamic religious education nurhasnawati nurhasnawati 1*) , alwizar alwizar 1 , syafaruddin syafaruddin 1 , darmawati darmawati 1 , m. fahli zatrahadi 1 , istiqomah istiqomah 2 1universitas islam negeri sultan syarif kasim riau, indonesia,2 universitas islam negeri sunan kalijaga, yogyakarta, indonesia *)corresponding author, e-mail: nurhasnawati@uin-suska.ac.id abstract the majority of islamic religious education institutions still segregate themselves from public education. the purpose of this study is to analyze the design of islamic religious education in indonesia. research methods utilizing the systematic literature review (slr) refer to methods for finding, judging, and interpreting all available literature related to the formulation of problems or areas of topics studied. nvivo software was used to help analyze the research data. there are 72 documents discussing the design of islamic education. however, after screening according to the criteria, there are only 10 documents left that are then analyzed. document data is obtained through a dimensional database. research results show that there are four main themes that have the most potential in the discussion of islamic education design. the four sub-themes include integration of islamic values in the education system, shift of the islamic education paradigm, hadith concept in islamic religious education, and the role of parents in islamic religious education. this is related to the design of islamic religious education in indonesia. keywords: islamic religion education, globalization, modernization, educational design how to cite: nurhasnawati, n., alwizar, a., syafaruddin, s., darmawati , d., mfz, m. f. z., hkm, h. w., & isq, i. (2020). systematic review of the literature on islamic religious education design in indonesia: the role of parents in islamic religious education. couns-edu: the international journal of counseling and education, 5(4), 216–223. https://doi.org/10.23916/0020200540840 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2020 by author. introduction focusing on islamic religious education is important for the indonesian country as a whole because it helps shape its character and identity (hendayani, 2019; khoiruddin & sholekah, 2019; muliadi, 2012; rasyid, 2016; yulianti, 2018). since colonial times, islamic education in indonesia has changed a lot, both in terms of the curriculum, how it is taught, and the places where it is taught (ilyasir, 2017). unfortunately, the design of islam in indonesia is still constrained by a number of problems that require the attention of all relevant parties (saepudin 2019; amin 2015). the fact that islamic religious education and public education do not work together well is a big problem. the majority of islamic religious education institutions in indonesia continue to isolate themselves from public education (tan 2014; künkler and lerner 2016), prevent students from gaining the necessary knowledge and abilities in other subjects (hefner 2009; azra, afrianty, and hefner 2007). this couns-edu  the international journal of counseling and education vol.5, no.4, 2020 systematic review of the literature on islamic religious … | 217 indonesian counselor association (iki) | doi: 10.23916/0020200540840 makes it hard for people with an islamic religious education to compete in a world of work that is getting more and more complicated. there are problems with the quality of substandard islamic religious education teachers. although there are many islamic education institutions in indonesia, there are still many teachers who do not have the necessary qualifications and teaching skills (muttaqin et al. 2020; parker and raihani 2011). as a result, the quality of islamic education in indonesia is still below standard, and fewer graduates are competing. another problem is that there is no teaching material available today. most of the teaching materials used in islamic education institutions in indonesia still rely on outdated books that no longer fit the contemporary social and cultural situation (abdullah 2017; hakim 2020). this will reduce the students motivation and enthusiasm for learning. the lack of funds for islamic religious education is a further problem. the majority of islamic religious education institutions in indonesia still rely on public funds or donations, making it difficult to build institutions and improve the quality of education (rosser 2018; efferi 2014). of course, this makes it difficult for islamic religious education institutions to compete with more complete public education institutions (abdullah 2017; pewangi 2016). the problem of lack of enthusiasm among students in islamic studies the majority of students still view islamic education as a boring and pointless topic. this may be the main reason why students are less motivated to study, so academic achievement is low. the weak supervision of islamic religious education institutions is a matter that needs to be considered (ilyasir 2017; mahfud 2009; abdullah 2017). even though there are many islamic religious education institutions in indonesia, there are still some that don't have official permission and don't meet the quality standards set by the government.this may be the main reason why the quality of islamic education in indonesia is still below standard.researchers want to learn more about how islamic religious education is set up in indonesia based on the information above. this is done as a matter of knowledge and development in the field of education. analysis is performed using articles that have passed screening. method systematic literature review (slr) refers to the method for finding, judging, and interpreting all available literature related to the problem formulation or topic area under study (calderón and ruiz 2015). the systematic literature review (slr) process identifies, evaluates, and interprets all available study materials in an effort to provide answers to specific research questions (kitchenham et al. 2009; kitchenham 2004). the purpose of this library's study is to derive theoretical foundations that can support the problem solving that is studied and reveal the various theories relevant to the case; more specifically, it examines indepth the design of islamic education in mental health systematic literature review (slr) research phase stage 1: formulating problems during this phase, researchers formulated deep research questions. these research questions were developed to respond to the requirements of the selected problem: pr: how is islamic education designed in indonesia? stage 2: searching for literature (identified) after coming up with a topic and stating the problem, the next step is to look for relevant publications. this is called the search process. this review of the library is a detailed rundown of different research studies that were chosen based on certain themes. the date of the literature search is 2020. the data used in this study are secondary data obtained not by direct observation but from the results of previous researchers' studies. secondary data sources consist of publications from reputable national journals with predetermined topics. the literature search for this study was conducted using a dimensional database. the chosen english term is "design of islamic education". to solve a problem formulation (pr), a search procedure or search process is used to find relevant sources in a multidimensional database. based on the identification results, 72 articles were obtained from couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu nurhasnawati, n., et al. systematic review of the literature on islamic religious … | 218 indonesian counselor association (iki) | doi: 10.23916/0020200540840 scopus (https://app.dimensions.ai). then the whole article was copied based on the abstract in the document. stage 3: selecting literature search results that match the quality assessment (feasibility screening. this step determines whether or not the data was found for use in slr research. using the picos method, inclusion and exclusion criteria are established at this stage (budgen and brereton 2006). population, intervention, comparison, outcomes, study it is the criteria that looks like the table below: table 1 <format picos> criteria inclusions (which enter the creteria of the selected article) eksklusi (who didn't come to the criteria article has been selected) population a study on the design of islamic religious education in indonesia a study that is not related to the design of islamic religious education in indonesia intervension no action no action comparison no comparison no comparison outcome the design of the religion of islam in relation to education in indonesia design study qualitative approach qualitative approach in the publication in year 1970-2020 before the year 1970-2020 language indonesia other than indonesian 1. population: the population here in question is various studies on the design of islamic education in indonesia. 2. intervention: since this study involves social science research, researchers do not include intervention/action components (not medical research). 3. comparison: researchers did not include comparative aspects in this study because they did not compare the results of the study on the design of islamic religious education in indonesia. obtained or not. 4. outcome: the outline in question is how the research on the design of islamic religious education in indonesia works. 5. study: using qualitative research studies, this study was conducted by researchers using qualitative methodology. 6. publication year: researchers limit research year 1970–2020 to focus research on the latest topics and limitations of researchers' resources. 7. language: researchers restrict indonesian-only articles for permitted articles to achieve the required criteria, quality assessment (qa) / quality assessment of article eligibility shall be conducted, and shall meet the following quality assessment criteria: table 2 quality assesment (qa) quality assesment description qa 1 is the journal's identity complete? qa 2 in the abstract/conclusion section does the article tell you about islamic education design? qa 3 does the article contain the factors that most influence the design of islamic education in indonesia? qa 4 on the advice, whether the article include suggestions for topics that will be discussed at the next research? qa 5 does the article include what types of research, data collection techniques and research tools are used to research the design of islamic religious education in indonesia? qa 6 was it published from 1970 to 2020? qa 7 does it speak indonesian? couns-edu  the international journal of counseling and education vol.5, no.4, 2020 systematic review of the literature on islamic religious … | 219 indonesian counselor association (iki) | doi: 10.23916/0020200540840 in this case, researchers only present the articles that have passed in the above 6 criteria. the terms of each of the questions above are: 1. y (yes) to article that got away with 6 the criteria. 2. n (no): for articles that do not qualify with 6 with creteria table 3 <kualifikasi artikel terpilih> no authors title link journal qa qa 1 qa 2 qa 3 qa 4 qa 5 qa 6 1. haidir ali, ibrahim aji, muhammad hilmy ghazali desain pendidikan islam di pondok pesantren sindangsari al-jawami cileunyi bandung dalam menghadapi generasi milenial https://doi.org/10.34 001/tarbawi.v16i1.99 8 y y y y y y 2. syaripudin basyar pendidikan islam di era globalisasi: antara konsepsi dan aplikasi https://doi.org/10.24 042/alidarah.v8i1.307 5 y y y y y y 3. fiska ilyasir pengembangan pendidikan islam integratif di indonesia; kajian filosofis dan metode implementasi https://doi.org/10.21 927/literasi.2017.8(1). 36-47 y y y y y y 4. mawar di pewangi tantangan pendidikan islam di era globalisasi https://doi.org/10.26 618/jtw.v1i1.347 y y y y y y 5. azzah nor laila, fathur rohman pesantren amtsilati sebagai role model pendidikan berbasis anti radikalisme di jepara https://doi.org/10.30 659/jspi.v1i2.3205 y y y y y y 6. mahsun mahfud paradigma pendidikan islam dan keprofesionalan guru dalam menjawab tantangan global https://doi.org/10.24 090/insania.v14i1.315 y y y y y y 7. ahmad tafsir, andewi suhartini, aji rahmadi. desain pendidikan agama islam dalam keluarga http://dx.doi.org/10. 15575/ath.v5i2.8957 y y y y y y 8. itah miftahul ulum desain pendidikan agama islam di perguruan tinggi umum berbasis evolusi budaya https://ejournal.uinsuka.ac.id/tarbiyah/j pai/article/download /1386/1201 y y y y y y 9. muhamad basyrul muvid konsep pendidikan agama islam dalam tinjauan hadits (studi analisis tentang haditshadits pendidikan) https://doi.org/10.32 332/tarbawiyah.v4i1. 1733 y y y y y y https://doi.org/10.34001/tarbawi.v16i1.998 https://doi.org/10.34001/tarbawi.v16i1.998 https://doi.org/10.34001/tarbawi.v16i1.998 https://doi.org/10.24042/alidarah.v8i1.3075 https://doi.org/10.24042/alidarah.v8i1.3075 https://doi.org/10.24042/alidarah.v8i1.3075 https://doi.org/10.21927/literasi.2017.8%281%29.36-47 https://doi.org/10.21927/literasi.2017.8%281%29.36-47 https://doi.org/10.21927/literasi.2017.8%281%29.36-47 https://doi.org/10.26618/jtw.v1i1.347 https://doi.org/10.26618/jtw.v1i1.347 https://doi.org/10.30659/jspi.v1i2.3205 https://doi.org/10.30659/jspi.v1i2.3205 https://doi.org/10.24090/insania.v14i1.315 https://doi.org/10.24090/insania.v14i1.315 https://ejournal.uin-suka.ac.id/tarbiyah/jpai/article/download/1386/1201 https://ejournal.uin-suka.ac.id/tarbiyah/jpai/article/download/1386/1201 https://ejournal.uin-suka.ac.id/tarbiyah/jpai/article/download/1386/1201 https://ejournal.uin-suka.ac.id/tarbiyah/jpai/article/download/1386/1201 https://doi.org/10.32332/tarbawiyah.v4i1.1733 https://doi.org/10.32332/tarbawiyah.v4i1.1733 https://doi.org/10.32332/tarbawiyah.v4i1.1733 couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu nurhasnawati, n., et al. systematic review of the literature on islamic religious … | 220 indonesian counselor association (iki) | doi: 10.23916/0020200540840 no authors title link journal qa qa 1 qa 2 qa 3 qa 4 qa 5 qa 6 10. musmualim musmualim, muhammad miftah pendidikan islam di keluarga dalam perspektif demokrasi (studi pemikiran hasan langgulung dan abdurrahman an nahlawi) https://doi.org/10.21 043/jupe.v10i2.1781 y y y y y y based on the results of the assessment through quality assessment, in-depth study documents will be selected. so that later only a few articles meet the criteria that will be executed into coding with the help of nvivo software. stage 4 data analysis at this stage, the researcher did an analysis of some literature based on the results of the qa-based articles. related to this study bazeley & jackson, (2013) the authors argue that nvivo is very effective in managing and analyzing research data for qualitative content analysis. therefore, for nvivo 12 plus research, it is used for data management and analysis, including the following processes: (1) data encoding; (2) verifying and purging data; (3) collecting data; (4) requesting data; and (5) analyzing data. researchers use nvivo software to help analyze data more accurately. nvivo (brandão 2015) is a piece of software that researchers use to help them analyze qualitative data like images, diagrams, audio, web pages, and other document sources. stage 5. creating a research overview understanding the search results summarized in the analysis step is the fifth step. this section offers answers to questions presented in the problem formulation phase. the overall response only addresses the scope of the question, and the number of responses is comparable to the problem statement. results and discussions nvivo's coding results obtained four main themes based on the analysis of 10 selected articles. the four themes address the integration of islamic values in the education system, the shift in the paradigm of islamic education, teacher professionalism, and the role of parents in islamic education. based on this explanation, the following detailed description is discussed (figure 1): figure 1 islamic religious education design project map https://doi.org/10.21043/jupe.v10i2.1781 https://doi.org/10.21043/jupe.v10i2.1781 couns-edu  the international journal of counseling and education vol.5, no.4, 2020 systematic review of the literature on islamic religious … | 221 indonesian counselor association (iki) | doi: 10.23916/0020200540840 integration of islamic values in educational systems the development of an integrated islamic education system in islamic education institutions in indonesia in the face of changes in modern society, islamic educational institutions must solve dichotomy problems and be associated with the purpose and function of their institutions. the proposed measures include revising the philosophical foundation of educational institutions, integrating islamic values into the learning process, and implementing them. at the implementation stage, the institution must carry out the integration of islamic education into the learning system, including the learning objectives, learning materials, human resources, and environment. thus, islamic education institutions are expected to produce an integrated islamic education design that can solve the problems faced in indonesia (ilyasir 2017). a shift in the paradigm of islamic education islamic education needs to shift from the paradigm of the past to the future. the feudal paradigm had to be replaced with an innovative and democratic paradigm that focused on advancing and pioneering progress. to achieve this, there needs to be suitable planning and mutual agreement that islamic education must be oriented towards students, multicultural, and global-minded. education should be a liberating process rather than a tool for social and cultural domestication. the importance of teacher professionalism in terms of competence, responsibility, honesty, discipline, and dedication to helping students achieve success (mahfud 2009) the concept of hadith in islamic religious education hadits is considered the foundation for the concept, framework, and design of islamic education. hadith provides concrete reasons for the implementation of activities that must be developed in muslim life. in the concept of islamic education, the review of educational hadiths deals with several matters, including basic education, learning obligations, educational goals, educational institutions, learning materials, learning methods, educators, students, women's education, and learning evaluation. these ten became the basic frameworks in establishing islamic religious education in accordance with the teachings and hadiths of the prophet. hadith is considered the second legal source after the qur'an and provides practical guidance for muslim life. therefore, it is important to study hadith and apply it to islamic religious education (muvid 2020). the role of parents in islamic religious education islamic education in the family is important because it prepares children for their future in all areas of life. this is especially true for parents. the heart of islamic education in families is how parents take care of their children as their future replacements. the goal of islamic religious educational design is to help with the whole transfer of science and the cultivation of religious values and continuity, so that a god-given muslim personality can be formed. in this case, islamic education in the family is very important because, through the implementation process of daily life in the family, children can receive quality and sustainable religious education (tafsir, suhartini, and rahmadi 2020). in an islamic family, it is the responsibility of parents to shape the personality and character of their children. family is considered an important component in building a good society, and islamic education in the family is seen as a fundamental means of educating children. the need for education to promote democratic values such as equality, justice, and respect for human rights. the study was conducted as a library study using various data collection techniques, such as documentation and content analysis, and the approach used was hermeneutic, philosophical, and democratic (mumualim and miftah 2016). some of the things that make it hard for islamic boarding schools in indonesia to become more modern are their top-down, hierarchical leadership and their lack of progress in education. but pondok pesantren sindangsari al-jawami cileunyi bandung changed its approach to islamic education to meet the needs of the millennial generation. even though the salaf islamic boarding school still exists, pondok pesantren sindangsari al-jawami chileunyi bandung offers a solution by keeping a style of salafi learning that emphasizes respect for teachers to keep their values. in addition, this pesantren has special programs such as corp. da'wah santri al-jawami (cdsa), commemoration of islam's big day, santri deliberation, and extracurricular activities that can help net-generation students not to fall behind others (ali, aji, and ghazali 2019). couns-edu  vol.5, no.4, 2020 available online: http://journal.konselor.or.id/index.php/counsedu nurhasnawati, n., et al. systematic review of the literature on islamic religious … | 222 indonesian counselor association (iki) | doi: 10.23916/0020200540840 the rise of radical religious and political thought in indonesia and the threat it poses to the nation the role of educational institutions is significantly highlighted in preventing the spread of radicalism. islamic boarding schools implement anti-radicalism education with classical and non-classical models. the need for active participation from all parties to prevent radicalization and terrorism (laila and rohman 2018). islam gives the human race a choice to make, recognizes and protects the living rights of different cultures, and can cooperate in preventing damage and building societies (ulum 2016). islamic education design in the age of globalization includes the design of goals, curriculum, and islamic educational institutions. the importance of islamic education is always up-to-date and actual, as well as following the development of the age and generation (bashar 2018). identifying and analyzing the challenges of islamic education in the era of globalization these challenges were identified as science and technology advancement, democratization, and moral decadence. the need for islamic education institutions to reform their curriculum to prepare superior and competitive human resources in the face of global competition data are obtained through library studies and analyzed for relevance to current facts. overall, there needs to be a development of islamic education strategies to meet the challenges of globalization (pewangi 2016). conclusions there are four main themes that have the most potential in the discussion of islamic educational design. the four sub-themes include integration of islamic values in the education system, shift of the islamic education paradigm, hadith concept in islamic religious education, and the role of parents in islamic religious education. various aspects of islamic education in indonesia include challenges faced in the era of globalization, the need for modernization, and the role of islamic educational institutions in preventing radicalism. one of the key themes in this study is the importance of integrating islamic values into the educational system to prepare students for the challenges of the modern world. the need to shift the paradigm of islamic education from feudal to innovative and democratic, with a focus on advancing and pioneering progress. the role of parents in providing islamic education in the family is also emphasized. then the importance of professionalism among teachers in terms of competence, responsibility, honesty, discipline, and dedication to helping students achieve success overall, this article provides valuable insight into the current state of islamic education in indonesia and the challenges that need to be addressed to ensure its future success. references abdullah, muhammad amin. 2017. “islamic studies in higher education in indonesia: challenges, impact and prospects for the world community.” al-jami’ah: journal of islamic studies 55 (2): 391– 426. ali, haidir, ibrahim aji, and muhammad hilmy ghazali. 2019. “desain pendidikan islam di pondok pesantren sindangsari al-jawami cileunyi bandung dalam menghadapi generasi milenial.” tarbawi: jurnal pendidikan islam 16 (1). amin, a rifqi. 2015. pengembangan pendidikan agama islam; reinterpretasi berbasis interdisipliner. lkis pelangi aksara. azra, azyumardi, dina afrianty, and robert w hefner. 2007. “pesantren and madrasa: muslim schools and national ideals in indonesia.” schooling islam: the culture and politics of modern muslim education, 172–98. basyar, syaripudin. 2018. “pendidikan islam di era globalisasi: antara konsepsi dan aplikasi syaripudin.” al-idarah: jurnal kependidikan islam viii (i) (i): 1–19. bazeley, p, and kristi jackson. 2013. “perspectives: qualitative computing and nvivo.” qualitative data analysis with nvivo, 1–46. budgen, david, and pearl brereton. 2006. “performing systematic literature reviews in software engineering.” in proceedings of the 28th international conference on software engineering, 1051–52. calderón, alejandro, and mercedes ruiz. 2015. “a systematic literature review on serious games evaluation: an application to software project management.” computers & education 87: 396–422. efferi, adri. 2014. “dinamika persaingan antar lembaga pendidikan.” quality 2 (1): 96–116. hakim, lukman. 2020. pendidikan islam integratif: best practice integrasi pendidikan agama islam dalam couns-edu  the international journal of counseling and education vol.5, no.4, 2020 systematic review of the literature on islamic religious … | 223 indonesian counselor association (iki) | doi: 10.23916/0020200540840 kurikulum pendidikan tinggi. gestalt media. hendayani, m. (2019). problematika pengembangan karakter peserta didik di era 4.0. jurnal penelitian pendidikan islam, 7(2), 183. hefner, robert w. 2009. “islamic schools, social movements, and democracy in indonesia.” making modern muslims: the politics of islamic education in southeast asia, 55–105. ilyasir, fiska. 2017. “pengembangan pendidikan islam integratif di indonesia; kajian filosofis dan metode implementasi.” literasi (jurnal ilmu pendidikan) 8 (1): 36–47. khoiruddin, m. a., & sholekah, d. d. (2019). implementasi pendidikan agama islam dalam membentuk karakter religius siswa. pedagogik: jurnal pendidikan, 6(1), 123–144. kitchenham, barbara. 2004. “procedures for performing systematic reviews.” keele, uk, keele university 33 (2004): 1–26. kitchenham, barbara, o pearl brereton, david budgen, mark turner, john bailey, and stephen linkman. 2009. “systematic literature reviews in software engineering–a systematic literature review.” information and software technology 51 (1): 7–15. künkler, mirjam, and hanna lerner. 2016. “a private matter? religious education and democracy in indonesia and israel.” british journal of religious education 38 (3): 279–307. laila, azzah nor, and fathur rohman. 2018. “pesantren amtsilati sebagai role model pendidikan berbasis anti radikalisme di jepara.” al-fikri: jurnal studi dan penelitian pendidikan islam 1 (2): 22– 30. mahfud, mahsun. 2009. “paradigma pendidikan islam dan keprofesionalan guru dalam menjawab tantangan global.” insania: jurnal pemikiran alternatif kependidikan 14 (1): 3–18. muliadi, e. (2012). urgensi pembelajaran pendidikan agama islam berbasis multikultural di sekolah. jurnal pendidikan islam, 1(1), 55–68. musmualim, musmualim, and muhammad miftah. 2016. “pendidikan islam di keluarga dalam perspektif demokrasi (studi pemikiran hasan langgulung dan abdurrahman an nahlawi).” jurnal penelitian 10 (2). muttaqin, tatang, rafael wittek, liesbet heyse, and marijtje van duijn. 2020. “the achievement gap in indonesia? organizational and ideological differences between private islamic schools.” school effectiveness and school improvement 31 (2): 212–42. muvid, m b. 2020. “konsep pendidikan agama islam dalam tinjauan hadits (studi analisis tentang hadits-hadits pendidikan).” tarbawiyah: jurnal ilmiah pendidikan. https://ejournal.metrouniv.ac.id/index.php/tarbawiyah/article/view/1733. parker, lyn, and raihani raihani. 2011. “democratizing indonesia through education? community participation in islamic schooling.” educational management administration & leadership 39 (6): 712– 32. pewangi, mawardi. 2016. “tantangan pendidikan islam di era globalisasi.” tarbawi: jurnal pendidikan agama islam 1 (1): 1–11. rasyid, h. a. r. (2016). implementasi pendidikan karakter dalam pembelajaran ips di madrasah aliyah. socia: jurnal ilmu-ilmu sosial, 13(1). rosser, andrew. 2018. “beyond access: making indonesia’s education system work.” saepudin, juju. 2019. “pendidikan agama islam pada sekolah berbasis pesantren: studi kasus pada smp al muttaqin kota tasikmalaya.” edukasi: jurnal penelitian pendidikan agama dan keagamaan 17 (2). tafsir, ahmad, andewi suhartini, and aji rahmadi. 2020. “desain pendidikan agama islam dalam keluarga” 5: 152–62. tan, charlene. 2014. “educative tradition and islamic schools in indonesia.” ulum, itah miftahul. 2016. “desain pendidikan agama islam.” jurnal pendidikan agama islam xiii (1): 53–64. yulianti, e. (2018). implementasi ekstrakurikuler keagamaan dalam pembentukan karakter religius peserta didik di smp islam brawijaya kota mojokerto. ta’dibia: jurnal ilmiah pendidikan agama islam, 8(1), 1–12. couns-edu the international journal of counseling and education vol.1, no.1, december 2016, pp. 29-33 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/29-33.0016.11-i41b received on 12/3/2016; revised on 12/18/2016; accepted on 12/26/2016; publishedon:12/31/2016 29 level of students` self-efficacy based on gender ifdil *)1 , rizkaapriani 2 , frischameivilona yendi 3 , &itsar bolo rangka 4 123universitasnegeri padang,4universitasindraprasta pgri jakarta *)corresponding author, e-mail: ifdil@konselor.org abstract this research is aimed at describing the condition of both male and female students’ selfefficacy and identifying the difference. this research is a quantitative research with descriptive-comparative. the samples included 221 students. the data were analyzed by using descriptive statistics normal curve by determining the mean (average); calculating the percentage that exists in a particular category and analyzing t-test. the findings of the research showed 42.7% of male students’ self-efficacy are at moderate category of and 47.2% of female students are at high category. this research also revealed a significant difference of both female and male students’ self-efficacy. the implication of the research is it is expected that counselors provide guidance and counseling services to improve and develop self-efficacy, especially towards male students as self-efficacy of male students is lower than female students. keywords:self-efficacy, gender how to cite:ifdil, i., apriani, r., yendi, f. m., & bolo rangka, i. (2016). level of students` selfefficacy based on gender. counsedu: the international journal of counseling and education, 1(1), 29–33. doi: 10.23916/29-33.0016.11-i41b this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2016. indonesian counselor association (iki). introduction the quality of human resources is crucial to create a better life (hariandja&hardiwati, 2002). it is undeniable that the progress of a nation depends heavily on the quality of the people in the country, especially young generation (effendi & politics, 2007; riyadi, 2000). one of the strategic lines to realize the quality of human resources is of course education. selfpersonal development through education can be an alternative to prepare individuals to encounter global competition. on the other hand, education continues to increase the standard, so that graduates are able to compete in the global market. this indirectly requires the individuals to further develop their abilities, so that academic achievement can be optimized. hence, a student as an individual should have a strong belief in academic achievement. this concept is called self-efficacy. according to bandura (in feist & feist 2011: 212) "self-efficacy is a person's belief in his ability to do some controls over one's own functioning and events in the neighborhood". self-efficacy helps to develop educational talent with involvement in learning activities. through these activities, the level of achievement and motivation usually increases and has positive influence. according to bandura (feist & feist in 2011), a student with high self-efficacy for a particular topic believes in his own ability to complete a task, find correct answer, achieve goals, and often excel his peers. while a student with low self-efficacy on a particular topic who does not believe in his own ability will feel depressed to complete the task as he observes that others can successfully perform a task which he considers too difficult. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i., apriani, r., yendi, f. m., & bolo rangka, i. level of students` self-efficacy based on gender | 30 © 2016 | indonesian counselor association (iki) | doi: 10.23916/29-33.0016.11-i41b this is in line with schunk (in santrock, 2012), that has implemented the concept of self-efficacy to various aspects of student achievement, ie self-efficacy influences the choice of students’ activities (raub& liao, 2012). students with low self-efficacy in terms of learning may avoid some learning tasks, particularly challenging tasks. instead, students with high self-efficacy immediately want to finish the learning tasks to gain good achievement. associated with academic achievement, according to a research by sartininuryoto (1998) female students achieve better than male as female are more diligent, thorough (especially for mathematics subject), and willing to listen well. their emotional attitude which is more dominant than the physical strength has put female in a very good position. thus, in general it is found that female students occupy the top 10 ranks in each school. this is similar to what martono et al stated (2009) in which female in general achieve better than male. theoretically, female students perform better than male because they are more motivated and work more diligently in doing school work, self-belief of female is better than male, and female prefer to read compared to male (santrock, 2012 ). from the findings, it can be concluded that there is difference in the academic achievement of female and male. instead of observing the difference in the academic achievement of both female and male students, other aspects on difference of gender were also found in the research findings conducted by dinnijufitaputri (2013), which revealed that in mathematics, self-efficacy of male is higher than female students, yet in bahasa indonesia female achieves better than male students. therefore, this research would like to describe self-efficacy of female student, self-efficacy of male students, and examine whether there are differences in self-efficacy of female and male students. method this research is a descriptive-comparative research (anas sudijono, 2005; arikunto, 2002; gall, borg, & gall, 1996) with the total sample 221 students selected by using stratified random sampling technique (levy &lemeshow, 2013; de vries, 1986; stokes, davis, & koch, 2012). the instrument used to collect data in this research was self-efficacy scale. to answer the research problem about the level of students' self-efficacy, the data were processed by using descriptive statistics (santoso, 2003), by determining the mean (average) which calculated percentage in a particular category. while to prove the research hipotesis on differences in the level of students’ self-efficacy based on gender is processed by using t-test formula (samuels, witmer, and schaffner, 2012). the data were analyzed by using spss version 22 for windows. results and discussions based on the overall results of the research, out of the 221 students as the sample, 5.4% of students have very high self-efficacy, 37.6% of students have high self-efficacy, 38.5% of students have a moderate self-efficacy, and 15.8% of students are in the category of low self-efficacy, and 2.5% of students have very low self-efficacy. the results of this study showed that majority of the students have moderate self-efficacy. from the result of analysis, the level of female students’ self-efficacy showed that 4.8% of students have very high self-efficacy, 47.2% of students have high self-efficacy, 35.2% of students have moderate selfefficacy, 11. 2% of students are in the category of low self-efficacy, and 1.6% of students have very low selfefficacy. based on these results it can be concluded that most female students have high self-efficacy. while the result of the level of male students’ self-efficacy, out of 96 students, 6.2% of students have very high self-efficacy, 25% of students have high self-efficacy, 42.7% of students have moderate selfefficacy, and 21.9% of students are in the category of low self-efficacy, and 4.2% of students have very low self-efficacy. these results indicate that most male students have moderate self-efficacy. the results of this research showed that female students’ self-efficacy are at high category and male students’ are at moderate category. this means that students are at passable category but it needs to be improved in order to achieve the level of very high self-efficacy. according to bandura (2002) individuals who have high academic self-efficacy will have the attitude of: (a) being ready to participate more in the completion of the learning task, (b) working hard, (c) having a longer persistence when facing difficulties than those who doubt their own abilities, (d) encouraging self to look for any positive efforts to improve achievement and personal welfare, (e) accelerating interest in a particular matter and be soluble in pleasure couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 level of students` self-efficacy based on gender| 31 © 2016 | indonesian counselor association (iki) | doi: 10.23916/29-33.0016.11-i41b activities, (f) making difficult tasks as a challenge and being motivated to finish it, (g) planning challenging goals and maintaining a strong commitment, (h) continuously striving against laziness, and (i) if experience a failure, then quickly fix it and re-arrange themselves. self-efficacy is a substantial matter in determining a person to act, think and react when facing unpleasant situations (bandura, 2002). this means that when students encounter unpleasant situations like facing a difficult task, the presence of students’ self-efficacy is able to step in and react positively to cope with these situations. the results of this research also showed that there are some students who are in very low category. students who have low self-efficacy tend to doubt their abilities. students with low self-efficacy will keep off a difficult task as the students see them as thread. this is influenced by emotional condition, in which this strong emotion will usually reduce performance when a person experiences a strong fear, acute anxiety, or high stress level, and is likely to have a low efficacy expectation (feist & feist, 2011). is there any difference in the level of self-efficacy of male and female? to answer this research problem, the results of the data analysis showed the value of t-test obtained is 2.962 and significance (sig 2-tailed) of 0.003. since the significance is <0.05 then ho is rejected. so, it can be concluded that there is difference in the average students’ self-efficacy of male and female students. many factors affect level of ones’ self-efficacy, one of them according to bandura (2002) is culture and gender. culture influences self-efficacy through value, belief, and self-regulatory process which serves as an assessment source of self-efficacy as well as the consequences of a belief in self-efficacy. in addition, gender influences self-efficacy in which female students have higher self-efficacy in managing their role. the results of this research support the results of other research, such as one conducted by kumar and lal (2006) proves that there is a significant difference in the academic achievement of bahasa indonesia between male and female, where female students achieve better than male students. according to kumar and lal (2006), there is a significant difference between gender and intelligence, where female scored higher than male. this is probably because female students spend more time to learn while male students tend to be lazy to learn, but it cannot prove that male are less intelligent than female. martono et al (2009) also found that female students perform better than male because female are more motivated and work more diligently than men in doing school work, self-belief of female students is better than male, and they prefer to read than male. coles and hall (2002) found that boys less like reading compared to girls. as stated by pintrich and groot (1990) in their research, self-efficacy is positively related to academic achievement. students, who believe with their ability, use cognitive and metacognitive strategies in order to pass the difficult tasks. shunk also has applied the concept of self-efficacy to various aspects of student achievement; and self-efficacy influences the choice of students’ activities (shunk in santrock, 2012). students with low self-efficacy in terms of learning, may avoid a variety of learning tasks, particularly challenging tasks. on the other hand, students with high self-efficacy may not wait to finish the learning tasks. conclusions from the research conducted, it can be concluded that self-efficacy of female students is categorized as high, self-efficacy of male students is categorized as moderate, and there is difference in the average of students’ self-efficacy both in female and male students. based on the results of the research, the researchers propose some suggestions to teachers of guidance and counseling in general that there is an average difference in the result of research of self-efficacy both female and male students so that it is expected that counselor’s direct guidance and counseling services to which could improve and develop to self-efficacy, especially to male students as they have lower selfefficacy than female students. counselors are expected to further optimize the bk 17 plus (guidance and counseling 17 plus approach – counseling approach base of indonesian culture) which is appropriate and in accordance with the students’ needs as an effort to foster, develop and improve self-efficacy by creating a learning group counseling which consists of male and female students. after that, counselors collaborate with parents to increase self-efficacy. couns-edu  vol.1, no.1, december 2016 available online: http://journal.konselor.or.id/index.php/counsedu ifdil, i., apriani, r., yendi, f. m., & bolo rangka, i. level of students` self-efficacy based on gender | 32 © 2016 | indonesian counselor association (iki) | doi: 10.23916/29-33.0016.11-i41b then for the next researchers, it is expected that they are able to enrich the research by taking other variable beside self-efficacy. acknowledgments we would like to thank universitasnegeri padang and universitasindraprastapgri for the financial assistant under the fundamental research grant. finally, we express much gratitude to all student who participated on this research. references anas sudijono. (2005). pengantarevaluasipendidikan. jakarta: pt rajagrafindopersada. arikunto, s. (2002). metodologipenelitian. jakarta: penerbit pt. rinekacipta. bandura, a. (1997). self-efficacy toward a unifying theory of behavioral change.jurnal of psychological review, (online), vol.84.no.2, 101-215. colles m, hall c. (2002). gendered readings: learning from children’s reading choice. journal of research in reading, (online) vol.25.no.1, 96-108. de vries, p. g. (1986). stratified random sampling sampling theory for forest inventory (pp. 31-55): springer. dinnijufitaputri. (2013). analisis gender terhadapself-efficacy, self regulated learning, danprestasiakademikremajadalampelajaranmatematikadan bahasa indonesia. skripsitidakditerbitkan. bogor: institutpertanian bogor. effendi, s., &politik, i. (2007). perspektifadministrasi pembangunan kualitasmanusiadankualitasmasyarakat. feist, j. & feist, g. j. (2011). theories of personality. terjemahanolehsmitaprathitasjahputri. yogyakarta: pustakabelajar. gall, m. d., borg, w. r., & gall, j. p. (1996). educational research: an introduction: longman publishing. hariandja, m. t. e., &hardiwati, y. (2002). manajemensumberdayamanusia: grasindo. kumar r, lal r. (2006). the role of self-efficacy and gender difference among adolescents. journal of the indian academy of applied psychology., (online), vol.63.no.1,128-138. levy, p. s., &lemeshow, s. (2013). sampling of populations: methods and applications: john wiley & sons. martono n, puspitasari e, mintarti, rostikawati r.(2009). perbedaan gender dalamprestasibelajarmahasiswaunsoed, in press. pintrich pr, groot ev. (1990). motivational and self-regulated learning components of classroomacademic performance. journal of educational psychology, (online), vol.82.no.1, 33-40. raub, s., & liao, h. (2012). doing the right thing without being told: joint effects of initiative climate and general self-efficacy on employee proactive customer service performance. journal of applied psychology, 97(3), 651. riyadi, d. i. d. m. m. (2000). pembangunan daerah melaluipengembangan wilayah: makalahpada acara diseminasidandiskusi program pengembangan daerah danpengembanganekonomimasyarakat di daerah, bogor. samuels, m. l., witmer, j. a., &schaffner, a. (2012). statistics for the life sciences: pearson education. couns-edu  the international journal of counseling and education vol.1, no.1, december 2016 level of students` self-efficacy based on gender| 33 © 2016 | indonesian counselor association (iki) | doi: 10.23916/29-33.0016.11-i41b santoso, s. (2003). statistikdeskriptif: konsepdanaplikasidengan ms excel dan spss. santrock, j. w. (2012). life span development–perkembangan masa hidup. jakarta: erlangga. stokes, m. e., davis, c. s., & koch, g. g. (2012). categorical data analysis using sas: sas institute. couns-edu the international journal of counseling and education vol.6, no.4, 2021, pp. 172-180 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210640940 received on 17/09/2021; revised on 23/10/2021; accepted on 24/11/2021; publishedon: 22/12/2021 172 exploring research on educational curriculum: a systematic review using bibliometric analysis andi murniati 1*) , m. fahli zatrahadi 1 , darmawati darmawati 1 istiqomah istiqomah 2 1 universitas islam negeri sultan syarif kasim riau , indonesia,2 universitas islam negeri sunan kalijaga, yogyakarta, indonesia *)corresponding author, e-mail: andi.murniati@uin-suska.ac.id abstract the educational curriculum is made up of learning materials and activities that are meant to help students learn the knowledge, skills, and values they need to become productive, skilled, and good global citizens. the purpose of this study was to evaluate the most productive authors in terms of publication output, as well as the most cited educational curriculum topics. scopus data sources are utilized because they are considered suitable for analysis with blibliometrics. as a bibliometric analysis tool, vosviewer software is used to show the author's network, and keywords. then, for future theme prediction analysis, utilize rstudio software. the search was conducted on the keyword education curriculum in 2021. data was obtained from 437 publication documents. results showed that the authors wrote most of anderson p's publications, followed by ayaz-alkay s and barrett m. however, in terms of the highest number of citations, different results were found. the highest-grossing writers of 2021 were o'connor j and penney d. as expected, the keywords of the education curriculum will be included in the list of keywords that are still in demand by researchers. a number of anticipated keywords will continue to be in demand in the future. there are themes of human, curriculum, child, student, physical education, covid-19/sars-cov-2, and medical. these themes, which could serve as future authors' references to the educational curriculum, can be collaborated on. keywords: bibliometric analysis, disability curriculum, education curriculum how to cite: andi murniati, a. m., mfz, m. f. z., drm, d., & isq, i. (2021). exploring research on educational curriculum: a systematic review using bibliometric analysis. couns-edu: the international journal of counseling and education, 6(4), 172–180. https://doi.org/10.23916/0020210640940 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction one of the most important parts of the education system around the world is the curriculum. the curriculum includes learning materials and strategies designed to help students acquire the knowledge, skills, and values needed to become productive and competent citizens in the global community (hasan, mallik, and tsou 2021; ramos, wolf, and hauber-özer 2021; vitello, greatorex, and shaw 2021). in the context of globalization and technological advancement, changes in the educational curriculum continue to be made to conform to the development of the times (molas-gallart et al. 2021; veza 2021). technological development and digitalization have influenced learning worldwide. the current educational curriculum focuses more on the development of digital skills and technology, such as programming and software development (gallardo-fernández, monsalve lorente, and aguasantaregalado 2021; tudor car et al. 2021; aldulaimi et al. 2021; rehman and lakhan 2021). the curriculum is also meant to help students use technology creatively and come up with new ways to use it. couns-edu  the international journal of counseling and education vol.6, no.4, 2021 exploring research on educational curriculum … | 173 indonesian counselor association (iki) | doi: 10.23916/0020210640940 there is a global trend that emphasizes the development of leadership skills and entrepreneurship. the current worldwide educational curriculum is designed to develop students' leadership and entrepreneurship skills, such as initiative, leadership, and time management (chirgwin 2021; riley et al. 2021; tabuena, morales, and perez 2021; ellapen and paul 2021). it is intended to produce students who are ready to lead in their careers and in society. sustainability and the environment are increasingly important topics in educational curricula around the world. the curriculum includes learning about climate change, waste management, and carbon emission reduction (duane et al. 2021; okanović et al. 2021). this aims to produce students who are concerned and responsible for the environment. the current educational curriculum also focuses on social and emotional skills. the curriculum is designed to develop skills such as cooperation, empathy, and conflict resolution (blewitt et al. 2021; peterson 2021; moon 2021). its goal is to help students make good friends and contribute to society in a positive way. the educational curriculum also emphasizes more project-based learning and hands-on experience. the curriculum is designed to develop practical skills and help students apply their knowledge in a realworld context (juuti et al. 2021; liu and zhao 2021). project-based learning and experience should make students more interested in learning and help them learn how to solve problems. the educational curriculum also emphasizes inclusivity and justice. the curriculum is designed to fit students' cultural differences, needs, and abilities (reese 2021; edwards and hekel 2021; artiles, harris-murri, and rostenberg 2021). it is intended to create an inclusive learning environment and eliminate discrimination in education. this study was conducted using the scopus database, and the results were then presented. the purpose of this study was to evaluate the most productive authors in terms of publication output as well as the most cited educational curriculum topics. this article offers information on relevant educational trends. based on this, researchers want to explore the development of research related to the education curriculum in 2021. in addition, this bibliometric study examines the authors, keyword analysis, and future theme predictions that researchers are still interested in. method pritchard (1969) he created and initially defined the word bibliometrics as the application of mathematical and statistical approaches to books and other forms of communication consisting of techniques such as content analysis, text analysis, citation analysis, co-keyword emergence, co-quote analysis, and co-writing analysis. these techniques are commonly used, for example, in the study of bibliography, scientometrics, and linguistics. when applied to academic research, bibliometrics is a set of quantitative analysis techniques for academic literature (de bellis 2009). the most common indicators in research bibliometric studies include the following: number of publications, as an indirect measure of knowledge production; number of quotations, as a measure of international scientific impact and visibility internasional (jones, huggett, and kamalski 2011), average number of quotes per article as a measure of impact, no matter how many articles are published per year. (canavero et al. 2013), and h-index. study design research question to answer the research questions posed in the introduction, we used three bibliometric techniques: (a) joint citation of documents to look into the relationship between the authors of the most influential publications and find related educational curriculum; (b) joint keyword analysis to find key content sets and their relationships; and (c) bibliography incorporation to find current hot topics and possible directions for future research. the purpose of this study was to examine the literature of the educational curriculum by comprehensively conducting bibliometric analysis to answer the following research questions: rq1: who is the most active author in publications regarding the educational curriculum? rq2: what are the main keywords in the theme of the education curriculum? rq3: what are future theme predictions related to the educational curriculum? couns-edu  vol.6, no.4, 2021 available online: http://journal.konselor.or.id/index.php/counsedu murniati, a., et al exploring research on educational curriculum … | 174 indonesian counselor association (iki) | doi: 10.23916/0020210640940 data selection strategy techniques review data used for this analysis was obtained from the scopus® database. the database is used because it returns a larger sample size than other sources, especially the web of science, for the required search terms. the fact that "the correlation between the size obtained with the two databases for the number of papers and the number of quotations received by the state, as well as their rank, is very high" and that "there is also a very high correlation when the state of the paper is broken down by field" archambault et al. 2009) also played a role in this decision. some data sources are not evaluated because of their limited scope (mis., egrl) or because it contains documents and quotes from unpublished and peer-reviewed content (mis. google cendekia). the combination of quotes from different sources was turned down because of the differences in how they were calculated. the results of the data obtained through the scopus database are 437 publication documents. data retrieval on the education curriculum is based on the "titles, abstracts, and keywords" of the scopus. then the data are stored for the next bibliometric review after selection by determining the relevance of the topic. only topics published in 2021 are included in the data. analysis tools openrefine, vosviewer, and rstudio are the three software programs that address our research issues. openrefine is a computer language for calculating keywords and authors of scopus articles. users can create and display bibliometric networks, often known as maps, using the vosviewer. with the vosviewer application, bibliometric networks are created and displayed (versi 1.6.17, universitas leiden, leiden, belanda). according to eck & waltman (2014), it looks at co-authorship, co-occurrence, and cocitation, and it talks about how authors, sources, countries, and keywords are related to each other. in addition, it allows users to combine bibliographies, which facilitates the construction of literary representation groups. the study ended with rstudio's projection of the future theme. the search was conducted in 2021 using the search term "education curriculum". 2021 was selected as a search window for a comprehensive publication investigation. the author keeps all the documents found. there are 437 publications containing the phrase "education curriculum." all data collected is exported as csv files with full notes and references cited. the author uses this data for co-authority and co-occurrence analysis. as a result, it is possible to build a network map of authors as well as predictions of future themes and keywords. keywords used are: title-abs-key ( "education curriculum" ) and ( limitto ( pubstage , "final" ) ) and ( limit-to ( pubyear , 2021 ) ) and ( limitto ( doctype , "ar" ) ) and ( limit-to ( language , "english" ) ) and ( limitto ( srctype , "j" ) ) types of analysis as we've already seen, the data that is collected after the search results have been refined is saved as csv files. the file was then processed with openrifine software to properly compile the scopus database. the data was then examined using rstudio and vosviewer to fine-tune the metadata of the collected articles, including the author's name, title, keywords, and future subject estimates. when the data is insufficient, the data set is checked, and the missing data is added. the search results are then examined and categorized by the number of publications contributed by individual authors and subject categories. research analysis consists of three components: overall effectiveness, citations, networking, and content. general performance analysis provides information about the evolution of the literary canon all the time. with citation analysis, the author and document of the most quotations are determined. then, by combining bibliography, joint quotations, and event analysis together, we conducted network and content analysis and clustering. couns-edu  the international journal of counseling and education vol.6, no.4, 2021 exploring research on educational curriculum … | 175 indonesian counselor association (iki) | doi: 10.23916/0020210640940 results and discussions table 1 presents a description of the data used in the study. as follows: table 1 < data description> description criteria results main information about data timeframe 2021 source documents 437 author 1597 document type article 437 publication area final 437 source type journal 437 language english 437 german 1 portuguese 1 based on table 1, it can be understood that the data used in bibliometric analysis is only from 2021. this is done to understand the development and focus of research on the topic of this education curriculum. the document type used is only the final journal article. the language that is analyzed is also the only one: english. rq1: most active author in publications related to education curriculum figure 1 <visualization of the authorization network> an explanation of the author analysis of a total of 1597 authors reveals themes related to the educational curriculum and other related topics. the top 10 authors based on the highest number of publication documents are presented in figure 1. in 2021, writers who are active in publications on the education curriculum will have the same level. where ten authors both have two publication documents on this topic, the authors include anderson p, followed by others such as ayaz-al kaya s, barrett m, basit i, batool sh, baumler e, borg g, chen c, cofie n, and coyle k. however, in terms of the highest number of citations, different results were found. the highest-grossing writers of 2021 were o'connor j. and penney d., who received the same result once each. couns-edu  vol.6, no.4, 2021 available online: http://journal.konselor.or.id/index.php/counsedu murniati, a., et al exploring research on educational curriculum … | 176 indonesian counselor association (iki) | doi: 10.23916/0020210640940 figure 2 <the ten most relevant authors> rq2: keywords in the theme of education curriculum figure 3 <keyword network visualization> this section presents bibliometric study findings based on frequently emerging keywords. this is quite useful because it allows us to see what topics have been researched in 2021. as part of its research on this educational curriculum, vosviewer also offers a cluster analysis that shows interrelationships between themes (hamidah, sriyono, and hudha 2020; hudha et al. 2020). in figure 3, a circle shows how vosviewer groups and represents things that are part of the education curriculum (key phrase). the object or common keyword is more important if the size of the circle is bigger. the frequency of events determines the size of an object. curriculum and education are, not surprisingly, the most widely studied topics, as the term appears most frequently in academic literature. when an object is colored, each circle group has a different color (van eck 2010). figure 4 <keywords that appear> couns-edu  the international journal of counseling and education vol.6, no.4, 2021 exploring research on educational curriculum … | 177 indonesian counselor association (iki) | doi: 10.23916/0020210640940 vosviewer is used to pull out results based on how often an author keyword appears in bibliometric data. there is a minimum keyword frequency requirement of six meetings. 2530 keywords were identified, of which only 104 met the criteria at least six times. after examining the results, the author determines a total of three groups of current research issues in the educational curriculum, denoted by circles of appropriate colors (figure 3). the first group marked in green with the word curriculum appearing is the curriculum. the focus is on education, e-learning, higher education, students, sustainability, pedagogy, teacher training, pedagogy, education computing, and engineering education. furthermore, the second group marked in red appeared to be human. it also refers to other words such as major clinical study, health education, physical education, skill, controlled study, female, sexual health, and gender. in the last group marked in yellow, the word that appears is medical education. the focus of these word networks is on medical school, clinical competence, leadership, residency education, covid 19, education programs, and education, medical, graduation. rq3: prediction of future themes related to education curriculum figure 5 <overview of future topics> figure 5 shows that some keywords that were thought to be popular will still be popular in the future. there are themes of human, curriculum, child, student, physical education, covid-19/sars-cov2, and medical. these themes, which could serve as future authors' references to the educational curriculum, can be collaborated on. this theme is still compatible, as the cluster frequency in rstudio analysis is still quite high compared to other terms. this may serve as a reference for future authors to conduct research on these themes. some of the discussions that have frequently appeared in the study include: 1. the use of technology in education, such as online learning and the use of software to help students learn (nimavat et al. 2021; tudor car et al. 2021; aldulaimi et al. 2021; badowski et al. 2021). 2. renewal of the curriculum with a focus on skills and competencies relevant to the needs of the working world today (riley et al. 2021; ching et al. 2021; chirgwin 2021). 3. innovations in teaching and learning, such as project-based approaches, flipped classrooms, and blended learning, have been introduced (rehman and lakhan 2021; low et al. 2021). 4. increased participation and inclusion in the curriculum, such as efforts to make education more accessible and fair for students with special needs or who come from poor backgrounds (reese 2021; edwards and hekel 2021). 5. changes in the evaluation and assessment system, with a focus on formative evaluation and the development of more holistic alternative assessments (molas-gallart et al. 2021; garcía-riveros et al. 2021). couns-edu  vol.6, no.4, 2021 available online: http://journal.konselor.or.id/index.php/counsedu murniati, a., et al exploring research on educational curriculum … | 178 indonesian counselor association (iki) | doi: 10.23916/0020210640940 6. teachers' roles in putting the educational curriculum into action, such as making the curriculum, choosing learning materials, and helping students learn (haapaniemi et al. 2021; veza 2021). 7. the role of stakeholders, such as parents and industry, in developing and implementing the education curriculum (ajuoga and keta 2021; dias and brito 2021). technology facilitates school inclusion processes, increases collaborative and cooperative work, and promotes attention to diversity. when digital technology is brought into schools, it also changes how teachers teach and how students learn. the addition of digital materials can increase accessibility and address digital gaps in schools thanks to access to technological resources (gallardo-fernández, monsalve lorente, and aguasanta-regalado 2021). then the pace of change in technological advancement could end or at least symbolize some traditional university degrees, and increase the application of the principle of adult learning through combined study and work-based curriculum (chirgwin 2021). in addition, it is necessary to revise the higher education curriculum from the perspective of intercultural competence and structural inequality, and the issues of equality, justice, and diversity must be a red thread throughout higher education (european and agency, n.d.). meanwhile, in the field of health, such as compulsory 2-hour instructional training, it greatly increases students' knowledge and skills about the interpretation of pft and therefore must be included in the medical education curriculum (braun et al. 2021). conclusions results of bibliometric analysis of research related to the educational curriculum in 2021 the data used is limited to final journal articles that use english. there are the top 10 authors based on the highest number of publication documents. results show that themes of technology application in the educational curriculum, such as online learning and the use of learning software, are the most researched topics in 2021. in addition, this article also shows a cluster of keywords to show what topics are most researched and anticipated themes that will continue to be in demand in the future. the themes include human, curriculum, child, student, physical education, covid 19/sars-cov-2, and medical. references ajuoga, m a, and e keta. 2021. ―competence based curriculum for kenyan primary schools: implementation challenges among stakeholders in kenya.‖ international journal of innovation research and advanced studies (i jiras) 8 (3). aldulaimi, saeed hameed, marwan mohamed abdeldayem, m y abo keir, and o al-sanjary. 2021. ―elearning in higher education and covid-19 outbreak: challenges and opportunities.‖ psychology and education journal 58 (2): 38–43. artiles, alfredo j, nancy harris-murri, and dalia rostenberg. 2021. ―inclusion as social justice: critical notes on discourses, assumptions, and the road ahead.‖ in theory into practice, 260–68. routledge. badowski, donna m, roxanne spurlark, kashica j webber-ritchey, sheila towson, tiffany n ponder, and shannon d simonovich. 2021. ―envisioning nursing education for a post–covid-19 world: qualitative findings from the frontline.‖ journal of nursing education 60 (12): 668–73. bellis, nicola de. 2009. bibliometrics and citation analysis: from the science citation index to cybermetrics. scarecrow press. blewitt, claire, amanda o‘connor, heather morris, andrea nolan, aya mousa, rachael green, amalia ifanti, kylie jackson, and helen skouteris. 2021. ―‗it‘s embedded in what we do for every child‘: a qualitative exploration of early childhood educators‘ perspectives on supporting children‘s social and emotional learning.‖ international journal of environmental research and public health 18 (4): 1530. braun, silke doris, mareen clayton, dirk koschel, claudia prescher, hermann körndle, and susanne narciss. 2021. ―instructional training compared with self-study for pulmonary function test interpretation.‖ ats scholar 2 (4): 566–80. couns-edu  the international journal of counseling and education vol.6, no.4, 2021 exploring research on educational curriculum … | 179 indonesian counselor association (iki) | doi: 10.23916/0020210640940 canavero, flavio, fiorenzo franceschini, domenico maisano, and luca mastrogiacomo. 2013. ―impact of journals and academic reputations of authors: a structured bibliometric survey of the ieee publication galaxy.‖ ieee transactions on professional communication 57 (1): 17–40. ching, gregory s, pei-ching chao, yi-shan kuo, and amy roberts. 2021. ―effects of cognitive knowledge and intercultural behavioral skills on cultural stereotypes and intercultural affect: a case of elementary students‘ perspective on islam.‖ international journal of environmental research and public health 18 (24): 13102. chirgwin, peta. 2021. ―in control with higher education through work-based learning.‖ journal of higher education theory & practice 21 (15). dias, patrícia, and rita brito. 2021. ―criteria for selecting apps: debating the perceptions of young children, parents and industry stakeholders.‖ computers & education 165: 104134. duane, brett, jonathan dixon, giwa ambibola, clara aldana, james couglan, daniel henao, timus daniela, nélio veiga, nicolas martin, and jáuregui‐hogan darragh. 2021. ―embedding environmental sustainability within the modern dental curriculum—exploring current practice and developing a shared understanding.‖ european journal of dental education 25 (3): 541–49. eck, nees jan van. 2010. vosviewer: a computer program for bibliometric mapping. ssrn. edwards, allison p, and barbara e hekel. 2021. ―appraisal of disability attitudes and curriculum of nursing students: a literature review.‖ international journal of nursing education scholarship 18 (1). ellapen, terry jeremy, and yvonne paul. 2021. ―a historical metamorphosis of physical education and extra-curricular school sport activities in chatsworth, durban, south africa (1960–2020).‖ the oriental anthropologist 21 (2): 395–413. european, f r a, and union agency. n.d. second european union minorities and discrimination survey being black in the eu. https://doi.org/10.2811/51938. gallardo-fernández, isabel maría, laura monsalve lorente, and miriam elizabeth aguasanta-regalado. 2021. ―primary educational strategies in times of digital curriculum content.‖ digital education review 40: 66–81. garcía-riveros, janet meluzka, luis carmelo fuertes-meza, amparo rosa montellanos-solís, juan mendez vergaray, and edward flores. 2021. ―perspective on formative evaluation in times of pandemic. theoretical review.‖ nveo-natural volatiles & essential oils journal| nveo, 2428–42. haapaniemi, janni, salla venäläinen, anne malin, and päivi palojoki. 2021. ―teacher autonomy and collaboration as part of integrative teaching–reflections on the curriculum approach in finland.‖ journal of curriculum studies 53 (4): 546–62. hamidah, ida, sriyono sriyono, and muhammad nur hudha. 2020. ―a bibliometric analysis of covid19 research using vosviewer.‖ indonesian journal of science and technology, 34–41. hasan, md zahid, avijit mallik, and jia-chi tsou. 2021. ―learning method design for engineering students to be prepared for industry 4.0: a kaizen approach.‖ higher education, skills and workbased learning 11 (1): 182–98. hudha, muhammad nur, ida hamidah, anna permanasari, ade gafar abdullah, indriyani rachman, and toru matsumoto. 2020. ―low carbon education: a review and bibliometric analysis.‖ european journal of educational research 9 (1): 319–29. jones, thomas, sarah huggett, and judith kamalski. 2011. ―finding a way through the scientific literature: indexes and measures.‖ world neurosurgery 76 (1–2): 36–38. juuti, kalle, jari lavonen, visajaani salonen, katariina salmela-aro, barbara schneider, and joseph krajcik. 2021. ―a teacher–researcher partnership for professional learning: co-designing project-based learning units to increase student engagement in science classes.‖ journal of science teacher education 32 (6): 625–41. liu, xuan, and yan zhao. 2021. ―research on the application strategy of project-based learning teaching mode in practical teaching of product design.‖ in 2020 international conference on modern education management, innovation and entrepreneurship and social science (memiess 2020), 7–12. atlantis press. low, min chi, chen kang lee, manjit singh sidhu, seng poh lim, zaimah hasan, and seng chee lim. 2021. ―blended learning to enhanced engineering education using flipped classroom approach: an overview.‖ electronic journal of computer science and information technology 7 (1). molas-gallart, jordi, alejandra boni, sandro giachi, and johan schot. 2021. ―a formative approach to couns-edu  vol.6, no.4, 2021 available online: http://journal.konselor.or.id/index.php/counsedu murniati, a., et al exploring research on educational curriculum … | 180 indonesian counselor association (iki) | doi: 10.23916/0020210640940 the evaluation of transformative innovation policies.‖ research evaluation 30 (4): 431–42. moon, sidney m. 2021. ―theories to guide affective curriculum development.‖ in social-emotional curriculum with gifted and talented students, 11–39. routledge. nimavat, nirav, shruti singh, nilesh fichadiya, parul sharma, nilesh patel, manoj kumar, grishma chauhan, and niraj pandit. 2021. ―online medical education in india–different challenges and probable solutions in the age of covid-19.‖ advances in medical education and practice, 237–43. okanović, andrea, jelena ješić, vladimir đaković, simonida vukadinović, and andrea andrejević panić. 2021. ―increasing university competitiveness through assessment of green content in curriculum and eco-labeling in higher education.‖ sustainability 13 (2): 712. peterson, jean sunde. 2021. ―focusing on where they are: a clinical perspective.‖ in social-emotional curriculum with gifted and talented students, 193–226. routledge. pritchard, robert d. 1969. ―equity theory: a review and critique.‖ organizational behavior and human performance 4 (2): 176–211. ramos, kathleen, elisa j wolf, and melissa hauber-özer. 2021. ―teaching for global competence: a responsibility of teacher educators.‖ journal of research in childhood education 35 (2): 311–30. reese, diane m. 2021. ―school counselor preparation to support inclusivity, equity and access for students of color with disabilities.‖ in frontiers in education, 6:588528. frontiers media sa. rehman, ubaid, and masa lakhan. 2021. ―a review on state of the art in flipped classroom technology a blended e-learning.‖ int. j 9. riley, jeffrey b, bruce e searles, edward m darling, dawn m oles, and hani aiash. 2021. ―the effectiveness of three different curricular models to teach fundamental ecmo specialist skills to entry level perfusionists.‖ the journal of extra-corporeal technology 53 (4): 245. tabuena, almighty cortezo, glinore santiago morales, and mary leigh ann corpuz perez. 2021. ―music assessment techniques for evaluating the students‘ musical learning and performance in the philippine k-12 basic education curriculum.‖ online submission 21 (2): 192–203. tudor car, lorainne, bhone myint kyaw, rishi s nannan panday, rianne van der kleij, niels chavannes, azeem majeed, and josip car. 2021. ―digital health training programs for medical students: scoping review.‖ jmir medical education 7 (3): e28275. veza, okta. 2021. ―quality of teacher learning implementation plan and its implementation in preparing vocational school students for ready to work.‖ technical and vocational education international journal (taveij) 1 (01): 41–48. vitello, sylvia, jackie greatorex, and stuart shaw. 2021. ―what is competence? a shared interpretation of competence to support teaching, learning and assessment. research report.‖ cambridge university press & assessment. couns-edu the international journal of counseling and education vol. 6, no. 4 2021, pp. 157-165 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210638840 received on 20/09/2021; revised on 14/10/2021; accepted on 19/11/2021; published on: 30/12/2021 157 gestalt counseling application to resolve psychological disorder ni putu harisila mutari 1*) , kadek suranata 1 , ketut gading 1 1universitas pendidikan ganesha, bali, indonesia *)corresponding author, e-mail: harisilamutari88@gmail.com abstract the impact of the covid-19 pandemic on children in indonesia is getting bigger and wider. based on an analysis of various policy responses and research findings, it was found that one of the impacts caused by the pandemic was that it greatly impacted children's mental health. health protocols, most children have fear, anxiety, are starting to adapt to crowds of people because for almost a year they have only been undergoing the learning process online. moreover, the impact caused by this virus is death. gestalt therapy is a therapeutic approach used by many groups in their research. this approach is still rarely used in the school environment by counselors due to a lack of knowledge in using this gestalt approach technique. the purpose of writing can provide information that the gestalt approach with the techniques in it makes a good contribution in overcoming psychological disorders in children. the author uses the literature analysis method through publish or perish and uses vos (vos of viewers). this literature review has explored research on the benefits of the gestalt approach for children. the results of using this literature analysis is that the gestalt approach is beneficial for children, namely: emotional self-expression, conflict resolution, contact with therapists, well-being, self-esteem, communication skills and are useful in treating psychological disorders including reducing depression, child anxiety, parental anxiety, and symptoms of trauma and other psychological disorders. from the results of the literature review it shows that evidence of gestalt interventions is effective in dealing with psychological disorders in children. keywords: gestalt counseling, psychological disorder, literature review how to cite: mutari, h., suranata, k., & gading, k. (2021). gestalt counseling application to resolve psychological disorder. couns-edu: the international journal of counseling and education, 6(4), 157–165. https://doi.org/10.23916/0020210638840 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction coronavirus disease 2019 (covid-19) has created unimaginable challenges for children, young people and their families around the world. the virus was first identified in wuhan, china, in december 2019. many factors are stated to contribute to the appearance of symptoms of mental health disorders. research shows that social isolation and feelings of loneliness increase the risk of depression and anxiety, with the duration of these feelings having the greatest impact on children's mental health. use of mobile phones and the internet has also increased during the covid-19 pandemic, where overuse in children and adolescents has been linked to increased depression. in addition to internet use, lack of physical activity can increase depression and anxiety concerns over the significant negative impact of sedentary behavior on children's mental health, noting that children's play activities are very important in children's development. exposure to information about covid-19 and the difficulties experienced by parents, including the loss of jobs, income, and the couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu mutari, n. p. h., et al gestalt counseling application to resolve psychological disorder| 158 indonesian counselor association (iki) | doi: 10.23916/0020210638840 increased burden of caring for children can also increase stress, even causing domestic violence and child abuse. experts have warned that the high death toll, lingering feelings of grief and loss, and the current worsening of mental health disorders mean that the mental health impact of this pandemic will still be felt. going forward, the need for mental health services for children and adolescents will continue to increase. if the problems faced by students are not immediately addressed and resolved it will hinder the student learning process and also have an impact on their psychology. if students are found to have psychological problems but are not immediately given curative services, the child will experience psychological disorders such as stress, decreased self-confidence and the most feared cause depression. in fact, children have unique backgrounds and characteristics, this is where the role of responsive services is humanistic needs to be done in order to be able to provide solutions to children who experience psychological disorders. bk teachers are one of the educational components that are responsible for the psychological health of their students at school. guiding children and carrying out prevention and assistance to their students in helping solve the problems faced by their students. this is where the role of the guidance and counseling teacher is needed in carrying out the counseling process in order to help their students who experience psychological disorders apply existing approaches in guidance and counseling services, one of which is the gestalt approach. education world. method the method used in writing this article is a systematic literature review, namely a literature search from national and international article sources using publish or perish (google scholar, crosser and sematic scholar) and vos viewer as bibliometric analysis. in the early stages of searching for journal articles related to the application of gestalt counseling to overcome children psychological disorders, there were 1789 journal articles from 2015 to 2022. the results identified using the keywords "gestalt counseling and psychological disorders" were generated in a google scholar search, 873 articles, crosser 554 articles and sematically 362 articles. in the end, 1789 articles were thoroughly analyzed, synthesized to extract and summarize the basic findings needed to answer the problem formulation. and the results of bibliometric analysis using vosviewer can be seen in figure 1. figure 1. bibliometrics using vosviewer the literature obtained was then selected to determine the relevant literature to answer the predetermined problem’s formulation. based on these criteria, 10 articles were obtained which were then reviewed in the following table 1: couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 gestalt counseling application to resolve psychological disorder. | 159 indonesian counselor association (iki) | doi: 10.23916/0020210638840 table 1 <10 articles were obtained which were then reviewed> article identity research design and number sample problems/psyc hological symptoms counseling techniques study results ibad, i. d. i. (2021). gestalt therapy for psychological coping with students from broken home families (case study at smpn 3 kota serang). repository.uinbanten.ac.id. http://repository.uinbanten.ac.id /id/eprint/6185 qualitative research n = 5 children experience psychological disorders because they come from broken home families the “i'm responsible” technique reducing the number of psychological problems that have been complained of. ahmad, b. (2021). the gestalt approach: concepts and applications in the counseling process. ijoce: indonesian journal of counseling and …. https://www.lp2msasbabel.ac.id /jurnal/index.php/ijoce/articl e/view/1976 gestalt approach this approach is humanistic. prawitasari, i. (2021). literature study on the application of empty chair therapy in gestalt therapy. counsel| journal of islamic guidance and …. https://www.lp2msasbabel.ac.id /jurnal/index.php/counselle/art icle/view/1724 library method child psychology the empty chair technique the gestalt approach with the empty chair technique is widely used for curative treatment of troubled children. paramita, r. w. (2020). gestalt counseling to resolve stress symptoms. procedia: case studies and psychological interventions. https://scholar.archive.org/wor k/jlfg374libedbkewl4ipn65r24/a ccess/wayback/https://ejournal. umm.ac.id/index.php/procedia/ article/download/14306/pdf the assessment method uses interviews, observation, and psychological tests n = 1 setress the empty chair technique disclosure of the subject's feelings directly to family members in conflict also had a good impact on the subject's interpersonal relationship with the father. lestari, l. m., baharudin, y. h., & ... (2021). the effectiveness of gestalt counseling using the empty chair technique to increase self esteem in students who are bullying victims. mirror: journal of science …. http://jurnal.unugha.ac.id/inde x.php/crm/article/view/135 kind experiment pre experiment by design one group pretest posttest bullying victim the empty chair technique gestalt counseling using technique empty chair effective to deal with problems for victim students bullying who have low self-esteem couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu mutari, n. p. h., et al gestalt counseling application to resolve psychological disorder| 160 indonesian counselor association (iki) | doi: 10.23916/0020210638840 article identity research design and number sample problems/psycho logical symptoms counseling techniques study results romadhon, a. f., & sanyata, s. (2020). implementation of gestalt therapy in counseling to overcome parental divorce trauma in adolescents. 2nd international seminar on …. https://www.atlantispress.com/proceedings/isgc19/125943319 library method traumatized according to research with a meta-analysis that the gestal approach is effective for children who experience trauma due to divorce in their families. bayan, m., & khusnul, a. (2021). the effect of individual counseling and empty chair techniques on overcoming psychological problems of students memorizing nadhom alfiyyah students of grades x and xi …. repository.iainkudus.ac.id. http://repository.iainkudus.ac.id /5689/ field research (field research) n = 36 psychological disorder the empty chair technique according to research, the empty chair technique has an effect on coping with psychological problems. chamidah, atien nur. "early detection of growth and development disorders in children." journal of special education 5.2 (2009): 83-93. library method detection of disorders and child growth revealing the problem of child psychological disorders. paramita, rizki wira. "gestalt counseling for resolving stress symptoms." procedia: case studies and psychological interventions 8.3 (2020 observation, interviews, and psychological tests n=1 stress the empty chair technique showing child subject feeling can be better before it get the theraphy. husniah, w. o., & ulfa, m. (2019). mengurangi kecemasan siswa dalam menghadapi ujian semester melalui konseling kelompok gestalt. psikologi konseling. https://jurnal.unimed.ac.id/201 2/index.php/konseling/article/ view/16204 quantitaive method n=123 anxiety the empty chair technique after getting treatment through the empty chair technique, it can reduce children's anxiety couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 gestalt counseling application to resolve psychological disorder. | 161 indonesian counselor association (iki) | doi: 10.23916/0020210638840 results and discussions child psychological disorders disorders of child growth and development problems that often arise in children's growth and development include disturbances in physical growth, motor development, language, emotions, and behavior. 1. physical growth disorders physical growth disorders include growth disorders above normal and growth disorders below normal. monitoring body weight using kms (health card) can be done easily to find out the child's growth pattern. according to soetjiningsih (2003), if a child's weight chart is more than 120%, it is likely that the child is obese or has hormonal abnormalities. meanwhile, if the weight chart is below normal, it is likely that the child is malnourished, suffering from a chronic disease, or hormonal disorder. head circumference is also an important parameter in detecting growth and development disorders in children. head circumference measures describe the contents of the head including the brain and cerebrospinal fluid. head circumference that is more than normal can be found in children who suffer from hydrocephalus, megaencephaly, brain tumors or just normal variations. meanwhile, if the head circumference is less than normal, it can be suspected that the child is suffering from mental retardation, chronic malnutrition or just a normal variation. early detection of visual impairment and hearing loss also needs to be done to anticipate the occurrence of more several disorders. types of visual impairment that can be suffered by children include delayed visual maturity, refractive disorders, squint, nystagmus, amblyopia, color blindness, and blindness due to cataracts, optic neuritis, glaucoma, and so on. (soetjiningsih, 2003). meanwhile, deafness in children can be divided into conductive deafness and sensorineural deafness. according to hendarmin (2000), deafness in children can be caused by prenatal and postnatal factors. prenatal factors include genetics and torch infection that occurs during pregnancy. meanwhile, postnatal factors that often cause deafness are bacterial or viral infections associated with otitis media. 2. disorders of motor development slow motor development can be caused by several things. one of the causes of impaired motor development is abnormal muscle tone or neuromuscular disease. children with cerebral palsy may experience limited motor development as a result of spasticity, athetosis, ataxia, or hypotonia. spinal cord disorders such as spina bifida can also cause delays in motor development. neuromuscular diseases such as muscular dystrophy exhibit delays in the ability to walk. however, motor development disorders are not always based on the presence of the disease. environmental factors and the child's personality can also affect delays in motor development. children who do not have the opportunity to learn, such as being carried or placed in a baby walker, may experience delays in achieving motor skills. 3. disorders of language development language ability is a combination of all child development systems. language skills involve motor, psychological, emotional, and behavioral abilities (widyastuti, 2008). disorders of language development in children can be caused by various factors, namely genetic factors, hearing loss, low intelligence, lack of child interaction with the environment, late maturation, and family factors. in addition, speech disorders can also be caused by physical abnormalities such as cleft lip and false cerebral. stuttering is also one of the language development disorders which can be caused by pressure from parents so that children speak clearly (soetjingsih, 2003). 4. emotional and behavioral disorders during the developmental stage, children can also experience various disorders related to psychiatry. anxiety is a disorder that occurs in children and requires a special intervention if it affects social interaction and child development. examples of anxiety that children can experience are school phobia, separation anxiety, social phobia, and anxiety after experiencing trauma. pervasive developmental disorders in children include autism as well as behavioral and social interaction disorders. according to widyastuti (2008) autism is a neurobiological disorder that shows communication, interaction, and behavior disorders. autism is characterized by delays in language development, the appearance of strange movements such as spinning, jumping, or throwing tantrums for no reason. unaccounted for by these feelings in consciousness, they remain in the past and are carried into present life in ways that hinder effective relationships with oneself and others (corey, 2013). unfinished business problems can be overcome with gestalt counseling. gestalt counseling focuses on the subject's feelings, awareness of present. couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu mutari, n. p. h., et al gestalt counseling application to resolve psychological disorder| 162 indonesian counselor association (iki) | doi: 10.23916/0020210638840 research regarding the application of the gestalt approach in counseling/psychotherapy gestalt therapy is a client-centered approach to psychotherapy that helps clients focus on the present moment and understand what is really happening in their life right now, rather than what they think is happening based on past experiences. instead of simply talking about past situations, clients are encouraged to experience them, perhaps through re-enactment. through the gestalt process, clients learn to become more aware of how their own negative thought patterns and behaviors get in the way of true self-awareness and make them unhappy (b. bowins, 2021). gestalt therapy can help clients with issues such as anxiety, depression, self-esteem, relationship difficulties, and even physical problems such as migraine headaches, ulcerative colitis, and back spasms. good individuals for gestalt therapy are those who are interested in developing self-awareness but may or may not understand the role they play in their own unhappiness and discomfort (zahm & gold, 2004). several studies prove that the gestalt approach contributes theoretically, strategically, and tactically/technically to the treatment of post-traumatic stress disorder (ptsd) (cohen, 2003; nazari, mohammadi, & nazeri, 2014). from a theoretical point of view, conceptualizing ptsd as a special case of "unfinished business" positions gestalt therapy as the strategy of choice for this problem. from a strategic perspective, gestalt therapy offers phenomenology and the "i-thou" dialogue as components of effective therapy. then from a tactical perspective, gestalt therapy offers a unique mechanism for eliciting trauma-related conflicts from the past and resolving them in the present. these mechanisms include: paying attention to body movements "here and now," and non-verbal behavior, insisting on retelling the traumatic event as if it were happening in the present, use of fantasy and visualization, creative enhancement of body language, empty chairs, and psychodrama ( cohen, 2003). the gestalt approach is also considered effective for overcoming anxiety disorders in students in facing exams (hossein, 2017; serok, 1991), as well as general anxiety experienced by individuals (herrera salinas, mstibovskyi, roubal, & brownell, 2018). viewed from the gestalt therapy approach, anxiety is considered as a process that affects the physiological, emotional, and intellectual components, as well as a state of non-differentiation between the present and the future. other studies also prove that the gestalt approach can be used to overcome academic procrastination (gading, 2020). researchers use group treatment to overcome the problem of procrastination. according to researchers, gestalt is an effective technique for this case. this technique is basically a counseling approach that is carried out in a group setting by utilizing group dynamics and aims to create a context that allows the counselee to fully realize what he is experiencing; and improve the quality of the contacts they make with others (gading, 2020). acceptance of personal responsibility, personal oneness, and experiencing ways that block awareness. in therapy, the gestalt approach focuses on restoring awareness and on integrating polarities and dichotomies within oneself. therapy is directed not at analysis, but at integration that goes step by step in therapy until the client becomes strong enough to support his own personal growth (taufik, 2012). counseling techniques several techniques are often used in the gestalt counseling approach according to some experts, namely 1. empty chair the empty chair technique aims to help overcome interpersonal conflict from intrapersonal. this technique helps the counselee get out of the introjection process. the counselor uses two chairs and asks the counselee to sit on one chair and play the role of top dog. then move to another chair and become the under dog. dialogue is carried out continuously in these two roles. with this technique, introjection will be seen and the counselee can feel the conflict he is feeling in a more real way. the conflict will be resolved by acceptance and integration between the two roles. this technique helps the counselee to feel his feelings about conflicting feelings by experiencing them fully. couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 gestalt counseling application to resolve psychological disorder. | 163 indonesian counselor association (iki) | doi: 10.23916/0020210638840 the empty chair technique is a powerful intervention that can be used to help counselees of all ages who have conflicts with third persons who are not present in the counseling process. examples of conflicts with siblings, teachers, parents, friends, superiors, and partners. the counselee is invited to speak directly with the person who is the source of the conflict as if the person is present in an empty chair. this is better done to solve the problem than counseling to be invited to tell about how bad, painful and unpleasant the person who is the source of the conflict is. empty chairs are used to complete unfinished business with loved ones. the counselee is asked to talk to a loved one who has left him as if that person were present in an empty chair. the implementation of this technique can be in the form of a monologue in which the person being spoken to in an empty chair does not answer, or it can be in the form of a dialogue in which the person answers as the person might answer. 2. making the series (making the rounds) serialing is a gestalt exercise that involves individuals talking or doing something to other people in the group. the purpose of this technique is to confront, take risks, to open up, practice new behavior, and to make changes. example : individuals who have a fear of trusting others. the counselee was asked to tell the other group members by coming to them one by one saying "i don't believe you because" 3. "i am responsible for...." ("i take responsibility for"). techniques aim to help the counselee to recognize and personalize his feelings and behavior and take responsibility for their feelings and behavior. the counselee is asked to fill in the blanks as a way of evaluating personal responsibility and how the counselee manages his life. example: the counselee was asked to say: "i feel lonely and i feel responsible for my feelings". this exercise can open the eyes of counselees who usually tend to see other people as a source of good and bad feelings. 4. play projection (playing projection) the dynamics of projection are individuals who see clearly to others what they don't want to see and accept in themselves. the individual tries hard to deny his feelings and blames others for what happened to him. this technique is usually done in a group setting, but can also be given in an individual setting. in this technique, the counselor asks the counselee who often says that he cannot trust other people to play the role of someone who cannot be trusted. by playing the role, the counselee can be expected to find the level of distrust of others. in other words, the counselor asks for counseling to try to measure based on the sentences he utters about how big and heavy his level of distrust is in other people. 5. reversal (reversal technique) the assumption of this technique is that certain symptoms and behaviors often represent repressed and latent impulses within the individual. this technique aims to invite the counselee to take risks against fear, anxiety and make contact with parts of himself that have been rejected and suppressed. for this reason, the counselor asks the counselee to do the opposite behavior of what he says. couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu mutari, n. p. h., et al gestalt counseling application to resolve psychological disorder| 164 indonesian counselor association (iki) | doi: 10.23916/0020210638840 example : the counselee said that he had been tormented because he was too shy and lacked selfconfidence. the counselor instructs the counselee to behave like a confident person 6. rehearsal experiment (the rehearasal experiment) according to perls, the individual's mind is repetitive. individuals tend to repeat fantasies that individuals feel are the expectations of their environment. so that when the individual is in that environment, he becomes afraid, anxious because he will not be able to display what he wants conclusions the results of studies that have been carried out using the literature method are adjusted to predetermined criteria that gestalt counseling is used to treat children who experience psychological disorders such as anxiety, children who experience bullying, and other psychological disorders, expressed from 10 literature read by researchers both journals published nationally and internationally obtained through the vos viewers method. another thing that proves that gestalt counseling is able to overcome children's psychological disorders is that it can be seen from the mapping images obtained through vos viewers.all the techniques used in the gestalt approach are widely used in overcoming psychological disorders. this can also be seen in the journals read by researchers. this proves the study that the gestalt approach is widely used by researchers to treat children's psychological disorders. references ahmad, bukhari. “the gestalt approach: concepts and applications in the counseling process.” ijoce: indonesian journal of counseling and education 2.2 (2021): 44-56. edwindha prafitra nugraheni, s.pd.2019, m.pd., kons. "learning activities 1 psychoanalytic and humanistic oriented counseling approach". ministry of education and culture. ibad, i. d. i. (2021). gestalt therapy for psychological coping with students from broken home families (case study at smpn 3 kota serang). repository.uinbanten.ac.id. http://repository.uinbanten.ac.id/id/eprint/6185 ahmad, b. (2021). the gestalt approach: concepts and applications in the counseling process. ijoce: indonesian journal of counseling and …. https://www.lp2msasbabel.ac.id/jurnal/index.php/ijoce/article/view/1976 prawitasari, i. (2021). literature study on the application of empty chair therapy in gestalt therapy. counsel| journal of islamic guidance and …. https://www.lp2msasbabel.ac.id/jurnal/index.php/counselle/article/view/1724 paramita, r. w. (2020). gestalt counseling to resolve stress symptoms. procedia: case studies and psychological interventions. https://scholar.archive.org/work/jlfg374libedbkewl4ipn65r24/access/wayback/https://ejournal.u mm.ac.id/index.php/procedia/article/download/14306/pdf lestari, l. m., baharudin, y. h., & ... (2021). the effectiveness of gestalt counseling using the empty chair technique to increase self esteem in students who are bullying victims. mirror: journal of science http://jurnal.unugha.ac.id/index.php/crm/article/view/135 romadhon, a. f., & sanyata, s. (2020). implementation of gestalt therapy in counseling to overcome parental divorce trauma in adolescents. 2nd international seminar on …. https://www.atlantispress.com/proceedings/isgc-19/125943319 bayan, m., & khusnul, a. (2021). the effect of individual counseling and empty chair techniques on overcoming psychological problems of students memorizing nadhom alfiyyah students of grades x and xi …. repository.iainkudus.ac.id. http://repository.iainkudus.ac.id/5689/ chamidah, atien nur. "early detection of growth and development disorders in children." journal of special education 5.2 (2009): 83-93 http://repository.uinbanten.ac.id/id/eprint/6185 https://www.lp2msasbabel.ac.id/jurnal/index.php/ijoce/article/view/1976 https://www.lp2msasbabel.ac.id/jurnal/index.php/counselle/article/view/1724 https://scholar.archive.org/work/jlfg374libedbkewl4ipn65r24/access/wayback/https:/ejournal.umm.ac.id/index.php/procedia/article/download/14306/pdf https://scholar.archive.org/work/jlfg374libedbkewl4ipn65r24/access/wayback/https:/ejournal.umm.ac.id/index.php/procedia/article/download/14306/pdf http://jurnal.unugha.ac.id/index.php/crm/article/view/135 https://www.atlantis-press.com/proceedings/isgc-19/125943319 https://www.atlantis-press.com/proceedings/isgc-19/125943319 http://repository.iainkudus.ac.id/5689/ couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 gestalt counseling application to resolve psychological disorder. | 165 indonesian counselor association (iki) | doi: 10.23916/0020210638840 husniah, w. o., & ulfa, m. (2019). reducing student anxiety in facing semester exams through gestalt group counseling. counseling psychology. https://jurnal.unimed.ac.id/2012/index.php/konseling/article/view/16204 hanapi, trie fadilah. "the empty chair technique: gestalt therapy to reduce adolescents' angry feelings toward fathers." procedia: case studies and psychological interventions 9.3 (2021): 088098internasional journal gading, i. "group counseling with the gestalt technique to reduce academic procrastination." international journal of emerging technologies in learning (ijet) 15.14 (2020): 262-268. lestari, kiki elfi, and firman firman. "the effectiveness of group guidance services using the gestalt counseling approach with projection techniques in preventing bullying among students." international journal of applied counseling and social sciences 3.1 (2021): 9-15. agustin, nanik lindia. "effectiveness of gestalt counseling empty chair engineering to minimize feeling of trauma victims bullying." proceeding humanities: teacher training and education 1.1 (2019): 22-27. handayani, wendy, and dessy pranungsari. "the gestalt group therapy efectiveness in reducing student bullies." paramartha, wayan eka, i. ketut dharsana, and ni ketut suarni. "gestalt counseling with dialog game techniques and hipno counseling techniques for self achievement." bisma the journal of counseling 1.1 (2017): 39-49. trijayanti, yessinta wahyu, juntika nurihsan, and anne hafina. "gestalt counseling with empty chair technique to reduce guilt among adolescents at risk." islamic guidance and counseling journal 2.1 (2019): 1-10. https://jurnal.unimed.ac.id/2012/index.php/konseling/article/view/16204 couns-edu the international journal of counseling and education vol.7, no.1, march 2022, pp. 9-14 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220735210 received on 12/19/2021; revised on 01/14/2022; accepted on 02/21/2022; publishedon:03/30/2022 9 the effect of hypnotherapy methods on understanding and readiness on swimming learning in higher education syahrastani syahrastani universitas negeri padang, indonesia *) corresponding author, e-mail: syahrastani@fik.unp.ac.id abstract this research was conducted because understanding and readiness on swimming learning is still problematic. hypnotherapy methods are assumed to be the factors that influence the understanding and readiness on swimming learning of students in higher education. this study aims to determine the effect of using hypnotherapy methods on the understanding and readiness of swimming lessons in higher education. this research uses quantitative correlation method. the population is 150 students who take swimming lessons in higher education, and a sample of 50 students who were selected using purposive random sampling. the questionnaire is an effective data collection method to test the variables to be measured and the answers expected by the respondents. the questionnaire applies a likert scale by providing an opportunity to answer each item. data were analyzed using regression analysis. the results showed that (1) there was an increase in students' understanding of swimming lessons using hypnotherapy methods, (2) there was an increase in student readiness in swimming lessons using hypnotherapy methods. keywords: hypnotherapy, understanding, readiness, swimming learning how to cite: syahrastani, s. (2022). the effect of hypnotherapy methods on understanding and readiness on swimming learning in higher education. couns-edu: the international journal of counseling and education, 7(1). doi:http://dx.doi.org/10.23916/0020220735210 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction sports activities are a very important part done by humans in forming a good body and spirit. sport has developed well to make a very positive contribution to the wider community, especially in health. for athletes who struggle in sports, they can also give the nation a good reputation, both in indonesia and in the world. sports coaching is something that cannot stand alone, therefore sports coaching must be done properly so that in national development it has a very important role. the development of sports has the scope to carry out a coaching, as stated in article 17 it is explained that "the scope of sports includes activities: (a) educational sports, (b) recreational sports, and (c) achievement sports (okilanda, 2018). if the scope of this sport can be done well, then any policy related to sports must be managed according to the objectives to be achieved. one of the scopes of sports organized through the educational process is educational sports. educational sports are an integral part of education that is carried out both on formal and non-formal channels through intra and or extracurricular activities (firdaus, 2011). as stated in the sports law number 3 of 2005 concerning the national sports system chapter i article i number 11 which reads: "sports education is physical and sports education held as part of a regular and continuous educational process to acquire knowledge, personality, skills . , health, and physical fitness” (number, 2007). based on the quote, sports education is obtained from the educational process that takes place both at the college level and at school. higher education is a place to organize the educational process to prepare students to acquire knowledge and skills after completing the lecture http://dx.doi.org/10.23916/0020220735210 couns-edu  vol.7, no.1, march 2022 available online: http://journal.konselor.or.id/index.php/counsedu syahrastani, s. the effect of hypnotherapy methods on understanding ... | 10 indonesian counselor association (iki) | doi: 10.23916/0020220735210 process taken. one of the learners in the field of sports is learning to swim. learning to swim is one of the physical activities that can improve students' physical fitness, in this case the swimming activity that the author wants to examine is related to educational swimming carried out in schools. swimming learning carried out in higher education is one of the educational tools in addition to several other types of lessons, the closest target is to teach students to be able to swim from not being able to swim, this activity has its own meaning in education, namely changing the fear of water to not being able to swim. if you are afraid of water, you will feel confident in yourself so that this learning process becomes one of the unique things in learning to swim for students. sardiman (2010: 77) by "providing motivation to a student, means moving students to do something or want to do something". swimming is a sport with activities in the water that oversees other sports, such as diving, water polo, beautiful swimming and open water swimming, swimming is a sport that is carried out in water and is the most well known and loved by many people from children. -children to parents. according to its needs, swimming can be used as an achievement sport, educational swimming in schools and for the health of the perpetrators, swimming learning is a learning process in water through physical activity that aims to stimulate the growth and development of students and to improve abilities and skills. intelligence and character formation as well as positive values and attitudes for students in order to realize educational goals. introducing swimming activities to students will improve their harmonious development, improve the multilateral development of cardio-respiratory, multilateral mental and physical development of children, through significant processes of motor coordination, muscle development, cognitive skills and means of social interaction. swimming can be done by anyone, regardless of gender, age, male or female, old or young, everyone can do it (einfalt, zecha, & lienhart, 2018). swimming is very economical, because by spending a little money, people can enter the pool and swim to their heart's content. swimming can also be done anytime, regardless of time, it can be morning, afternoon, evening, or night and can be done individually. then to be able to excel in swimming sports need to be supported by adequate physical components. because there is no point in a swimmer in a race who can swim with a beautiful style but is not able to complete the entire specified distance (brunner, melnyk, sigfússon, & wattenhofer, 2019). the learning process should be a series of gradual increments from one stroke to the next most likely starting from swimming like a dog paddle and floating on the back and progressing to the more advanced stages of each stroke, namely the freestyle and backstroke. when a beginner swimmer progresses to intermediate level and then becomes an advanced swimmer, he will be able to learn other styles (rusdi, dlis, lubis, nata, & whalsen, 2020). swimming styles such as walking, incline, breaststroke, backstroke, butterfly, freestyle, entry-level backstroke, arm tilt and breaststroke are some of the skills that advanced swimmers can learn. continue. in the learning that is carried out, an understanding is needed to support the success of the learning process that is followed, namely learning swimming. understanding can be interpreted as seeing a relationship of ideas about a problem, something is understood while the facts about the problem are collected (marlina, kapile, c., imran, 2020). a person can only learn about something if he already has the "readiness" to learn something. in fact, every individual has individual differences, so each individual has a different developmental background. this causes different patterns of readiness formation within each individual. likewise, readiness in learning is very influential on a person's personal development to mature his willingness to learn so that someone will be easy and ready to accept something that will be learned in the learning itself. the learning process is a psychic activity with respect to learning materials. learning activities carried out by students are as a process, in learning something, because learning is the main activity, besides that learning is the key in the formation of student competencies, because students can only learn if everything related to the learning process is already prepared from the students. in him (idamayanti, r., 2017) the learning process is a psychic activity with respect to learning materials. learning activities carried out by students are as a process, in learning something, because learning is the main activity, besides that learning is the key in the formation of student competencies, because students can only learn if everything related to the learning process is already prepared from the students. in him (idamayanti, r., 2017) the learning process is a psychic activity with respect to learning materials. learning activities carried out by students are as a process, in learning something, because learning is the main activity, besides that learning is the key in the formation of student competencies, because students can only learn if everything related to the learning process is already prepared from the students. in him (idamayanti, r., 2017). couns-edu  the international journal of counseling and education vol.7, no.1, march 2022 the effect of hypnotherapy methods on understanding ... | 11 indonesian counselor association (iki) | doi: 10.23916/0020220735210 so we need the right method to improve it, one of which is the hypnotherapy method. hypnotherapy is a therapy that is carried out using the hypnosis method. hypnotherapy is the application of hypnosis in curing mental disorders and relieving physical disorders. hypnosis has been medically proven, and can even overcome various kinds of psychological and physical disorders. hypnotherapy is a healing by means of hypnosis. hypnotherapy is a branch of psychological science that studies the benefits of suggestion to overcome problems of thoughts, feelings, and behavior, by giving suggestions to the subconscious mind (rohimi, 2019). method this research uses correlational type quantitative methods (regression). the instrument used is a model scale likert. this research uses quantitative correlation method. the population is 150 students who take swimming lessons in higher education, and a sample of 50 students who were selected using purposive random sampling, with 37 males and 13 females, aged 19-20 years, and are from the 2020 and 2021 entry years, who were selected using the technique purposive random sampling. furthermore, data was collected by distributing questionnaires to obtain information about hypnotherapy methods, understanding and readiness. the questionnaire stands as an effective data collection method to examine the variables to be measured and the answers expected by the respondents (smith, 2019). the questionnaire applied the likert scale by providing opportunities to answer each item (awang et al., 2016). data collection is carried out in higher education with the following procedures: 1) preparing students understanding, readiness and hypnotherapy methods; 2) provide an explanation of the instrument and how to fill it out; 3) distribute instruments and invite students to fill them out; 4) collecting instruments according to the plan. data were analyzed by descriptive statistics that designed to give information about the distributions of variables (mishra et al., 2019), regression that statistical analysis used to determine the effect of several independent variables on the dependent variable (chen, & chen, 2014). data analysis is assisted by using the spss program. results and discussions the results of the research presented include an overview of the contribution of the hypnotherapy method to the understanding and readiness of swimming learning in higher education which can be seen in the following figure. table 1. contribution of hypnotherapy method to understanding and readiness of swimming learning method variable information understanding readiness hypnotherapy 0.584 0.659 strong contribution based on the table above, it can be understood that the use of the hypnotherapy method makes a positive contribution to the understanding of students taking swimming lessons in higher education with an rcount of 0.584. this shows that 0.584 is greater than the r table, which is 0.278. while the use of the hypnotherapy method made a positive contribution to increasing student learning readiness who took swimming lessons with an r count of 0.659, which shows that it is greater than the r table for sample 50, which is 0.278. this means that the use of hypnotherapy methods can improve the understanding and readiness of student swimming lessons in college. the results of this study indicate that the use of the hypnotherapy method is very good for use in the learning process, because this method makes a positive contribution to the understanding and readiness of students in higher education. hypnotherapy is therapy using the hypnotic method. hypnosis is a state of high attention where psychotherapy or suggestion is used as a treatment to achieve goals (axelrad a, brownn d, wain h, 2017). in various surgical procedures, hypnosis reduces pain control, anxiety, and shortens the duration of surgery (wobst ahk, 2007). research on the use of hypnotherapy in bronchoscopy procedures to determine the effectiveness of hypnotherapy in controlling pain in patients undergoing bronchoscopy has never been done. it is important to know hypnotherapy as an alternative to couns-edu  vol.7, no.1, march 2022 available online: http://journal.konselor.or.id/index.php/counsedu syahrastani, s. the effect of hypnotherapy methods on understanding ... | 12 indonesian counselor association (iki) | doi: 10.23916/0020220735210 the convenience of bronchoscopy procedures. giving hypnotherapy each person is directed to explore ways of thinking that support what he will do (nurlita, h., purba, m., paramastri, i., 2007). in the success of the learning process, the emphasis is on students who interact with their learning experiences. learning causes changes in the person who learns. these changes are integral, meaning changes in cognitive, affective and psychomotor aspects. according to the theory, students' cognitive characteristics can be influenced by learning readiness. readiness is the willingness to respond or react. the condition of students who are ready to receive lessons from the teacher, will try to respond to the questions that have been given by the teacher. in order for students to be able to give the correct answer, of course, students must have knowledge by reading and studying the material to be taught and what has been taught by the teacher. healthy condition of students enthusiastic and not sluggish, it will be easier to accept lessons from the teacher. the healthy condition of students will encourage students to stay focused and pay attention to the explanations given by the teacher. students' motivation and need to learn can also encourage and influence students' readiness to learn. readiness to learn needs to be considered in the learning process, because the learning process accompanied by readiness will make it easier for students to accept and understand the material presented by the teacher and can encourage students to give a positive response where this situation will affect the learning outcomes obtained (indriastuti, a. ., sutaryadi, susantiningrum, 2017). students' motivation and need to learn can also encourage and influence students' readiness to learn. readiness to learn needs to be considered in the learning process, because the learning process accompanied by readiness will make it easier for students to accept and understand the material presented by the teacher and can encourage students to give a positive response where this situation will affect the learning outcomes obtained (indriastuti, a. ., sutaryadi, susantiningrum, 2017). students' motivation and need to learn can also encourage and influence students' readiness to learn. readiness to learn needs to be considered in the learning process, because the learning process accompanied by readiness will make it easier for students to accept and understand the material presented by the teacher and can encourage students to give a positive response where this situation will affect the learning outcomes obtained (indriastuti, a. ., sutaryadi, susantiningrum, 2017). the use of methods in learning will affect the understanding of students. understanding or comprehension can be interpreted as mastering something with the mind, because learning means having to understand mentally the meaning and philosophical meaning of its implications and applications, so that students can understand a situation. in learning, the element of understanding cannot be separated from other psychological elements: motivation, concentration, and reaction. erlando doni sirait (2018) suggests that there is a significant effect of learning readiness on learning understanding. students as learning subjects can develop facts, ideas, and skills. then with the organizational element, the learning subject can organize and find these things together into a logical pattern, because studying a number of data as they are, gradually the learning subject begins to understand the meaning and implications of the overall problem. understanding means not only having to but also wanting the subject to learn to use the materials that have been understood if that is the case, learning will be more basic, but in fact many subjects in schools are elements of comprehension. for example: many things happen that students study at night before the exam in the morning. but if asked two or three days later, most of them have forgotten about what they have learned, this shows that the subject of study or the students do not have a strong glue of understanding to internalize the material being studied into a concept or understanding as a whole. sardiman (in shodiq, 2009: 18) asserts that understanding is dynamic with content, it is hoped that understanding will be creative, understanding will produce a calm imagination and mind, if the study subject or students really understand it, they will be ready to receive definite answers to questions. or various problems in learning (yonanda, d., a., 2017). this shows that the subject of study or the students do not have a strong adhesive of understanding to internalize the material being studied into a concept or understanding as a whole. sardiman (in shodiq, 2009: 18) asserts that understanding is dynamic with content, it is hoped that understanding will be creative, understanding will produce a calm imagination and mind, if the study subject or students really understand it, they will be ready to receive definite answers to questions. or various problems in learning (yonanda, d., a., 2017). this shows that the subject of study or the students do not have a strong adhesive of understanding to internalize the material being studied into a concept or understanding as a whole. sardiman (in shodiq, 2009: 18) asserts that understanding is dynamic with content, it is hoped that understanding will be creative, understanding will produce a calm imagination and mind, if the study subject or students really understand it, they will be ready to receive definite answers to questions. or various problems in learning (yonanda, d., a., 2017). couns-edu  the international journal of counseling and education vol.7, no.1, march 2022 the effect of hypnotherapy methods on understanding ... | 13 indonesian counselor association (iki) | doi: 10.23916/0020220735210 while readiness is the overall condition of a person who makes him ready to respond / answer in a certain way to a situation. what is meant here is the conditions included in the learning process. khalif ashhbul umam & fakhruddin (2016) readiness is thought to also have an influence on student learning outcomes. for this reason, researchers are interested in knowing the level of readiness and learning outcomes of students, as well as knowing the effect of learning readiness on student learning outcomes. agus wahyudin & dina tsabitah (2016) the results of this study stated that there was a considerable influence of learning readiness on learning outcomes, namely 42.7% at man 1 semarang. leonard (2012) suggests that readiness to learn is a condition of self that has been prepared to carry out an activity. based on this expression, it is concluded that before doing learning, students are expected to be able to prepare themselves optimally so that they can focus optimally. learning readiness is the initial condition of a learning activity that makes it ready to provide responses/answers that exist in students in achieving certain teaching goals with assessment indicators, namely motivation, regularity/diligence, task load and structured completion. with a high level of readiness, the learning outcomes obtained will also be high, and vice versa with a low level of readiness, the learning outcomes obtained will also be low. for this reason, students must have mature readiness in order to obtain good results. in addition, teachers play an active role in motivating students to prepare themselves for teaching and learning activities (kurtanti, bahari, y., budjang, g., 2015). indicators of learning readiness according to maratus (2014) include physical and mental readiness (hearing, vision, health, self-confidence, self-adjustment. emotional conditions of conflict, tension), learning needs (textbooks, lesson notes, equipment) and required knowledge. have learned (reading textbooks, read the news in the newspaper before learning is carried out). the grand theory that underlies the influence of the independent variables on student creativity and learning facilities, the intervening variable of learning readiness on the dependent variable of accounting learning outcomes is behavioristic theory, humanistic theory, and cognitive theory. so from the results of this study it can also be understood that it is very important to select and use the right and effective method to support the smoothness and the learning process carried out. conclusions this study revealed that the obstacles in learning to swim were influenced by various factors, including the low understanding of students about swimming lessons and the unpreparedness of students to take swimming lessons. based on the findings and discussion of the research results, it can be concluded that the use of the hypnotherapy method made a positive contribution to students' understanding of swimming lessons in college. also, the use of hypnotherapy methods makes a positive contribution to student learning readiness in swimming lessons in college. furthermore, the recommendations of this study are based on the results of the research, discussion, and conclusions that have been stated previously, that the use of hypnotherapy methods is to improve students' understanding and readiness in following the learning process carried out. references ade rustiana & fira. (2018). the effect of learning style, learning readiness through learning motivation as an intervening variable on learning activity. economic education analysis journal. eeaj 7 (3) pp. 1083-1099. ahmad, e., et al. (2018). learning motivation of students of smkn 1 payakumbuh in swimming learning. sports journal. pp 6-13. agus wahyudin & dina tsabitah (2016). the role of learning readiness in mediating the effect of learning readiness and learning facilities on accounting learning outcomes. economic education analysis journal. eeaj 5 (1). pp. 1-13 am, sardiman. 2010. teaching and learning interaction and motivation. jakarta: rajawali press awang, z., afthanorhan, a., & mamat, m. (2016). the likert scale analysis using parametric based structural equation modeling (sem). computational methods in social sciences, 4(1), 13-21. http://cmss.univnt.ro/wpcontent/uploads/vol/split/vol_iv_issue_1/cmss_vol_iv_issue_1_art.002.pdf axelrad a, brownn d, wain h. hypnosis, in kaplan & sadock's comprehensive textbook of psychiatry. 10th edn. philadelphia: lippincott williams & wilkins 2017; pp. 6912–6985 http://cmss.univnt.ro/wpcontent/uploads/vol/split/vol_iv_issue_1/cmss_vol_iv_issue_1_art couns-edu  vol.7, no.1, march 2022 available online: http://journal.konselor.or.id/index.php/counsedu syahrastani, s. the effect of hypnotherapy methods on understanding ... | 14 indonesian counselor association (iki) | doi: 10.23916/0020220735210 brunner, g., melnyk, d., sigfússon, b., & wattenhofer, r. (2019, september). recognition of swimming strokes and counting laps using smartwatches and deep learning. in the proceedings of the 23rd international symposium on wearable computers (pp. 23-31). chen, k. s., & chen, h. t. (2014). applying importance–performance analysis with simple regression model and priority indices to assess hotels' service performance. journal of testing and evaluation, 42(2), 455-466. http://dx.doi.org/10.1520/jte20130124 erlando doni sirait, (2018). the influence of learning style and readiness on students' understanding of mathematical concepts. formative journal 7(3): 207-218 idamayanti, r. (2017). the effect of learning readiness on learning achievement of students of physics education at muslim maros university. journal of physics education and its application. vo. 3 no. 2. pp. 71-75. indriastuti, a., sutaryadi, susantiningrum. (2017). the influence of students' learning readiness and teacher's teaching skills on learning outcomes. journal of office administration information and communication. vol. 1 no. 1. pp. 37-52. khalif ashbul umam & fakhruddin. (2016). the effect of learning readiness on student learning outcomes package c program. journal of nonformal education. jne 2 (2) pp. 1-6. kurtanti, bahari, y., budjang, g., (2015). relationship between learning readiness and student learning outcomes in sma. journal of education and learning: equator. vol. 4 no. 1. pp. 1-11. leonard. (2012). level of appreciation, self concept and positive thinking on mathematics learning achievement. the international journal of social sciences, 6(1), 10-17. maratus, ika. (2014). "the influence of learning facilities and family environment on integrated social studies learning outcomes through learning motivation at smp negeri 1 ambarawa". in the journal of economic education. volume 2 no 3. marlina, kapile, c., imran. (2020). improving students' understanding of basic competencies about buying and selling through discussion methods for social studies lessons in class v sd inpres 2 kasimbar. tadulako online creative journal. vo. 2 no. 4. pp. 1-12 mishra, p., pandey, c. m., singh, u., gupta, a., sahu, c., & keshri, a. (2019). descriptive statistics and normality tests for statistical data. annals of cardiac anaesthesia, 22(1), 67. nurlita, h., purba, m., paramastri, i., (2007). hypnotherapy for weight loss in obese individuals. indonesian journal of clinical nutrition. vol. 4 no. 1 pp. 30-40. okilada, a. (2018). revitalizing urban/urban communities through petangue sports. nusantara sports page: journal of sports science. vo. 1 no. 1. rohimi. (2019). hypnotherapy: the process and impact of religiosity in resolving a juvenile delinquency case. scientific journal of syiar, vol. 19 no. 2 pp. 127-137. sadiq, fadjar. (2009). mathematical learning models. smp. jakarta: nurul hidayah. smith, t. w. (2019). cross-cultural and cross-national questionnaire design and evaluation (pp. 473– 492). in advances in questionnaire design, development, evaluation and testing. https://doi.org/10.1002/9781119263685.ch19 wobst ahk.. hypnosis and surgery: past, present, and future. anesthesia and analgesia 2007; 104(5), pp. 1199–1208. yonanda, d., a. (2017). improving students' understanding of civics subjects about government systems through the m2m (mind mapping) method for class iv mi mambaul ulum telagondo, karangploso, malang. journal of pendas cakrawala vol. 3, no. 1 pp. 53-63. couns-edu the international journal of counseling and education vol.6, no.1, 2021, pp. 34-43 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210633310 received on 03/20/2021; revised on 04/18/2021; accepted on 05/16/2021; published on 06/23/2021 34 “not so healthy, not so comfortable”: health anxiety in people living with hiv and its relationship to quality of life and psychosocial functioning nazim yildiz *)1 , utku nayki 2 , bilgu mete 3 , ali ihsan nergiz 2 , kubra fadiloglu 3 , nese kocabasoglu 2 1 madalyon , psychiatric center, dept. of adult psychiatry, istanbul turkey. 2 i̇stanbul university-cerrahpasa, cerrahpasa medical faculty, istanbul turkey istanbul turkey 3 western general hospital, department of liaison psychiatry, edinburgh, scotland * ) corresponding author, e-mail: nazimyildiz@gmail.com abstract people living with human immundeficiency virus (plwh) are often inclined to attribute their bodily sensations to hiv (human immundeficiency virus) without considering those as malign or benign. thus, it’s thought that health anxiety may be high in these individuals. we aim to determine the levels of health anxiety in plwh and its relation with quality of life and psychosocial functioning. : total of 228 subjects were included in study. health anxiety levels in hiv group were higher than control groups. sass scores were not different than in type-i dm group’s scores, whereas the bdi, bai, and ghq scores were worse in the hiv group than in the other groups. there was a significant difference in the qol between healthy controls and hiv group. cd4+ t lymphocyte count had the highest explanotory power for the psychometric scores. plwh have higher health anxiety than controls. even if psychosocial functioning and qol are impaired in people with high health anxiety levels still cd4+ t lymphocyte count is strongest explanatory factor on almost every subscale. the disease itself seems to disrupt the quality of life and psychosocial harmony beyond the psychological picture it creates. keywords: health anxiety, quality of life, psychosocial functioning, hiv how to cite: yildiz, n., nayki, u., mete, b., fadiloglu, k., nergiz, a., & kocabasoglu, n. (2021). not so healthy, not so comfortable: health anxiety in people living with hiv and its relationship to quality of life and psychosocial functioning. couns-edu: the international journal of counseling and education, 6(1). doi:http://dx.doi.org/10.23916/0020210633310 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. introduction chronic hiv infection, which is associated with a deterioration in immune functions, is monitored in clinical practice at regular appointments of few months intervals with regular cd4+ t-lymphocyte counts and viral load tests(barré-sinoussi, ross, & delfraissy, 2013). intense medical follow-up and the necessity of lifelong medication might be described as exhausting and abrasive by patients(connors, krentz, & gill, 2017). from a psychological perspective, lewis has stated in 1998 that having the thought of having a chronic disease can be more destructive than the disease itself(lewis, 1998). hiv is not different from this either. because of the biological effects of hiv and the effects of bad reflections formed by the perception of the public, as well as the negative self-remarks that the person internalizes, people living with hiv (plwh) were found to have various comorbid psychiatric disorders(whetten, reif, whetten, & murphy-mcmillan, 2008). present studies in medical literature point out anxiety disorders and depressive disorders as psychiatric co-morbidities in plwh(demirel et al., 2018). health anxiety, which is http://dx.doi.org/10.23916/0020210633310 couns-edu  the international journal of counseling and education vol.6, no.1, 2021 “not so healthy, not so comfortable” ... | 35 indonesian counselor association (iki) | doi: 10.23916/0020210633310 classified in the anxiety disorder spectrum, is also frequently observed in individuals living with hiv (brandt et al., 2017; chandra, desai, & ranjan, 2005). health anxiety can be described as being concerned about health status in circumstances where either a pathology is not present or it is disproportionate with the pathology’s seriousness(paul m. salkovskis & warwick, 1986). health anxiety which is scrutinized under the headings of somatic symptom disorder and illness anxiety disorder in dsm-5 (american psychiatric association, 2013), is fundamentally found in every individual and could consistently decrease or increase, instead of being a clinical entity that is present or not. health anxiety has been shown to increase compliance to treatment as well as poor treatment compliance can increase health anxiety to pathological level (edo, torrents-rodas, rovira, & fernandez-castro, 2012; taylor, 2004). in one of the first publications about psychopathologies related to hiv, miller et al. has reported that plwh who search for the different evidences for the new problems such as opportunistic infections, have intense concerns about health and healthy nutrition(miller, 1988). thus, the health anxiety concept is not a new area for researchers interested in hiv. chronic diseases are known to affect the quality of life and psychosocial functionality; this situation is also valid for hiv (hughes, jelsma, maclean, darder, & tinise, 2004). recent studies emphasize that, regardless of socio-demographic characteristics, hiv infection causes psychological and social burdens in children(das, mukherjee, lodha, & vatsa, 2010). not only impairment of physical or mental health and a possibility or development of a physical disability, but also regular medication, necessity of medical controls, changes in lifestyle, pain and body image disfiguration are among the reasons of quality loss(juenger et al., 2002). from this point of view, we think that health anxiety may be one of the factors that impairs quality of life and psychosocial functionality by increasing the number of unnecessary doctor controls and needless drug use. the aim of this study is to investigate the effects of sociodemographic factors and some clinical markers related to disease prognosis on health anxiety, psychosocial functionality and quality of life in individuals living with hiv, and to see whether health anxiety impairs functionality and quality of life. to differentiate the psychological burden brought by the disease related clinical factors, another chronic disease, type 1 dm, was included in the study as a control group in order. so that, it will be investigated whether the impact in the specified areas is related to the disease itself or the psychological burden it brings and, also, the need for psychiatric consultation will be explored method in a cross sectional study design total of 236 subjects were recruited during the period of september 2017-march 2018 and differantiated in three groups; hiv group (n=72), type 1 dm group (n=64) and healthy controls (n=100). hiv group and type 1 dm group were consecutively formed by people who applied for their routine appointments in the cerrahpasa faculty of medicine, infectious diseases clinic and endocrinology clinic. healthy individuals were chosen from relatives of outpatients’ who applied to emergency service and were treated in green zone and taken as subjects after their permission to check their medical records. eight individuals from healthy control group wanted to leave the study and withdrew their consents. total of 228 individuals were included to study. all interviews were conducted face to face. we carried structured clinical interview for dsm-5 disorders out for making the major dsm-v axis i diagnoses, with healthy controls and patient groups(first, williams, karg, & spitzer, 2015). data of the subjects collected including age, gender, marital status, employment, known or suspected route of transmission (when necessary), level of cd4 cell count and hba1c levels. interviews took approximately 120 minutes. cd4+ cell counts for hiv group and hba1c levels for diabetic group were obtained through the records of last policlinic visit. inclusion criteria: a) age 18 to 60, a confirmed diagnosis of hiv infection for at least 3 months, to be literate and mentally competent to answer questions for hiv group; bage 18 to 60, presence of dm due to b) type 1, to be literate and mentally competent to answer questions for type 1 dm group; c)age 18 to 60, to be literate and mentally competent to answer questions, to be free of a chronic disease for control group. exclusion criteria: to have a chronic mental illness (mental retardation, schizophrenia or other psychotic disorders, bipolar disorder or dementia) and to be hospitalized while about to be included in the research. couns-edu  vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu nazim, y., et al. “not so healthy, not so comfortable” ... | 36 indonesian counselor association (iki) | doi: 10.23916/0020210633310 psychometric scales general health questionnaire (ghq): ghq was developed in 1979 by goldberg and hillier to analyze the anxiety and depression symptoms in non-psychiatric clinical settings(goldberg & hillier, 1979). turkish validity and reliability study was made in 1996(kılıç, 1996). in the same study, cut-off score was calculated as 4/5 for the 28-question form. ghq was used for evaluating general psychological/psychiatric well-being. higher scores indicate worse outcomes on anxiety and depression symptoms. health anxiety inventory short version: health anxiety inventory (hai) was developed particularly for cognitive and emotional evaluation of health anxiety on individuals with psychiatric and physical illnesses by salkovskis et al.(p. m. salkovskis, rimes, warwick, & clark, 2002). turkish validity and reliability study was made by aydemir et al.(aydemir, kirpinar, sati, uykur, & cengisiz, 2013). neither do the studies nor the original form report a cut-off score. it is recommended to use in comparative groups. higher scores indicate worse outcomes on health anxiety. short form-36 (sf-36): sf-36 is a survey evaluating the health-related quality of life. it can be used on individuals applying to medical establishments with somatic and chronic illnesses. turkish validity and reliability study was made in 1999 (koçyiğ it, aydemir, ölmez, & memiş , 1999). evaluation of the survey is made by scoring according to specific instructions. social adaptation self-evaluation scale (sass): sass was developed with the intention of evaluating the social functionality in both depressional and non-depressional/post-depressional well-being periods(bosc, dubini, & polin, 1997). it was conceptualized as a 4-point likert scale containing 21 items. a cut-off score wasn’t determined. higher scores indicate better adaptation and functionality. turkish validity and reliability study was made in 2008(akkaya et al., 2008). beck depression inventory (bdi) and beck anxiety inventory (bai): those inventories were developed by beck in 1961 and 1988(a. t. beck, ward, mendelson, mock, & erbaugh, 1961; aaron t. beck, epstein, brown, & steer, 1988). validity and reliability of bdi study was made in 1989 and those of bai in 1998(hisli, 1988; ulusoy, sahin, & erkmen, 1998). for both scales, 21 questions are answered in 4-point likert type. highest possible score is 63, cutting score of turkish form is determined as 17. higher scores indicate severe anxiety and depression. statistical analysis: first of all, in the descriptive statistics of the data, mean, standard deviation, median, frequency and ratio values were used to see how similar the three groups are. the distribution of the variables was measured by kolmogorov-smirnov test, skewness and kurtosis values. levene’s values were calculated for variance homogenity. then one way anova is used for the comparisons of descriptive statistics and scale scores between groups. when the conditions were not suitable for anova, mann-whitney u test were used. bonferroni correction was preferred for post-hoc tests. chi-square test was used for the analysis of qualitative independent data. after the comparisons, multiple linear regression models are fitted to the data. the two main aims are to check whether any of the potential independent variables have significant explanatory power on the dependent variables (meaning they have significantly small p-values) and what percentage of the variation in the dependent variables can be explained by the corresponding independent variables (indicated by the adjusted r-squared value). while creating the multiple linear regression models for each of the dependent variables specified above, the selection of independent variables was made by using the best subsets regression method. this method fits all possible models that have all of the possible subsets of potential independent variables that were specified above. best subsets regression fits 2p models, where p is the number of independent variables. after fitting all of the models, best subsets regression then displays the best fitting model which provides the largest adjusted r-squared value as well as the independent variables that belong to the best fitting model. considering the fact that the r-squared value is a statistical measure that represents the proportion of the variance for a dependent variable that's explained by a set of independent variables in a regression model; a large r-squared value is always desired. the outliers for each model are detected by considering the normal q-q plot of the standardized residuals, the cook’s distance. the detected outliers are excluded from the multiple linear regression models. shapiro-wilk test was couns-edu  the international journal of counseling and education vol.6, no.1, 2021 “not so healthy, not so comfortable” ... | 37 indonesian counselor association (iki) | doi: 10.23916/0020210633310 conducted to check whether the residuals of the regression models are normally distributed. spss 22.0 software was used in the analysises results and discussions hiv group’s average age was calculated as 35.3±10.0; 33.3% of which were females (n=24). mean cd4+ t lymphocyte number was 649.99±282 cells/µl. type 1 dm group’s average age was calculated as 28.3±6.3; 35.9% of which were females (n=23) while for healthy controls age was 34.0±10.0 and 29 of them (31.5%) were female. mean hba1c value was 8.8± 1.2% in type-1 dm group. between all study groups, we observed some significant differences in demographic variables, such as age. type-1 dm group was younger than other two groups. also, the percentage of married individuals in healthy group was greater than the hiv group. fifty-six individuals out of 72 has opened up about their hiv status to their friends and relatives (78.8%). mean age at the time of diagnosis with hiv infection was 32.1 ± 9.3. additional info has been shown in the table 1. psychometric scale scores were compared with anova. when the conditions were not suitable for anova, mann-whitney u tests were used. there were significant differences between three groups in hai, ghq, bdi, bai and sass. bonferroni correction showed that hiv group had the worst outcomes in hai, ghq and bdi. but bai and sass scores were not statistically different for dm and hiv group. in the hiv group, sf-36 subscales’ scores were significantly lower than the healthy group but not statistically different from the type-1 dm group, according to bonferroni correction (see table 2). when multiple linear regression analysies assessed, it was seen that the r-squared values of the models are in the range of 0.46-0.67 in all scores except sf-36 physical functionality subscale. we found that cd4 + t lymphocyte counts have profound effects on sass and sf-36 scores. these two scores improve as the cd4+ t lymphocyte counts increases. similarly, it was observed that hai, bai, bdi, ghq scores were affecting sass and sf-36 scores significantly. it is also seen that the relationship was negative between these scores. when socio-demographic datas are analyzed, it was seen that while female gender has negative effect on sf-36 general health subscale, education period affects positively. detailed information for the analysis is given in the table 3. it is observed that the most important explanatory factor is cd4 + t lymphocyte count, especially in the models created by the scales (hai, bai, bdi, ghq) that are effective on functionality and quality of life. there is a negative relationship. although the effect of socio-demographic factors is relatively low, it was observed that female gender and unemployment increased hai scores, while the duration of education have opposite effect. besides, being married had a positive effect on general anxiety scores. moreover, coming out to relatives about the disease seemed not to have a significant effect over the scores. the adjusted r-squared values in the model vary between 0.20-0.32. detailed information for the analysis can be seen in table 4. discussion considering the sociodemographic data among the hiv, type-1 dm and healthy controls, groups with similar fundamental characteristics except for the age and marital status were studied in this research. in comparison with healthy controls, it was observed that hiv group had worse hai, gsa, bdi, bai, and sass scores. hai, ghq, bdi scores were significantly higher in hiv group compared to type-i dm group while psychiatric support rate, bai and sass scores were not significantly different. a worse profile of plwh in terms of these measurements is probably due to the characteristic of hiv as an “acquired” disease. a previous study showed a significant correlation between negative self-image and personalized stigma and depression and anxiety levels(rao, kekwaletswe, hosek, martinez, & rodriguez, 2007). furthermore, the image of the infection can be more destructive than the disease itself(lewis, 1998). this is probably why health anxiety is more dominant in the hiv group. the perception of hiv, even though it is manageable disease like type-i dm, may make it more malignant in psychiatric terms than type-i dm. at this point, we can interpret the different outcomes of sass in two groups with medication styles. according to previous papers, twice-to-four times a day insulin injection can be the reason of depression and difficulties of adaptation so that may be the reason of insignificant difference between these two groups(heller et al., 2017). when the quality of life subscales were examined, no significant difference was found between the hiv group and the type-i dm group. in the literature, there are data indicating that many chronic diseases disrupt quality of life(burckhardt, woods, schultz, & ziebarth, 1989; eiser & morse, 2001). in the comparison with healthy controls, the quality of life scores in the hiv-positive group were significantly couns-edu  vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu nazim, y., et al. “not so healthy, not so comfortable” ... | 38 indonesian counselor association (iki) | doi: 10.23916/0020210633310 low except pain scores. a regular treatment, frequent doctor checks, frequent laboratory tests, regular investigations in terms of drug side effects and disruptions in work and social life created by those may be responsible for this difference. the lack of significant difference in the pain subscale may indicate that it should be reassessed whether dsm-5 should be competent about health anxiety. pain is the most common somatic symptom in non-clinical healthy individuals in some studies (barsky, peekna, & borus, 2001; muñoz et al., 2005). in this context, a model of health anxiety, which may be affected by periodic changes and may show different intensity in terms of symptoms and which has a linear continuity rather than existent/non-existent dichotomy, may explain the absence of a difference in pain. when linear regression analysis of the data of plwh is examined, the adjusted r-squared values are that are mostly between 0.54 0.67 and the independent variables hai, bai, bdi, ghq scores and cd4+ t lymphocyte counts are almost always present in the models and have extremely small and significant p-values. this means that these five factors have very high explanatory powers for the quality of life and functionality levels of plwh. except for the negative effect of female gender on the overall health perception, almost no demographic characteristics or psychiatric treatment status on sass and sf-36 scores seem to be effective. when a second regression analysis is performed with bai, bdi, hai and ghq scores as dependent variables, the importance of sociodemographic factors becomes evident. we found that female gender had a significant effect on health anxiety (p = 0.02065). in the literature, there are publications supporting the fact that symptoms related to anxiety and depression in hiv group are seen more in female gender (cochran & mays, 1994; turner-cobb et al., 2002). it is observed that being married has a significant effect on the bai and ghq scores (p=0.04780; p=0.04693). we can say that being married can be equated with more social and emotional support in certain areas. although marriage does not seem to reduce health anxiety, we see that overall anxiety is reduced. there are publications in the literature that contain compatible findings (kagee & martin, 2010; marwick & kaaya, 2010). we found that being unemployed has significant effect on hai scores (p=0.00373). possibly, ability to work means a better health status in individuals’ minds. in a study by blalock et al., data indicating that having a job increases the quality of life is presented and this study also shows that the number of cd4 + t lymphocytes in the working group is higher and the viral load is lower (blalock, mcdaniel, & farber, 2002). furthermore, it might also important that social security system in the country functioning just for currently employed people. because of that situation actively working people’s access to healthcare is much easier. it is thought that the way of transmission can often be a rough estimate of the individuals. however, against our expectations, we did not observe a significant difference between individuals with different transmission ways. we see that 77.8% of the group mentioned the diagnosis at least one of their relatives or family members. in the literature, there are studies showing that people living with hiv have various advantages in many areas after opening up to their relatives: increase in social support, closer relationship with the partner, better and better perception of self-image, improvement of depressive symptoms, improvement of functionality and quality of life, better adaptation to treatment, and even increase in the number of cd4 + t lymphocyte was among the many other benefits (parsons, vanora, missildine, purcell, & gómez, 2004; vyavaharkar et al., 2011). our data showed inconsistent results with the literature on this issue. opening up to relatives did not provide better scores in any area. most of our patients came alone to the outpatient clinics where they were referred to our study. although they probably opened up to their relatives, we thought that they wanted to manage the disease process on their own and we attributed the ineffectiveness of opening to the relatives in our study to this fact. we have seen that cd4+ t lymphocyte count has nearly significant effect on sass and on sf-36, it is significant explanatory factor on almost every subscale. this count is also found as the most important explanatory factor on hai, bai, bdi, ghq; both indirectly and directly affects the quality of life and social cohesion. considering that cd4+ t lymphocyte count is one of the basic health indicators for plwh, it can be predicted that this count should have some psychological effects on people. in the literature, there are studies suggesting that the number of cd4+ t lymphocytes has an impact on many couns-edu  the international journal of counseling and education vol.6, no.1, 2021 “not so healthy, not so comfortable” ... | 39 indonesian counselor association (iki) | doi: 10.23916/0020210633310 psychiatric symptoms; in addition, the same relationship can be established in the opposite direction, for example, depression may have a negative effect on the number of cd4 + t lymphocyte (burack et al., 1993; murphy, wilson, durako, muenz, & belzer, 2001). current studies in the literature also indicate a negative correlation between the number of cd4 + t lymphocyte and quality of life (gill et al., 2002). considering all this, the disease itself seems to disrupt the quality of life and psychosocial harmony beyond the psychological picture it creates. hence, although there are some worse results in hiv group than type 1 dm in areas such as depression and health anxiety in the statistical analysis, we see that there is no difference between the two groups in terms of quality of life and psychosocial functionality scores. possibly, the psychological effects caused by the disease are not as effective as the disease itself, but they also have an additional effect on the deterioration of the quality of life and psychosocial functionality. the base advantage of this research was being the first study in medical literature that measured the level of health anxiety of the plwh alongside its involvement in quality of life and psychosocial functionality. however, there were some limitations. the first limitation of this research was regarding the sample size and male/female ratio. the male/female ratio of the people living with hiv in the country is given as 3.58. however, patients who applied to cerrahpasa faculty of medicine, department of infectious diseases outpatient clinic hiv gender ratio close to 2 and this ratio was preserved while the patients were being chosen. second limitation was being unable to include the stigmatization factor to the research. the stigmatization and the self-stigmatization have to be taken in account while working with hiv groups. another limitation is that bidirectional analysis could not be performed due to the establishing of layered model while the statistical model was created. for this reason, as an example, we have not been able to evaluate the impact of quality of life on anxiety. lastly, economic background of the subjects is not included in the study and it is an another limitation of our study. one of the most important results of this research was that the health anxiety levels were found higher in plwh compared to the healthy control group and the type-1 dm group. however, we found that cd4 + t lymphocyte counts are still the most important factor. cd4+ t lymphocyte count directly affects the quality of life and psychosocial functionality, as well as anxiety levels, depressive symptoms, and general health perception and this is likely to cause further impair of functionality and quality of life. in this context, we want to draw attention to the importance of standard counseling with psychiatry for health anxiety. referring to the psychiatry clinic for evaluation of the patient, especially in the case of low cd4+ t lymphocyte counts, seems essential for the multidisciplinary approach. also, it is believed that additional studies regarding the effectiveness of this counseling or how to perform it to the different groups are required. conclusions plwh have higher health anxiety than controls. even if psychosocial functioning and qol are impaired in people with high health anxiety levels still cd4+ t lymphocyte count is strongest explanatory factor on almost every subscale. the disease itself seems to disrupt the quality of life and psychosocial harmony beyond the psychological picture it creates. references akkaya, c., sarandöl, a., esen danaci, a., sivrioǧ lu, e. y., kaya, e., & kirli, s. (2008). reliability and validity of the turkish version of the social adaptation self-evaluation scale (sass) | sosyal uyum kendini deǧ erlendirme olçeǧ i (sukdo) türkçe formunum geçerlik ve güvenilirliǧ i. türk psikiyatri dergisi = turkish journal of psychiatry. american psychiatric association. (2013). american psychiatric association, 2013. diagnostic and statistical manual of mental disorders (5th ed.). in american journal of psychiatry. https://doi.org/10.1176/appi.books.9780890425596.744053 aydemir, ö., kirpinar, i., sati, t., uykur, b., & cengisiz, c. (2013). reliability and validity of the turkish version of the health anxiety inventory. noropsikiyatri arsivi. https://doi.org/10.4274/npa.y6383 barré-sinoussi, f., ross, a. l., & delfraissy, j. f. (2013). past, present and future: 30 years of hiv research. nature reviews microbiology. https://doi.org/10.1038/nrmicro3132 couns-edu  vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu nazim, y., et al. “not so healthy, not so comfortable” ... | 40 indonesian counselor association (iki) | doi: 10.23916/0020210633310 barsky, a. j., peekna, h. m., & borus, j. f. (2001). somatic symptom reporting in women and men. journal of general internal medicine. https://doi.org/10.1046/j.1525-1497.2001.016004266.x beck, a. t., ward, c. h., mendelson, m., mock, j., & erbaugh, j. (1961). an inventory for measuring depression. archives of general psychiatry. https://doi.org/10.1001/archpsyc.1961.01710120031004 beck, aaron t., epstein, n., brown, g., & steer, r. a. (1988). an inventory for measuring clinical anxiety: psychometric properties. journal of consulting and clinical psychology. https://doi.org/10.1037/0022-006x.56.6.893 blalock, a. c., mcdaniel, j. s., & farber, e. w. (2002). effect of employment on quality of life and psychological functioning in patients with hiv/aids. psychosomatics. https://doi.org/10.1176/appi.psy.43.5.400 bosc, m., dubini, a., & polin, v. (1997). development and validation of a social functioning scale, the social adaptation self-evaluation scale. european neuropsychopharmacology. https://doi.org/10.1016/s0924-977x(97)00420-3 brandt, c., zvolensky, m. j., woods, s. p., gonzalez, a., safren, s. a., & o’cleirigh, c. m. (2017). anxiety symptoms and disorders among adults living with hiv and aids: a critical review and integrative synthesis of the empirical literature. clinical psychology review. https://doi.org/10.1016/j.cpr.2016.11.005 burack, j. h., barrett, d. c., stall, r. d., chesney, m. a., ekstrand, m. l., & coates, t. j. (1993). depressive symptoms and cd4 lymphocyte decline among hiv-infected men. jama: the journal of the american medical association. https://doi.org/10.1001/jama.1993.03510210054027 burckhardt, c. s., woods, s. l., schultz, a. a., & ziebarth, d. m. (1989). quality of life of adults with chronic illness: a psychometric study. research in nursing & health. https://doi.org/10.1002/nur.4770120604 chandra, p. s., desai, g., & ranjan, s. (2005). hiv & psychiatric disorders. indian journal of medical research. cochran, s. d., & mays, v. m. (1994). depressive distress among homosexually active african american men and women. american journal of psychiatry. https://doi.org/10.1176/ajp.151.4.524 connors, w. j., krentz, h. b., & gill, m. j. (2017). healthcare contacts among patients lost to follow-up in hiv care: review of a large regional cohort utilizing electronic health records. international journal of std and aids. https://doi.org/10.1177/0956462417699464 das, s., mukherjee, a., lodha, r., & vatsa, m. (2010). quality of life and psychosocial functioning of hiv infected children. indian journal of pediatrics. https://doi.org/10.1007/s12098-010-0087-0 demirel, o. f., mayda, p. y., yıldız, n., sağ lam, h., koçak, b. t., habip, z., … kocazeybek, b. (2018). self-stigma, depression, and anxiety levels of people living with hiv in turkey. european journal of psychiatry, 32(4). https://doi.org/10.1016/j.ejpsy.2018.03.002 edo, s., torrents-rodas, d., rovira, t., & fernandez-castro, j. (2012). impact when receiving a diagnosis: additive and multiplicative effects between illness severity and perception of control. journal of health psychology. https://doi.org/10.1177/1359105311429727 eiser, c., & morse, r. (2001). quality-of-life measures in chronic diseases of childhood. health technology assessment. https://doi.org/10.3310/hta5040 first, m. b., williams, j. b. w., karg, r. s., & spitzer, r. l. (2015). structured clinical interview for dsm-5 research version. american psychiatric association, washington d.c. gill, c. j., griffith, j. l., jacobson, d., skinner, s., gorbach, s. l., & wilson, i. b. (2002). relationship of hiv viral loads, cd4 counts, and haart use to health-related quality of life. journal of acquired immune deficiency syndromes. https://doi.org/10.1097/00126334-200208150-00004 goldberg, d. p., & hillier, v. f. (1979). a scaled version of the general health questionnaire. psychological medicine. https://doi.org/10.1017/s0033291700021644 heller, s., white, d., lee, e., lawton, j., pollard, d., waugh, n., … taylor, c. (2017). a cluster randomised trial, cost-effectiveness analysis and psychosocial evaluation of insulin pump therapy compared with multiple injections during flexible intensive insulin therapy for type 1 diabetes: the repose trial. health technology assessment. https://doi.org/10.3310/hta21200 hisli, n. (1988). beck depresyon envanteri’nin gec erli i u zerine bir c alı ma. tu rk psikoloji dergisi. couns-edu  the international journal of counseling and education vol.6, no.1, 2021 “not so healthy, not so comfortable” ... | 41 indonesian counselor association (iki) | doi: 10.23916/0020210633310 hughes, j., jelsma, j., maclean, e., darder, m., & tinise, x. (2004). the health-related quality of life of people living with hiv/aids. disability and rehabilitation. https://doi.org/10.1080/09638280410001662932 juenger, j., schellberg, d., kraemer, s., haunstetter, a., zugck, c., herzog, w., & haass, m. (2002). health related quality of life in patients with congestive heart failure: comparison with other chronic diseases and relation to functional variables. heart. https://doi.org/10.1136/heart.87.3.235 kagee, a., & martin, l. (2010). symptoms of depression and anxiety among a sample of south african patients living with hiv. aids care psychological and socio-medical aspects of aids/hiv. https://doi.org/10.1080/09540120903111445 kılıç, c. (1996). genel sağ lık anketi: güvenilirlik ve geçerlilik çalış ması. türk psikiyatri dergisi, 7, 3–9. koçyiğ it, h., aydemir, ö., ölmez, n., & memiş , a. (1999). reliability and validity of the turkish version of short form-36 (sf-36). i̇ laç ve tedavi dergisi. lewis, k. s. (1998). emotional adjustment to a chronic illness. lippincott’s primary care practice. marwick, k. f. m., & kaaya, s. f. (2010). prevalence of depression and anxiety disorders in hiv-positive outpatients in rural tanzania. aids care psychological and socio-medical aspects of aids/hiv. https://doi.org/10.1080/09540120903253981 miller, d. (1988). hiv and social psychiatry. british medical bulletin. https://doi.org/10.1093/oxfordjournals.bmb.a072236 muñoz, r. a., mcbride, m. e., brnabic, a. j. m., lópez, c. j., hetem, l. a. b., secin, r., & dueñas, h. j. (2005). major depressive disorder in latin america: the relationship between depression severity, painful somatic symptoms, and quality of life. journal of affective disorders. https://doi.org/10.1016/j.jad.2004.12.012 murphy, d. a., wilson, c. m., durako, s. j., muenz, l. r., & belzer, m. (2001). antiretroviral medication adherence among the reach hiv-infected adolescent cohort in the usa. aids care psychological and socio-medical aspects of aids/hiv. https://doi.org/10.1080/09540120020018161 parsons, j. t., vanora, j., missildine, w., purcell, d. w., & gómez, c. a. (2004). positive and negative consequences of hiv disclosure among seropositive injection drug users. aids education and prevention. https://doi.org/10.1521/aeap.16.5.459.48741 rao, d., kekwaletswe, t. c., hosek, s., martinez, j., & rodriguez, f. (2007). stigma and social barriers to medication adherence with urban youth living with hiv. aids care psychological and sociomedical aspects of aids/hiv. https://doi.org/10.1080/09540120600652303 salkovskis, p. m., rimes, k. a., warwick, h. m. c., & clark, d. m. (2002). the health anxiety inventory: development and validation of scales for the measurement of health anxiety and hypochondriasis. psychological medicine. https://doi.org/10.1017/s0033291702005822 salkovskis, paul m., & warwick, h. m. c. (1986). morbid preoccupations, health anxiety and reassurance: a cognitive-behavioural approach to hypochondriasis. behaviour research and therapy. https://doi.org/10.1016/0005-7967(86)90041-0 taylor, s. (2004). understanding and treating health anxiety: a cognitive-behavioral approach. cognitive and behavioral practice. https://doi.org/10.1016/s1077-7229(04)80015-4 turner-cobb, j. m., gore-felton, c., marouf, f., koopman, c., kim, p., israelski, d., & spiegel, d. (2002). coping, social support, and attachment style as psychosocial correlates of adjustment in men and women with hiv/aids. journal of behavioral medicine. https://doi.org/10.1023/a:1015814431481 ulusoy, m., sahin, n. h., & erkmen, h. (1998). turkish version of the beck anxiety inventory: psychometric properties. journal of cognitive psychotherapy: an international quarterly. vyavaharkar, m., moneyham, l., corwin, s., tavakoli, a., saunders, r., & annang, l. (2011). hivdisclosure, social support, and depression among hiv-infected african american women living in the rural southeastern united states. aids education and prevention. https://doi.org/10.1521/aeap.2011.23.1.78 whetten, k., reif, s., whetten, r., & murphy-mcmillan, l. k. (2008). trauma, mental health, distrust, and stigma among hiv-positive persons: implications for effective care. psychosomatic medicine. https://doi.org/10.1097/psy.0b013e31817749dc. couns-edu  vol.6, no.1, 2021 available online: http://journal.konselor.or.id/index.php/counsedu nazim, y., et al. “not so healthy, not so comfortable” ... | 42 indonesian counselor association (iki) | doi: 10.23916/0020210633310 p* anova p value, p** chi-square p value, pb1 bonferroni p value for hiv group vs type-1 dm group, pb3 bonferroni p value for type-1 dm group vs healthy group pm1 mann-whitney u p value for hiv group vs type-1 dm group, pm2 mann-whitney u p value for hiv group vs healthy group couns-edu  the international journal of counseling and education vol.6, no.1, 2021 “not so healthy, not so comfortable” ... | 43 indonesian counselor association (iki) | doi: 10.23916/0020210633310 p for one way anova, pb1 bonferroni p value for hiv group vs type-1 dm group, pb2 bonferroni p value for hiv group vs healthy group, pb3 bonferroni p value for type-1 dm group vs healthy group couns-edu the international journal of counseling and education vol. 6, no. 4 2021, pp. 166-171 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020210640040 received on 18/09/2021; revised on 15/10/2021; accepted on 20/11/2021; published on: 30/12/2021 166 ecotherapy: an alternative therapy for social media addiction during covid-19 outbreak yola eka putri 1*) , berru amalianita 1 , ifdil ifdil 2 , nilma zola 2 , linda fitria 3 1indonesian institute for counseling, education, and therapy, padang, indonesia, 2department of guidance and counseling, faculty of education, universitas negeri padang, west sumatera, indonesia, 3universitas putra indonesia yptk padang, indonesia *)corresponding author, e-mail: yola@konselor.org abstract the covid-19 epidemic has led to a major increase in the usage of social media, with many individuals finding sanctuary in the digital realm. in light of the potential for addiction, it has become crucial to develop alternate treatments for social media addiction. ecotherapy, often known as nature-based therapy, has emerged as a novel and successful treatment for social media addiction among individuals. during the covid-19 epidemic, this essay explores the prospect of ecotherapy as an alternative treatment for social media addiction. in addition, the possible implications of ecotherapy for the treatment of social media addiction during the pandemic will be discussed. this study may serve to guide judgments on the use of ecotherapy during the ongoing epidemic by offering a comprehensive overview of ecotherapy. keywords: ecotherapy, social media addiction, covid-19 how to cite: putri, y. e., amalianita, b., ifdil, i., zola, n., & fitria, l. (2021). ecotherapy: an alternative therapy for social media addiction during covid-19 outbreak. couns-edu: the international journal of counseling and education, 6(4), 166–168. https://doi.org/10.23916/0020210640040 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2021 by author. dear to editor indonesia is a country that is currently facing the covid-19 outbreak. indonesia has become the country with the highest covid-19 cases in asia; during march 2021, the number of covid-19 cases in indonesia reached 1.51 million. the government seeks to make efforts to handle and prevent covid-19 by implementing large-scale social restrictions and policies for working from home and distance learning as contained in indonesian republican government regulation number 12 of 2020 and circular letter number 15 of 2020 concerning guidelines for organizing learning from home in an emergency the spread of covid19 (azhari & fajri, 2022; ifdil, fadli, suranata, zola, & ardi, 2020). one of these efforts is to urge the public to reduce activities outside the home and to do learning activities from home. one of the policies is that schools in indonesia are urged to carry out online learning to prevent virus transmission in the school environment. in this case, the school applies internet-based learning methods using various platforms that are carried out asynchronously or synchronously (asvial, mayangsari, & yudistriansyah, 2021). learning activities that are only carried out online cause boredom and stress, so that adolescents need the consolation to reduce. the activity that many adolescents choose as consolation during the covid19 pandemic is playing games (syahniar, et al., 2018). based entirely on the study, the percentage of online game users during the covid-19 pandemics has increased significantly by up to 75 percent. there are 50.8 couns-edu  the international journal of counseling and education vol. 6, no. 4 2021 ecotherapy: an alternative therapy … | 167 indonesian counselor association (iki) | doi: 10.23916/0020210640040 million in the world using mobile games in 2020 (king, delfabbro, billieux, & potenza, 2020; kostov, 2020). that causes online game application usage and downloads to have increased. unwittingly, many adolescents that frequently access online games show indications of addiction. adolescents spend a lot of time playing online games where there is a process of increasing play intensity, which affects adolescent behavior to become maladaptive. the world health organization (who) and the american psychiatric association (apa) have determined that online game addiction is included in the diagnosis of a mental disorder known as internet gaming disorder (bányai, et al., 2021). game addiction among adolescents in indonesia is still considered a new phenomenon and is not yet considered a serious problem. however, the number is increasing, and its impact on adolescents' physical, congenital, and psychological conditions should not be underestimated (saddhono, setyawan, raharjo, & devilito, 2020). based epidemiological and clinical studies have shown that there is damage in the brain of game addicts, especially in the prefrontal cortex, which functions to control themselves and their behavior. this part can be damaged due to game addiction that makes addicts unable to control themselves and their behavior. this area is responsible for self-control, behavior, and the impulses that give rise to the so-called neurotransmitter dopamine, making him feel happy or satisfied. in addition to behaving impulsively, in general, adolescents who are addicted to games lose focus while doing something, which results in decreased performance and productivity. meanwhile, unstable emotions also often harm relationships, so that most game addicts show anti-social attitudes and lead to maladaptive behavior in their lives. a form of psychotherapy treatment that can be used to reduce game addiction is cognitive behavior therapy. several studies prove that cognitive behavior therapy can reduce online game addiction in patients diagnosed with internet gaming disorder. cognitive behavior therapy can increase motivation to stop playing online games, control repetitive behavior, and strengthen diversion decision-making. individuals who are dependent on something, then they already have a certain mindset. therefore, cognitive behavior therapy is used to modify negative thoughts to be substituted for a more positive mindset (narullita & yuniati, 2020). this method is carried out by modifying the environment to reduce the patient's motivation to inhibit dependence by multiplying and modifying thoughts and behavior. there are other fun activities besides games by exploring actual activities that can make you happy, such as exercising, cooking, etc. in indonesia, public awareness about game addiction's impact is still low, so this is considered a less severe phenomenon. in contrast, the impact is hazardous for physical health, cognitive and psychological, as well as causing maladaptive behavior. in this case, the indonesian government needs to have a national policy to anticipate game addiction's impact on indonesian adolescents to protect the quality of human resources in the future. the government can provide policies in the form of laws limiting game hours. the government can synergize and collaborate with several practitioners such as counselors, psychologists, psychiatrists, social workers and doctors, and other related parties to be able to provide socialization to the public about game addiction so that indonesian people have knowledge and insight about the impact and prevention of dependence on games, which aims to reduce cases of game addiction among adolescents in indonesia during the covid-19 outbreak references asvial, m., mayangsari, j., & yudistriansyah, a. (2021). behavioral intention of e-learning: a case study of distance learning at a junior high school in indonesia due to the covid-19 pandemic. international journal of technology, 12(1), 54-64. azhari, b., & fajri, i. (2022). distance learning during the covid-19 pandemic: school closure in indonesia. international journal of mathematical education in science and technology, 53(7), 1934-1954. bányai, f., zsila, á., kökönyei, g., griffiths, m. d., demetrovics, z., & király, o. (2021). the moderating role of coping mechanisms and being an e-sport player between psychiatric symptoms and gaming disorder: online survey. jmir mental health, 8(3), e21115. ifdil, i., fadli, r. p., suranata, k., zola, n., & ardi, z. (2020). online mental health services in indonesia during the covid-19 outbreak. asian journal of psychiatry, 51, 102153. king, d. l., delfabbro, p. h., billieux, j., & potenza, m. n. (2020). problematic online gaming and the covid-19 pandemic. journal of behavioral addictions, 9(2), 184-186. couns-edu  vol. 6, no. 4 2021 available online: http://journal.konselor.or.id/index.php/counsedu putri, y. e., et al. ecotherapy: an alternative therapy … | 168 indonesian counselor association (iki) | doi: 10.23916/0020210640040 kostov, a. (2020). effectiveness of video advertisements in free mobile games in the generation z market segment. knowledge-international journal, 38(5), 1259-1264. narullita, d., & yuniati, e. (2020). the effect of cognitive behaviour therapy (cbt) and acceptance commitment therapy (act) to reduce of game online addiction in adolescents. paper presented at the international conference on science, technology & environment (icoste). saddhono, k., setyawan, b., raharjo, y., & devilito, r. (2020). the diagnosis of online game addiction on indonesian adolescent using certainty factor method. ingénierie des systèmes d inf., 25(2), 191-197. syahniar, s., maysitoh, m., ifdil, i., ardi, z., yendi, f., rangka, i., et al. (2018). social media fear of missing out: psychometrics evaluation based on indonesian evidence. paper presented at the journal of physics: conference series. 390-1428-1-rv (1) couns-edu ¨the international journal of counseling and education vol.7, no.2, month 2022, pp. 69-76 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.1007/10.23916/0020220739020 received on 11/20/2022; revised on 12/02/2022; accepted on 12/25/2022; published on: 12/30/2022 69 analysis of age, length of stay, and gender factors on clean and healthy living behaviors ryanda luthfi zaim*)1, indang dewata1, nasyfrizal carlo1,2, iswandi umar1,3 1environmental science, postgraduate programme, universitas negeri padang, indonesia, 2civil engineering, faculty of civil engineering and planning, universitas bung hatta, indonesia, 3geography department, faculty of social sciences, universitas negeri padang, indonesia *)corresponding author, +e-mail: ryandaluthfizaim@gmail.com abstract the role of the community is one of the causes of decreased air drainage quality. water pollution occurs in the baung panjalinan drainage. the water quality condition is visually black which indicates water pollution. pollution is related to behavior, which is formed based on the characteristics of a person and the environment. the research aims to determine the effect of age, length of stay, and gender on people's behavior in managing household liquid waste and disposing of waste in trash cans. this research was analyzed quantitatively using spss, paired sample t-test for comparison test. the results of this study showed that the behavior of household wastewater management, age, length of stay, and gender did not have a significant effect. while the behavior of throwing garbage in the trash, only the age factor has a significant effect, while the length of stay and gender factors have no significant effect. keywords: environment, behavior, age, gender, length of stay. how to cite: zaim, r.l., dewata, i., carlo, n & umar, i. (2023). analysis of age, length of stay, and gender factors on clean and healthy living behaviors. couns-edu: international journal of counseling and education, 7(2): pp. 69-76. doi: 10.1007/10.23916/0020220739020 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction drainage is part of the urban drainage system, which functions to drain and control excess air surface so as not to harm the community. therefore, efforts to maintain the performance of the urban drainage system do not only look at performance in accommodating excess water but also at how the water quality is and what is the role of the community in the performance of drainage performance (novita, pradana, & dwija, 2020). water quality describes the condition of the water, which is measured to obtain the elements contained in the water to meet regulated water quality standards (yusal & hasyim, 2022). the decline in water quality can be caused by increased human population and socio-economic activities. such as changes in the function of land on river banks to become residential areas, which can increase the potential for pollution in drainage (destouni & jarsjö, 2018) and will affect ecological dynamics such as human health and welfare (albert et al., 2021). one of the causes of the decrease in the quality of drainage water is the influence of the conformity of the community's role in clean and healthy living behavior, namely the behavior of managing household liquid waste and the behavior of disposing of garbage in its place which (ri, 2011), which if left unchecked can cause water pollution in the drainage (effendi, 2003; siregar, 2019). the potential for water pollution occurs in one of the primary drainage channels in padang city, the baung panjalinan drainage. the source of water pollution comes from the activities of the community couns-edu ¨ the international journal of counseling and education vol.7, no.2, 2022 analysis of age, length of stay, and gender factors on clean and healthy living behaviors | 70 indonesian counselor association (iki) | doi: 10.1007/10.23916/0020220739020 (domestic) who are active and live around the drainage flow. research conducted (azhar & dewata, 2018) shows that domestic activities impact increasing organic pollution loads. the water quality condition in the baung panjalinan drainage is visually black and cloudy, which indicates water pollution in the drainage (matolisi, sriati, & faruk, 2015). water pollution in drainage can not be separated from the role of community behavior. a person's behavior is known to be formed based on a person's characteristics and the community environment, such as gender, age, and length of stay (yuliana & haswindy, 2018). previous research by lewin in notoatmodjo (2010) states that taking appropriate action for healthy behavior is influenced by three variables, namely demographic variables that manifest in age and gender, as well as social psychological variables that are influenced by knowledge of external stimulus conditions. the increasing age factor will provide a person's level of understanding to be more mature in thinking and behaving (siregar, 2019). the age of 40 years is considered the age of maturity of reason, understanding, and good self-control (muchlisin, 2022). furthermore, previous studies regarding individuals who have lived in urban areas for a long time tend to display more positive attitudes toward the environment. this positive attitude is expected to be the basis for behaving (laksono & sjabadhyni, 2012). however, research (nurmalita, 2016) states that there is no significant relationship between gender and a person's behavior. by looking at the phenomenon and previous research regarding the factors that influence a person's behavior, the researcher aims to find out how the influence of age, length of stay, and gender influence the behavior of household wastewater management and the behavior of disposing of garbage in trash cans at baung panjalinan drainage. to provide quick answers to the problems that have been described, the hypotheses that need to be tested in this study are: h1: there are significant differences in community behavior based on household wastewater management behavior, seen from the age factor < 40 years and > 40 years. h2: there are significant differences in community behavior based on the behavior of household wastewater management, seen from the length of stay factor < 11 years and > 11 years. h3: there are significant differences in community behavior based on the behavior of household wastewater management, seen from the male and female gender factors. h4: there are significant differences in people's behavior based on the behavior of throwing garbage in the trash, seen from the age factor < 40 years and > 40 years. h5: there are significant differences in people's behavior based on the behavior of throwing garbage in the trash, seen from the length of stay factor < 11 years and > 11 years. h6: there are significant differences in people's behavior based on the behavior of throwing garbage in the trash, seen from the male and female gender factors. method the population in this study is the people of air tawar barat village, padang city. the sampling technique used in this study is purposive sampling. purposive sampling is a sample selection technique with specific considerations (sugiyono, 2017). researchers in this study consider that people have the potential to have a more significant role in polluting the drainage, namely people whose homes are not far from the drainage because they have close access to it. so the sample in this study was the community of 30 houses directly facing the baung panjalinan drainage. the source of data in this study uses primary data sources. primary data was obtained through a questionnaire with a 5-point likert scale. in addition, this study uses age, length of stay, and gender as research variables. clean and healthy living behavior, which is assessed, focuses on behaviors that impact the quality of drainage water, namely the behavior of managing household liquid waste and disposing of garbage in trash cans. the data analysis technique used is a quantitative analysis technique using the statistical product and service solution (spss) program. the quantitative method used is descriptive statistical analysis and couns-edu ¨ the international journal of counseling and education vol.7, no.2, 2022 analysis of age, length of stay, and gender factors on clean and healthy living behaviors | 71 indonesian counselor association (iki) | doi: 10.1007/10.23916/0020220739020 statistical management analysis. descriptive statistical analysis is a statistical technique used to analyze data by describing the collected data without making general conclusions (sugiyono, 2017). the type of statistical management used in this study is a comparative test to test the research hypothesis. this different test is used to compare the conditions of one or more variables in two or more samples that are not the same or at different times. if the samples are normally distributed, then the different test that will be used in this study is the parametric paired sample t-test. however, if the samples are not normally distributed, then the non-parametric wilcoxon sign test will be used. the hypothesis will be accepted if the asymp. sig < 0.05, and the hypothesis will be rejected if the asymp. sig > 0.05. the normality test uses the shapiro-wilk test because the number of samples used is <100. data is said to be normally distributed if sig > 0.05 and not normally distributed if sig. < 0.05 (putra, kasdi, & subroto, 2019). results and discussions this study produced descriptive statistical tests, normality tests, and paired sample t-test hypotheses to determine the effect of age, length of stay, and gender on the behavior of household wastewater management and the behavior of disposing of waste in trash cans. the results of the descriptive statistical tests are presented in tables 1 and 2. the normality test results are presented in table 3, the results of the paired sample t-test hypothesis test on household wastewater management behavior are presented in table 4, and the results of the paired sample t-test hypothesis test on disposal behavior waste in the trash are presented in table 5. table 1 descriptive statistical test results for behavioral factors in household effluent management variable min max mean std. deviation age <40 years 1.6 3.2 2.3600 0.46105 >40 years 1.4 3.8 2.8400 0.70183 length of stay <11years 1.6 3.4 2.5200 0.61783 >11 years 1.4 3.8 2.6800 0.65814 gender male 1.4 3.4 2.5733 0.68397 female 1.6 3.8 2.6267 0.59936 table 2 descriptive statistical test results for behavioral factors disposing of garbage in trash cans variable min max mean std. deviation age <40 years 1.2 2.8 1.9867 0.39617 >40 years 1.4 2.8 1.9200 0.36878 length of stay <11 years 1.2 2.8 1.9200 0.41952 >11 years 1.4 2.8 1.9867 0.34198 gender male 1.6 2.8 2.0400 0.31351 female 1.2 2.8 1.8667 0.42538 couns-edu ¨ the international journal of counseling and education vol.7, no.2, 2022 analysis of age, length of stay, and gender factors on clean and healthy living behaviors | 72 indonesian counselor association (iki) | doi: 10.1007/10.23916/0020220739020 table 3 results of the shapiro-wilk test on household effluent management behavior variable household liquid waste management the behavior of disposing of garbage in trash cans df sig df sig age 30 0.118 30 0.267 length of stay 30 0.118 30 0.267 gender 30 0.118 30 0.267 test for normality of data variables for age, length of stay, and gender can be seen in table 3 above. through the shapiro-wilk test, it was found that the suitability of clean and healthy living behavior data has a significance value of 0.118 and 0.267, which, when compared with a significance value (𝛼) of 0.05, the variable data is normally distributed. hence, the appropriate hypothesis test is the paired sample t-test. table 4 results of paired sample t-test of household effluent management behavior variable t df sig. (2-tailed) α age 0.367 14 0.719 0.05 length of stay -0,395 14 0.699 0.05 gender 1.086 14 0.296 0.05 table 5 results of paired sample t-test disposing of garbage behavior in trash cans variable t df sig. (2-tailed) α age -2.686 14 0.018 0.05 length of stay -0.799 14 0.438 0.05 gender -0.255 14 0.802 0.05 behavior of household liquid waste management the effect of age factor on household effluent management behavior the results of the descriptive statistical test on the behavioral factors of household wastewater management revealed that the average suitability of household wastewater management behavior on the age factor has increased because the average value of respondents aged <40 years is 2.36, which is smaller than the average respondent aged > 40 years is 2.84. the minimum value of suitability for household wastewater management behavior on the age factor occurs in respondents aged >40 years, namely 1.4. the maximum value of suitability for household wastewater management behavior on the age factor occurs in respondents aged >40 years, namely 3.8. therefore, a higher the age (>40 years) is expected to have a more appropriate behavior in the behavior of household wastewater management because increasing a person's age can affect the increase in knowledge gained (muchlisin, 2022). the results of the paired sample t-test illustrate that the significance value of the age factor is 0.719, which is greater than the significance level (𝛼) 0.05. then the paired sample t-test revealed that h1 was rejected or there was no difference in behavior towards the age factor <40 and >40 years in the behavior of household wastewater management. the insignificance of the age factor in the behavior of household wastewater management can be due to the reduced ability to receive or memorize knowledge due to someone's age, so this development process is not as fast as when they were young (samosir, wulansari, & yuhesti, 2022). couns-edu ¨ the international journal of counseling and education vol.7, no.2, 2022 analysis of age, length of stay, and gender factors on clean and healthy living behaviors | 73 indonesian counselor association (iki) | doi: 10.1007/10.23916/0020220739020 the effect of length of stay factor on household effluent management behavior the results of the descriptive statistical test on the factor of household wastewater management revealed that the average suitability of household wastewater management behavior on the length of stay factor increased because the average value of respondents who had lived <11 years was 2.52, which was smaller than the average respondents who have lived >11 years is 2.68. the minimum value of suitability for household wastewater management behavior on the length of stay factor occurs in respondents who have lived >11 years, namely 1.4. the maximum value of suitability for household wastewater management behavior on the length of stay factor occurs in respondents who have lived >11 years, namely 3.8. the longer the time a person lives in a place, the greater the person's participation in the environment (yuliana & haswindy, 2018). the results of the paired sample t-test illustrate the significance value of the length of stay factor of 0.699, which is greater than the significance level of (𝛼) 0.05. then the paired sample t-test revealed that h2 was rejected or there was no difference in behavior on the length of stay factor <11 years and >11 years on the behavior of household wastewater management. insignificant results on a single time factor on the management of household wastewater can be caused by the low level of public knowledge regarding household wastewater disposal because the community has never received health education or information about household wastewater disposal beforehand (samosir et al., 2022). the effect of gender factor on household effluent management behavior the results of the descriptive statistical test on the factors of household wastewater management revealed that the average suitability of household wastewater management behavior in female respondents was better than that of male respondents because the average value of male respondents was 2.5733, which is smaller than the average female respondents, namely 2.6267. the minimum value of suitability for household wastewater management behavior on the gender factor occurs in male respondents, equal to 1.4. the maximum value of suitability for household wastewater management behavior on the gender factor occurs in female respondents, equal to 3.8. the knowledge factor by men as the head of the family can encourage the right decisions in participating in repairing poor sanitation (samosir et al., 2022). the results of the paired sample t-test illustrate that the significance value of the sex factor is 0.296, which is greater than the significance level (𝛼) 0.05. then the paired sample t-test revealed that h3 was rejected or there was no difference in behavior towards male and female gender factors in the behavior of household wastewater management. this result contradicts lewin's theory (1970) and green's theory (1991) which says that gender is one of the determinants of social behavior. becker (1974) in notoatmodjo (2010) estimates that lewin's theory states that gender influences behavior because in their daily lives, women are more submissive and obedient to men as heads of families who have power, so they feel that their decisions are final. however, with the progress of time and the opening of knowledge to women, currently, women get the same education as men. this condition causes men and women to have the same knowledge, which can cause an insignificant difference between the sexes and their behavior. behavior of disposal of waste in the trash bin the effect of age factors on the behavior of disposing of garbage in trash cans the results of the descriptive statistical test on the behavioral factor of throwing garbage in the trash revealed that the average suitability of the behavior of throwing garbage in the trash on the age factor decreased because the average value of respondents aged >40 years was 1.92, which was 1.92 less than the average respondent aged <40 the year is 1.9867. the minimum value of suitability for the behavior of throwing garbage in the trash on the age factor occurs in respondents aged <40 years, which is equal to 1.2. the maximum value of suitability for the behavior of throwing garbage in the trash on the age factor occurs in respondents aged <40 years and >40 years, which is equal to 2.8. increasing age (>40 years) is expected to have appropriate behavior in the management of household wastewater because, at that age, humans are at the maturity of reason, understanding, and good self-control (muchlisin, 2022). the results of the paired sample t-test illustrate that the significance value of the age factor is 0.018, which is smaller than the significance level (𝛼) 0.05. then the paired sample t-test revealed that h4 was accepted or there were differences in behavior towards the age factor <40 years and >40 years in the behavior couns-edu ¨ the international journal of counseling and education vol.7, no.2, 2022 analysis of age, length of stay, and gender factors on clean and healthy living behaviors | 74 indonesian counselor association (iki) | doi: 10.1007/10.23916/0020220739020 of throwing garbage in the trash. this result is contrary to research conducted by (alhanifi, 2017), namely, there is no significant difference between age and the behavior of throwing garbage. the effect of length of stay factor on disposing of garbage behavior in trash cans the results of the descriptive statistical test on the behavioral factor of throwing garbage in the trash revealed that the average suitability of the behavior of throwing garbage in the trash on the length of stay factor increased because the average value of respondents who had lived <11 years, namely 1.9200, was smaller than the average respondents who have lived >11 years, namely 1.9867. the minimum value of suitability for the behavior of throwing garbage in the trash on the length of stay factor occurs in respondents who have lived <11 years, which is equal to 1.2. the maximum value of the misery of the behavior of throwing garbage in the trash on the length of stay factor occurs in respondents who have lived <11 years and >11 years, namely 2.8. the longer a person lives in a place, it is hoped that the greater the person's participation in the environment, especially the behavior of throwing garbage in the trash (yuliana & haswindy, 2018). the results of the paired sample t-test illustrate the significance value of the length of stay factor of 0.438, which is greater than the significance level of (𝛼) 0.05. then the paired sample t-test revealed that h5 was rejected or there was no difference in behavior on the length of stay factor <11 years and >11 years on the behavior of throwing garbage in the trash. these results are consistent with research conducted by (yuliana & haswindy, 2018), namely that there is no significant difference between the length of stay and littering behavior. therefore, the length of stay of the community, which is not significant to the behavior of disposing of garbage, is due to the community's reasonable view because the river's condition is already dirty and full of garbage. the effect of gender factors on the behavior of disposing of garbage in trash cans the results of the descriptive statistical test on the behavioral factor of throwing garbage in the trash revealed that the average suitability of the behavior of throwing garbage in the trash among male respondents was better for female respondents because the average value of female respondents was 1.8667, which was less than the average male respondent. -male is 2.0400. the minimum value of suitability for the behavior of throwing garbage in the trash on the gender factor occurs in female respondents, which is equal to 1.2. the maximum value of suitability for the behavior of throwing garbage in the trash on the gender factor occurs in female and male respondents, which is equal to 2.8. research (nurhadyana, 2012) shows that women have better concern and participation than men regarding environmental issues. the results of the paired sample t-test illustrate that the significance value of the sex factor is 0.802, which is greater than the significance level (𝛼) 0.05. then the paired sample t-test revealed that h6 was rejected or there was no difference in behavior towards male and female sex factors in the behavior of throwing garbage in the trash. these results are consistent with yetti’s (2007) research, namely that there is no significant difference between gender and behavior. however, contrary to research by alhanifi (2017), there is a significant difference between gender and littering behavior. conclusions based on the paired sample t-test, different tests have been carried out to see that there are significant differences based on the influence of age, length of stay, and gender on clean and healthy living behavior, which can be seen from the behavior of managing household wastewater and the behavior of disposing of garbage in the trash, the results showed that the factors of age, length of stay, and sex did not give a significant difference, and there were significant differences. significant differences occur in the age factor in the behavior of throwing garbage in the trash. this difference is negative, meaning that the age factor >40 years has experienced a significant decrease in the appropriateness of the behavior of disposing of garbage in the trash. the affective factors of the respondents can cause a decrease in the suitability of this behavior. the affective component can be seen from the tendency of the respondent's attitude during his life. suppose people with an attitude always reject knowledge about the dangers of littering. even though they are getting older, the behavior tends to be the same because a person's perception will be stable and settled (rusmanto, 2013). couns-edu ¨ the international journal of counseling and education vol.7, no.2, 2022 analysis of age, length of stay, and gender factors on clean and healthy living behaviors | 75 indonesian counselor association (iki) | doi: 10.1007/10.23916/0020220739020 the results of this study indicate that the age factor in household wastewater management behavior, on average, increases between ages <40 years and >40 years. however, the difference is not significant. while the age factor in the behavior of throwing garbage in the trash on average decreases between the ages of <40 years and >40 years, the difference is significant. the length of stay factor showed the same results for the behavior of household wastewater management and the behavior of disposing of garbage in the trash, namely an increase between the length of stay <11 years and >11 years, but not significant. the gender factor shows different results. in household liquid waste management behavior, the female gender is better than the male. in contrast, in the behavior of disposing of garbage in the trash, the male is better than the female, but the results are equally insignificant. so it can be stated that, on average, there is no significant effect of age, length of stay, and gender on clean and healthy living behavior. this research has several shortcomings. first, there are limitations in the number of samples used. this study only used a sample of 30 respondents, so it could potentially be biased. this study only used a sample of community respondents who have houses directly facing the baung panjalinan drainage, not yet considering people who have houses around the drainage but not directly facing the drainage. future studies are expected to be able to use more sample data or a wider area of selection of respondent samples in order to show a more visible significance. references albert, j. s., destouni, g., duke-sylvester, s. m., magurran, a. e., oberdorff, t., reis, r. e., … ripple, w. j. (2021). scientists’ warning to humanity on the freshwater biodiversity crisis. ambio, 50(1), 85– 94. https://doi.org/10.1007/s13280-020-01318-8 alhanifi, a. m. (2017). hubungan demografi dan social norms dengan perilaku membuang sampah masyarakat kota bandung (universitas pendidikan indonesia). universitas pendidikan indonesia. retrieved from http://repository.upi.edu azhar, a., & dewata, i. (2018). studi kapasitas beban pencemaran sungai berdasarkan parameter organik (bod, cod dan tss) di batang lembang kota solok, provinsi sumatera barat. jurnal pengelolaan lingkungan berkelanjutan (journal of environmental sustainability management), 2(1), 76–87. https://doi.org/10.36813/jplb.2.1.76-87 muchlisin. (2022). rahasia doa usia 40 tahun dalam al-qur’an. retrieved from bersamadakwah website: https://bersamadakwah.net/doa-usia-40-tahun/#:~:text=usia 40 tahun%2c menurut ibnu,hatihatilah dalam bertindak.” destouni, g., & jarsjö, j. (2018). zones of untreatable water pollution call for better appreciation of mitigation limits and opportunities. wiley interdisciplinary reviews: water, 5(6), 1–9. https://doi.org/10.1002/wat2.1312 effendi, h. (2003). telaah kualitas air bagi pengelolaan sumberdaya dan lingkungan perairan. yogyakarta: kanisius. laksono, k. j. t., & sjabadhyni, b. (2012). motif kepedulian lingkungan dan kaitannya dengan perilaku konsumen sadar lingkungan. manasa:jurnal ilmiah psikologi, 1(1), 80–89. matolisi, e., sriati, & faruk, h. (2015). pengaruh perilaku masyarakat terhadap kualitas air dan kesehatan masyarakat di sungai aur kelurahan 9 10 ulu kecamatan seberang ulu 1 kota palembang. jurnal penelitian sains, 17(3), 149–153. notoatmodjo, s. (2010). ilmu perilaku kesehatan. rineka cipta. novita, e., pradana, h. a., & dwija, s. p. (2020). kajian penilaian kualitas air sungai bedadung di kabupaten jember. jurnal pengelolaan sumberdaya alam dan lingkungan (journal of natural resources and environmental management), 10(4), 699–714. https://doi.org/10.29244/jpsl.10.4.699-714 couns-edu ¨ the international journal of counseling and education vol.7, no.2, 2022 analysis of age, length of stay, and gender factors on clean and healthy living behaviors | 76 indonesian counselor association (iki) | doi: 10.1007/10.23916/0020220739020 nurhadyana, i. (2012). faktor-faktor yang berhubungan dengan perilaku membuang sampah pada siswa sekolah dasar negeri (sdn) di kecamatan bantar gebang. universitas indonesia. nurmalita, a. d. (2016). hubungan antara jenis kelamin, tingkat kelas, pengetahuan, dan sikap terhadap perilaku penggunaan fasilitas mck di sdn 01 kecubung mulya. stik sint carolus. putra, a. l., kasdi, a., & subroto, w. t. (2019). pengaruh media google earth terhadap hasil belajar berdasarkan keaktifan siswa kelas iv tema indahnya negeriku di sekolah dasar. jurnal review pendidikan dasar : jurnal kajian pendidikan dan hasil penelitian, 5(3), 1034–1042. https://doi.org/10.26740/jrpd.v5n3.p1034-1042 ri, k. k. (2011). pedoman pembinaan perilaku hidup bersih dan sehat (phbs). in kementerian kesehatan ri. jakarta: kementerian kesehatan ri. rusmanto. (2013). faktor-faktor yang mempengaruhi sikap dan perilaku masyarakat terhadap kepatuhan minum obat anti filaria di rw ii kelurahan pondok aren. universitas islam negeri syarif hidayatullah. samosir, k., wulansari, a., & yuhesti, m. (2022). pengetahuan dan sikap masyarakat membuang air limbah rumah tangga dan ketersediaan saluran pembuangan air limbah (spal) di desa tanjungberlian barat, karimun kepulauan riau. jurnal ilmu dan teknologi kesehatan terpadu (jitkt), 2(1), 55–63. siregar, a. m. s. (2019). perhitungan beban pencemaran dari parameter total suspended solid (tss) dan total coliform serta pengaruh perilaku masyarakat terhadap kualitas air sungai percut (thesis). universitas sumatera utara. sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. yetti, h. (2007). hubungan karekteristik dukungan keluarga dan hasil pendidikan kesehatan dengan kepatuhan diit hipertensi pada lansia di kelurahan paseban kecamatan senen jakarta pusat. universitas indonesia. yuliana, f., & haswindy, s. (2018). partisipasi masyarakat dalam pengelolaan sampah pemukiman pada kecamatan tungkil ilir kabupaten tanjung jabung barat. jurnal ilmu lingkungan, 15(2), 96. https://doi.org/10.14710/jil.15.2.96-111 yusal, m. s., & hasyim, a. (2022). kajian kualitas air berdasarkan keanekaragaman meiofauna dan parameter fisika-kimia di pesisir losari, makassar. jurnal ilmu lingkungan, 20(1), 45–57. https://doi.org/10.14710/jil.20.1.45-57 couns-edu the international journal of counseling and education vol.7, no.2, 2022, pp. 47-55 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220739320 received on 04/20/2022; revised on 05/19/2022; accepted on 06/26/2022; published on 07/15/2022 48 development of learning model based on sensory integration for students experiencing learning disabilities age 7–8 years abdul aziz *)1 , martini jamaris 2 , tjipto sumadi 2 1universitas indonesia, depok, indonesia, 2universitas negeri jakarta, indonesia *)corresponding author, e-mail: aziz.fatma160577@gmail.com abstract this study aims to develop a learning model, based on sensory integration, for improving academic abilities in low-grade elementary school students, aged 7-8 years experiencing learning disabilities. this intervention is known to be an effective learning model for students experiencing learning impairments. the methodology included a mixed design with research and development techniques, as well as martini jamaris’s model. the subjects were 400 students of an elementary school in dki jakarta. the results showed that the learning model using interventions based on sensory integration is more effective than the conventional type, which is used in reducing sensation hypersensitivity and hyposensitivity to an adaptive response. all students with learning disabilities who received an intervention based on sensory integration are 100% progressed in acquiring better academic skills and more adaptive. keywords: model development, learning disabilities, and sensory integration how to cite: aziz, a., jamaris, m., & sumadi, t. (2022). development of learning model based on sensory integration for students experiencing learning disabilities age 7–8 years. couns-edu: the international journal of counseling and education, 7(2). doi:http://dx.doi.org/10.23916/0020220739320 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction a child is known to follow normal sensorimotor developmental stages when carrying out daily activities without significant difficulties. these activities include physical exertion and involve the seven sensory organs functioning together. children learn through eyes that integrate with other senses, such as tactile, auditory, taste, smell, and movements. the eyes with the hands give a signal to express wishes, while the child learns to understand the function of an object and the purpose of action before being able to put out the words(aziz, 2019). the need to combine one sensory organ with another often occurs in early childhood. some children have a strong urge to always touch the objects around them and wander around. the learning process of recognizing an object, not only requires the sense of sight but also touch. the normal process in learning is to combine various inputs from the sense organs(bundy, lane, & murray, 2002). the covid-19 pandemic has a serious impact on all areas of human life. the outbreak has also caused serious concerns for the global educational system, prompting school closures in over 100 countries around the world(onyema & eucheria, 2020). the global school closure certainly has an impact on learning process(oviyanti, 2021), and in turn affect the sense organs due to the pandemic. mailto:aziz.fatma160577@gmail.com http://dx.doi.org/10.23916/0020220739320 couns-edu  the international journal of counseling and education vol.7, no.2, 2022 development of learning model based on sensory …| 49 indonesian counselor association (iki) | doi: 10.23916/0020220739320 school is where children spend most of their time besides being at home, experiencing different problems, such as learning difficulties(gephart, 2019). schools demand logical assignments from children, and when it is not met, it is attributed to learning disability(maehler & schuchardt, 2016). the first signs of learning disabilities appear in early kindergarten, but it is rarely identified till the end of the level or before the first grade(pesova, sivevska, & runceva, 2014). school-aged children who experience learning disabilities have varying incidence. in developed countries, such as the united states and europe, the incidence is approximately 10-15% of the school population. the incidence in boys is more common compared to girls at the ratio of 8:1(chodijah, 2014). in indonesia, there are several studies on the existence of children with learning disabilities. among others is the research conducted by nafsiah ibrahim on 3,215 students of first to sixth-grade elementary school in dki jakarta. the study showed that there were 16.52% of students with learning disabilities(abdurrahman, 2012). it was also found that there were 35.9% of students with learning disabilities at one of the elementary schools in west jakarta from grades one to six. in general, students with impairment usually experience problems in sensory integration(bundy, et al., 2002; leong, carter, & stephenson, 2013, 2015; young & furga, 2016). learning disabilities caused by problems of sensory integration lead to difficulty in managing incoming information, concentrate, and absorb subject matter(chuang, kuo, fan, & hsu, 2017). the impairment caused by a disturbance in one of the sensory systems are usually substituted in the remedial process with an alternative(hahn, foxe, & molholm, 2014). many research have previously investigated interventions for children with learning disabilities based on sensory systems. aeni (2019)conducted a research entitled “the effectiveness of motion therapy in handling learning in students of state elementary school, kranji 2 purwokerto”. the study showed that motion therapy is not effective in overcoming learning difficulties, does not establish the right diagnosis, and there are no other supporting examinations. the research of sa'adati entitled “psychological interventions for students with learning disabilities (dyslexia, dysgraphia, and dyscalculia)” showed that brain exertion is an alternative instrument used to help improve children's intelligence and achievement(sa'adati, 2015). however, students were treated equally, despite the fact that every child who had the same disorder would have different problems. hussaindeen et al conducted a study with the title “efficacy of vision therapy in children with learning disability and associated binocular vision anomalies”. the research explained that vision therapy improves children's reading skills(hussaindeen, shah, ramani, & ramanujan, 2018). there are five sensory system that affect the learning process in a student, namely, vision, auditory, tactile, vestibular, and proprioceptive. h.m. leong et al conducted a research entitled “sensory integration therapy in malaysia and singapore: sources of information and reason for use in early intervention”. the study examined the sources of information and the use of sensory integration as an intervention in children with learning disabilities and was carried out in two countries, namely malaysia and singapore. it was also stated that one of the professionals performed interventions based on sensory integration is the teacher. in respect to the main examination, it should be carried out by an occupational therapist(leong, et al., 2013). based on the empirical data found in the field and several related studies described above, the focus of this study include, 1) providing an integrated supporting examination (intellectual test (iq), hearing and vision function, learning disability, and sensory integration profile assessment), 2) giving interventions in accordance with the student's sensory profile, to increase efficacy, 3) performing sensation tests that affect the learning process, namely visual, auditory, tactile, vestibular, and proprioceptive, 4) providing interventions that do not only affect the physical activity but also modify the classroom environment for the adaptive response of students, and 5) giving interventions that is carried out by teachers who have attended the training. this study focuses on developing a learning model based on sensory integration used for intervention of students with learning disabilities aged 7-8 years, given by teachers to improve academic abilities. method couns-edu  vol.7, no.2, 2022 available online: http://journal.konselor.or.id/index.php/counsedu aziz, a., et al development of learning model based on sensory …| 50 indonesian counselor association (iki) | doi: 10.23916/0020220739320 this research was conducted between september 2017 – march 2019 in four elementary schools in dki jakarta, which included a total of 400 participants. it was divided into two core activities, namely developing instruments test and validating the resulting learning model. a mixed design was used with a research and development approach(creswell, 2013; creswell, fetters, & ivankova, 2004), which are processes for developing a model to be carried out in the field of education. according to borg and gall, research and development in the field of education is a developing model used to design a new product, which is then systematically tested, prospected, and refined to meet the intended criteria for effectiveness, quality, or in accordance with predetermined standards(gall, borg, & gall, 1996). based on the seven steps of research and development from borg and gall and dick & carey(2015), the implementation of this research was carried out in three stages, namely: 1) preliminary, 2) development, and 3) model validation. in a more practical aspect, the study procedure used martini jamaris' research and development model, as shown in figure 1(martini & edwita, 2014). figure 1<martini jamaris’s research and development model(martini & edwita, 2014)> the research procedure modifies the steps of martini jamaris' r&d model from preliminary studies to the preparation of the final model product. the first stage is the preliminary study which is the initial or preparation phase for development. the preparation begins by analyzing research needs in terms of community demands for alternative models as illustrated in the study background(setyosari, 2016). this stage uses a descriptive method, which consists of three steps, namely: 1) literature, 2) field, and 3) compiling a model. based on the literature study and data obtained from the field survey (kim & klinger, 2018)at sdn mangga besar 15 pagi west jakarta, an initial draft of the product was prepared and validated by experts. in the second stage, namely the development study, the draft is tested using the evaluative method. learning model based on sensory integration was developed through two trials and each was evaluated. during the research process, observations were made, notes of various incidents were taken, and responses, activities, and progress made by the children were recorded. based on the findings, evaluation, revision, and formulation of a hypothetical model were carried out. in the third stage, the hypothetical model was validated by conducting experimental research on other subjects at sdn tugu utara, 21 pagi north jakarta. the validation aims to test the effectiveness of the resulting product, namely the sensori-integration-based learning model. in this case, low-grade elementary school students aged 7-8 years, who have learning disabilities at different schools of sdn tugu utara 21 pagi north jakarta, were used as a control group in carrying out independent t-test or mann whitney test and an inter-case analysis. these steps are described in figure 2. couns-edu  the international journal of counseling and education vol.7, no.2, 2022 development of learning model based on sensory …| 51 indonesian counselor association (iki) | doi: 10.23916/0020220739320 figure 2<research and development design of learning model, based on sensory integration (modification of the martini jamaris’s research and development model)> results and discussion results of model development the model development through the application of learning design showed that, there were differences in the pre and post-test of learning disabilities and sensory integration profiles in the experimental and control groups. finally, a learning model based on sensory integration was obtained for students with learning disabilities aged 7-8 years and explained in figure 3. figure 3<final model> i. preliminary study stage ii. development study stage iii. model validation stage literature study field study model draft expert judgement professional judgement revision model hypothetical evaluation & revision revision trials 1 trials 2 model design learning model tools initial assessment model implementation final assessment final model couns-edu  vol.7, no.2, 2022 available online: http://journal.konselor.or.id/index.php/counsedu aziz, a., et al development of learning model based on sensory …| 52 indonesian counselor association (iki) | doi: 10.23916/0020220739320 the development of a learning model that is produced using an intervention, resulted in six steps as follows: 1) conducting an intelligence/iq test to enforce a minimum level of normal understanding, 2) examining the vision and hearing function to determine whether it is impaired or not, 3) carrying out a learning disability test, 4) testing the sensory integration profile, 5) performing sensory integration interventions according to students' profile to improve responses to stimuli received adaptively, and 6) evaluating the progress experienced by students after being given a sensory integration intervention. eligibility of model the tests carried out in the experimental group using the paired t-test or the wilcoxon test (rey & neuhäuser, 2011)provided the information before and after learning using interventions, in small, medium, and large groups. this produced a great value < significant alpha 5% or 0.05, except for the small group dyslexia dimension, then h1 is accepted. it is observed that there are differences before and after learning using interventions, on the dyslexia, dysgraphia, and dyscalculia dimensions of the medium and large groups. these results showed that in each group, students have difficulty in completing tasks in learning, reading, writing, and the mathematics given. the mean value of disabilities after learning using the interventions was smaller than before. this indicated that the interventions were able to reduce the difficulty level of learning disabilities in the aspects of reading, writing, and mathematics assignments given. the test conducted in the experimental group using the paired t-test or the wilcoxon test, provided the information about testing the sensory integration profile, before and after learning using the intervention on all dimensions, namely visual, auditory, tactile, vestibular, and proprioceptive. the medium and large groups produced a significant value of < 5% alpha or 0.05, and h1 was accepted. therefore, there were differences in the sensory integration profile test before and after learning, in the medium and large groups. this indicated that after using the interventions, there was a change in children's responses to visual, auditory, tactile, vestibular, and proprioceptive stimuli both groups. the mean value of the post-test which is greater than the pre-test indicated that the intervention was able to reduce hypersensitivity or hyposensitivity for students with disabilities to adapt to the learning condition. however, the results also showed that the interventions had no effect on small groups. effectiveness of model based on the examination conducted using a learning disability test, there were differences in the level of impairment (dysgraphia and dyscalculia) before using the interventions in the experimental group. the mean value of the experimental group was lower than that of the control, indicating that the intervention was more effective in reducing the level of impairment compared to using the conventional learning on the dimensions of dysgraphia and dyscalculia. based on the sensory integration profile test, there were differences after learning using the interventions on the auditory, tactile, vestibular, and proprioceptive dimensions(jorquera-cabrera, romero-ayuso, rodriguez-gil, & triviño-juárez, 2017; pekçetin, akı, üstünyurt, & kayıhan, 2016; pfeiffer, daly, nicholls, & gullo, 2015). this showed that the intervention was more effective in children's responses to the sensational stimuli. the mean value of the experimental group was higher than the control, indicating that the intervention was more effective than the conventional learning in schools, in terms of reducing auditory, tactile, vestibular, and proprioceptive hypersensitivity and hyposensitivity to adaptive responses. the effectiveness test were also described in the form of an inter-case analysis. the results showed that all students with learning disabilities who received interventions, improved by 100% progress in academic abilities and became more adaptive. its shows that interventions help students to be more sensitives towards the stimulus (fletcher, lyon, fuchs, & barnes, 2018). discussion the analysis of the effectiveness of the learning model based on sensory integration on students with learning disabilities aged 7-8 years proved to be successful in improving academic abilities and more adaptive responses. the analysis was in line with the concept of the information processing model, which was one of the appropriate educational program for children experiencing learning disabilities(juntorn, couns-edu  the international journal of counseling and education vol.7, no.2, 2022 development of learning model based on sensory …| 53 indonesian counselor association (iki) | doi: 10.23916/0020220739320 sriphetcharawut, & munkhetvit, 2017; smith, 2012; taderera & hall, 2017). the information processing model describes learning as a series of components involving sensory stimulation(kirk, gallagher, coleman, & anastasiow, 2009; pagliano, 2012). interventions are designed for children experiencing learning disabilities involving controlled sensory stimulation(leong, et al., 2013, 2015). bundy dkk et al, supported this research because interventions are very effective in children aged 3-8 years(bundy, et al., 2002). improved academic ability and better sensation conditions occurred due to decreased levels of learning disabilities and sensations of hypersensitivity and hyposensitivity to adaptive responses(blythe, 2017; ip et al., 2018; soto, ciaramitaro, & carter, 2018). it was found that the children's academic ability and sensation condition were better after receiving the intervention according to the theory used by han ming leong et al.,(2013) in a study titled “meta-analysis of sensory integration therapy research for individuals with developmental and learning disabilities". the theory showed that interventions based on sensory integration are widely used in addressing academic problems. this was also conveyed by h.m. leong et al., (2015)in another study entitled "sensory integration therapy in malaysia and singapore: sources of information and reason for use in early intervention". the study stated that interventions based on sensory integration improves neurological problems in processing intellectual information. therefore, this intervention is used to correct sensory processing disorders and improves learning and academic abilities(leong, et al., 2013, 2015). conclusions the conclusion are the development of learning model is aimed at solving problems faced by students experiencing learning disabilities. there was an increase in the sensory profile of students, which in turn affected their academic condition and learning skills in reading, writing, and arithmetic/mathematical skills. this implies that in the future, teachers should pay more attention to sensory aspects to curtail learning problems experienced by students and improve their understanding skills. there are obstacles related to the application of learning models, namely the lack of knowledge and skills possessed by the teacher. this study disseminate information to teachers about the newly developed learning model. additionally, teachers' awareness is still lacking regarding the importance of the sensory model in supporting the learning process that contributes to improving academic achievement. this development needs to be followed up with training, which is aimed to improve teachers' knowledge and skills when dealing with students having learning impairments. references abdurrahman, m. (2012). nak berkesulitan belajar: teori, diagnosis, dan remediasi. jakarta: rineka cipta. aeni, n. (2019). efektivitas layanan individual teknik self management terhadap perilaku indisipliner belajar fisika pada peserta didik kelas viii smpn 1 belawa kabupaten wajo. universitas islam negeri alauddin makassar. aziz, a. (2019). pengembangan model pembelajaran berbasis sensori integrasi untuk siswa berkesulitan belajar usia 7–8 tahun. blythe, s. g. (2017). attention, balance and coordination: the abc of learning success: john wiley & sons. bundy, a. c., lane, s. j., & murray, e. a. (2002). sensory integration approach: teori and practice (2nd ed.). philadelphia: f.a. davis company. chodijah, m. (2014). model bimbingan kolaboratif untuk meningkatkan kemampuan akademik anak yang mengalami kesulitan belajar (learning disabilities) di sekolah dasar inklusif. universitas pendidikan indonesia. chuang, t.-y., kuo, m.-s., fan, p.-l., & hsu, y.-w. (2017). a kinect-based motion-sensing game therapy to foster the learning of children with sensory integration dysfunction. educational technology research and development, 65(3), 699-717. creswell, j. w. (2013). steps in conducting a scholarly mixed methods study. couns-edu  vol.7, no.2, 2022 available online: http://journal.konselor.or.id/index.php/counsedu aziz, a., et al development of learning model based on sensory …| 54 indonesian counselor association (iki) | doi: 10.23916/0020220739320 creswell, j. w., fetters, m. d., & ivankova, n. v. (2004). designing a mixed methods study in primary care. the annals of family medicine, 2(1), 7-12. dick, w., carey, l., & carey, j. (2015). introduction to instructional design. the systematic design of instruction. new york: addison-wesley educational publishers, 2-15. fletcher, j. m., lyon, g. r., fuchs, l. s., & barnes, m. a. (2018). learning disabilities: from identification to intervention: guilford publications. gall, m. d., borg, w. r., & gall, j. p. (1996). educational research: an introduction: longman publishing. gephart, h. r. (2019). learning problems in children and adolescents. in adhd complex, 9–15. doi: https://doi.org/10.1016/b978-0-323-64304-7.00002-9 hahn, n., foxe, j. j., & molholm, s. (2014). impairments of multisensory integration and cross-sensory learning as pathways to dyslexia. neuroscience & biobehavioral reviews, 47, 384-392. hussaindeen, j. r., shah, p., ramani, k. k., & ramanujan, l. (2018). efficacy of vision therapy in children with learning disability and associated binocular vision anomalies. journal of optometry, 11(1), 40-48. ip, h. h., wong, s. w., chan, d. f., byrne, j., li, c., yuan, v. s., . . . wong, j. y. (2018). enhance emotional and social adaptation skills for children with autism spectrum disorder: a virtual reality enabled approach. computers & education, 117, 1-15. jorquera-cabrera, s., romero-ayuso, d., rodriguez-gil, g., & triviño-juárez, j.-m. (2017). assessment of sensory processing characteristics in children between 3 and 11 years old: a systematic review. frontiers in pediatrics, 5, 57. juntorn, s., sriphetcharawut, s., & munkhetvit, p. (2017). effectiveness of information processing strategy training on academic task performance in children with learning disabilities: a pilot study. occupational therapy international, 2017. kim, e., & klinger, r. (2018). a survey on sentiment and emotion analysis for computational literary studies. arxiv preprint arxiv:1808.03137. kirk, s., gallagher, j. j., coleman, m., & anastasiow, n. (2009). educating exceptional children 12th edition: boston, usa: houghton miffl in harcourt publishing company. leong, h., carter, m., & stephenson, j. (2013). sensory integration therapy in malaysia and singapore: sources of information and reasons for use in early intervention. education and training in autism and developmental disabilities, 421-435. leong, h., carter, m., & stephenson, j. (2015). systematic review of sensory integration therapy for individuals with disabilities: single case design studies. research in developmental disabilities, 47, 334351. maehler, c., & schuchardt, k. (2016). the importance of working memory for school achievement in primary school children with intellectual or learning disabilities. research in developmental disabilities, 58, 1-8. martini, j., & edwita, d. (2014). formal multiple intelligences assessment instruments for 4-6 years old children. american journal of educational research, 2(12), 1164-1174. onyema, e. m., & eucheria, n. c. (2020). faith ayobamidele obafemi, shuvro sen, fyneface grace atonye, aabha sharma, and alhuseen omar alsayed. 2020. impact of coronavirus pandemic on education. journal of education and practice, 11(13), 108-121. oviyanti, f. (2021). dampak pandemi covid-19 terhadap gangguan kesehatan mental mahasiswa dalam perkuliahan online. paper presented at the proceedings of international education conference. pagliano, p. (2012). the multisensory handbook: a guide for children and adults with sensory learning disabilities: routledge. pekçetin, s., akı, e., üstünyurt, z., & kayıhan, h. (2016). the efficiency of sensory integration interventions in preterm infants. perceptual and motor skills, 123(2), 411-423. pesova, b., sivevska, d., & runceva, j. (2014). early intervention and prevention of students with specific learning disabilities. procedia-social and behavioral sciences, 149, 701-708. pfeiffer, b., daly, b. p., nicholls, e. g., & gullo, d. f. (2015). assessing sensory processing problems in children with and without attention deficit hyperactivity disorder. physical & occupational therapy in pediatrics, 35(1), 1-12. rey, d., & neuhäuser, m. (2011). wilcoxon-signed-rank test international encyclopedia of statistical science (pp. 1658-1659): springer. couns-edu  the international journal of counseling and education vol.7, no.2, 2022 development of learning model based on sensory …| 55 indonesian counselor association (iki) | doi: 10.23916/0020220739320 sa'adati, t. i. (2015). intervensi psikologis pada siswa dengan kesulitan belajar (disleksia, disgrafia dan diskalkulia). jurnal lentera: kajian keagamaan, keilmuan dan teknologi, 13(1), 1-12. setyosari, h. p. (2016). metode penelitian pendidikan & pengembangan: prenada media. smith, s. (2012). no easy answer: the learning disabled child at home and at school: bantam. soto, t. w., ciaramitaro, v. m., & carter, a. s. (2018). sensory over responsivity. handbook of infant mental health, 330-344. taderera, c., & hall, h. (2017). challenges faced by parents of children with learning disabilities in opuwo, namibia. african journal of disability, 6(1), 1-10. young, s., & furga, k. (2016). effectiveness and implication of sensory integration therapy on school performance of children with learning disabilities. article in. international journal of neurorehabilitation, 3(1). couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 57-62 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017026820received on 04/19/2017; revised on 04/27/2017; accepted on 05/17/2017; publishedon: 06/30/2017 57 graduate profile of guidance and counseling department faculty of education universitas negeri semarang eko nusantoro *)1, kusnarto kurniawan 2 & suharso 3 123 universitas negeri semarang *)corresponding author, e-mail: ekonusantoro@ymail.com abstract faculty of education universitas negeri semarang, and 3) readiness alumni of guidance and counseling department education of faculty universitas negeri semarang to compete in the work world. the method used is a survey-descriptive. the population for this study is the alumni of guidance and counseling department faculty of education universitas negeri semarang that graduated in 2013, 2014, 2015, and 2016 in the region of central java province. the sampling used cluster random sampling techniques (cluster random sampling area). cluster sampling technique procedures implemented by selecting a sample in central java province randomly. an instrument which is used was questionnaire and interview. quantitative data analysis techniques using descriptive statistical data and qualitative data analysis using interviews. the results showed that 1) the competence of alumni guidance and counseling department faculty of education universitas negeri semarang very well in accordance with the regulation of the minister of education and culture of the indonesia republic no. 27 of 2008 on standards academic qualifications and competencies counselors indonesia, 2) the suitability of the field work with the field of graduate studies study guidance and counseling department faculty of education universitas negeri semarang is very appropriate, and 3) the alumni are very ready to compete with the alumni guidance and counseling department from other universities. keywords: alumni, field work, competence, competition how to cite: nusantoro, e., kurniawan, k., & suharso. (2017). graduate profile of guidance and counseling departement faculty of education universitas negeri semarang. couns-edu: international journal of counseling and education, 2(2): pp. 57-62. doi: https://doi.org/10.23916/002017026820 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesiancounselor association (iki). introduction third standard in the accreditation forms ban pt on students and alumni is one of the reference standard of excellence the quality of students and graduates of guidance and counseling department faculty of education universitas negeri semarang. guidance and counseling department of unnes with a grade of accreditation, need to maintain the grade of the accreditation in 2017. guidance and counseling department faculty of education of unnes always run the trust authority in conducting a search of alumni, especially with regard to the general data of academic and curriculum guidance and counseling department. guidance and counseling department has positioned students as the main stakeholders as well as plus value in in the implementation of education process in order to actualize the vision, realizing the mission, achieve goals through strategies developed by the guidance and counseling department. guidance and couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 57-62 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017026820received on 04/19/2017; revised on 04/27/2017; accepted on 05/17/2017; publishedon: 06/30/2017 57 graduate profile of guidance and counseling department faculty of education universitas negeri semarang eko nusantoro *)1, kusnarto kurniawan 2 & suharso 3 123 universitas negeri semarang *)corresponding author, e-mail: ekonusantoro@ymail.com abstract faculty of education universitas negeri semarang, and 3) readiness alumni of guidance and counseling department education of faculty universitas negeri semarang to compete in the work world. the method used is a survey-descriptive. the population for this study is the alumni of guidance and counseling department faculty of education universitas negeri semarang that graduated in 2013, 2014, 2015, and 2016 in the region of central java province. the sampling used cluster random sampling techniques (cluster random sampling area). cluster sampling technique procedures implemented by selecting a sample in central java province randomly. an instrument which is used was questionnaire and interview. quantitative data analysis techniques using descriptive statistical data and qualitative data analysis using interviews. the results showed that 1) the competence of alumni guidance and counseling department faculty of education universitas negeri semarang very well in accordance with the regulation of the minister of education and culture of the indonesia republic no. 27 of 2008 on standards academic qualifications and competencies counselors indonesia, 2) the suitability of the field work with the field of graduate studies study guidance and counseling department faculty of education universitas negeri semarang is very appropriate, and 3) the alumni are very ready to compete with the alumni guidance and counseling department from other universities. keywords: alumni, field work, competence, competition how to cite: nusantoro, e., kurniawan, k., & suharso. (2017). graduate profile of guidance and counseling departement faculty of education universitas negeri semarang. couns-edu: international journal of counseling and education, 2(2): pp. 57-62. doi: https://doi.org/10.23916/002017026820 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesiancounselor association (iki). introduction third standard in the accreditation forms ban pt on students and alumni is one of the reference standard of excellence the quality of students and graduates of guidance and counseling department faculty of education universitas negeri semarang. guidance and counseling department of unnes with a grade of accreditation, need to maintain the grade of the accreditation in 2017. guidance and counseling department faculty of education of unnes always run the trust authority in conducting a search of alumni, especially with regard to the general data of academic and curriculum guidance and counseling department. guidance and counseling department has positioned students as the main stakeholders as well as plus value in in the implementation of education process in order to actualize the vision, realizing the mission, achieve goals through strategies developed by the guidance and counseling department. guidance and couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 57-62 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017026820received on 04/19/2017; revised on 04/27/2017; accepted on 05/17/2017; publishedon: 06/30/2017 57 graduate profile of guidance and counseling department faculty of education universitas negeri semarang eko nusantoro *)1, kusnarto kurniawan 2 & suharso 3 123 universitas negeri semarang *)corresponding author, e-mail: ekonusantoro@ymail.com abstract faculty of education universitas negeri semarang, and 3) readiness alumni of guidance and counseling department education of faculty universitas negeri semarang to compete in the work world. the method used is a survey-descriptive. the population for this study is the alumni of guidance and counseling department faculty of education universitas negeri semarang that graduated in 2013, 2014, 2015, and 2016 in the region of central java province. the sampling used cluster random sampling techniques (cluster random sampling area). cluster sampling technique procedures implemented by selecting a sample in central java province randomly. an instrument which is used was questionnaire and interview. quantitative data analysis techniques using descriptive statistical data and qualitative data analysis using interviews. the results showed that 1) the competence of alumni guidance and counseling department faculty of education universitas negeri semarang very well in accordance with the regulation of the minister of education and culture of the indonesia republic no. 27 of 2008 on standards academic qualifications and competencies counselors indonesia, 2) the suitability of the field work with the field of graduate studies study guidance and counseling department faculty of education universitas negeri semarang is very appropriate, and 3) the alumni are very ready to compete with the alumni guidance and counseling department from other universities. keywords: alumni, field work, competence, competition how to cite: nusantoro, e., kurniawan, k., & suharso. (2017). graduate profile of guidance and counseling departement faculty of education universitas negeri semarang. couns-edu: international journal of counseling and education, 2(2): pp. 57-62. doi: https://doi.org/10.23916/002017026820 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesiancounselor association (iki). introduction third standard in the accreditation forms ban pt on students and alumni is one of the reference standard of excellence the quality of students and graduates of guidance and counseling department faculty of education universitas negeri semarang. guidance and counseling department of unnes with a grade of accreditation, need to maintain the grade of the accreditation in 2017. guidance and counseling department faculty of education of unnes always run the trust authority in conducting a search of alumni, especially with regard to the general data of academic and curriculum guidance and counseling department. guidance and counseling department has positioned students as the main stakeholders as well as plus value in in the implementation of education process in order to actualize the vision, realizing the mission, achieve goals through strategies developed by the guidance and counseling department. guidance and couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu eko nusantoro, kusnarto kurniawan & suharso graduate profile of guidance and counseling... | 58 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026820 counseling department constantly sought to maintain continuity in the quality of the program, to assess performance and establish continuous relationship and cooperation with alumni. the products of an educational institution is the alumni, the quality of graduates is the quality parameters of the education provider institutions including higher education study guidance counseling department of unnes. this phenomenon was felt to be important to the recorded the track of their competence in order to maintain the quality of education and its continuity. study program guidance counseling fip-unnes already have alumni about 90 to 100 every year spread all over indonesia, especially in the province of central java. a large number of guidance and counseling alumni will have an impact upon the quality and life througho the nation, especially in education (bodycott, p. 2009). one important effort that needs to be done is evaluating the educational institution graduates including needs and satisfaction of students and stakeholders (stakeholders) after graduate from the university. to know the progress guidance and counseling department over the years relating to interest, absorption in the labor market as a result of the competitive world of work are higher. related to this fact, guidance and counseling department unnes competence will be studying whether it has met the expectations of various demands of the working world. another dimension of alumni searching are providing data for materials through department evaluation adapted to the needs of the labor market. this is consistent with what has been proposed by the former minister of labor and transmigration, muhaimin iskandar (in www.okezone edition news.com thursday, may 30, 2013) that university graduates can no longer rely solely on a diploma in finding jobs, there is a demand for the bachelor to have competence and skills, so it can be absorbed by the labor market quickly. the quality of educational outcomes of counseling program can be seen from whether graduates can meet the needs of stakeholders citing the ban pt (2008), explained that the quality of graduates has a characteristic mastery of academic competencies include hard skills and soft skills as stated in quality objectives as well as evidenced by the performance of graduates in society in accordance with the profession and science. government regulations of the qualifications and competence of guidance and counseling teachers or counselor is education minister regulation no. 27 years 2008 regarding the standard of academic qualifications and competence of counselors in indonesia. the policy requires preparing and pro ducing graduates with appropriate qualifications and competence (raybould, m., & wilkins, h. 2005; jackson, d. 2010; jackson, d. 2009). the latest policy associated with guidance and counseling teacher or counselor is the regulation of the minister of education and culture no. 111 of 2014 about guidance and counseling unit of basic education and secondary education unit, which demanded that guidance and counseling teacher or counselor should be competent in carrying out his profession. if we look more closely at the practice of guidance and counseling in the community, especially in school’s settings, then revealed some facts showed that guidance and counseling teacher were deemed to be not competent (mind, 2009). it was triggered by the incompetence of guidance and counseling teacher competence in school. empirical evidence from studies evaluating the service quality of guidance and counseling in cilacap area indicates that guidance and counseling services in schools have not been satisfactory. (http://mm.unsoed.net/content. php? cat = thesis & id = 367). in line with this, sugiyo (2010) suggests that people still consider that the performance of guidance and counseling teacher or counselor is irrelevant to the standard of professional services of guidance and counseling. the above description suggests how real conditions of guidance and counseling associated with graduates. if there is no improvement in the situation, that will have a great impact of the lack of trust and interest of stakeholders to guidance and counseling graduates. furthermore, this situation will cause lack of interesting to guidance and counseling graduates in the community because considered disappointing and far from professional degrees. this situation showed the importance of alumni quality investigation. so it requires deeper study of the guidance and counseling teacher alumni. alumni searching on this year was very important to get more accurate data about the condition of guidance and counseling department alumni and for accreditation of guidance and counseling depart fiment preparation in 2017 . based on background research above, the purpose of this study was to determine graduate employability of graduate’s guidance counseling program and specifically to identify the level of competence of graduates in the working world, as well as be used as input for the management couns-edu  the international journal of counseling and education vol.2, no.2, 2017 graduate profile of guidance and counseling...| 59 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026820 study program on counseling fip unnes in improving and managing prime service that will be given to stakeholders. method the method used for this study is a survey-descriptive (brown, j. d. 2008; burns, a. c., & bush, r. f. 2006). it is accordance to the definition of the survey revealed that descriptive research was more focused on determining the position on the population to a variable (ary, et al., 1990; de vaus, d. a., & de vaus, d. 2001). through rsurvey, this research will be directed to collect data and solicit information about guidance and counseling alumni in terms of the quality of graduates based on the aspects that have been defined. surveydescriptive is a technique that focuses on the population status. the population for this study is a graduate from guidance and counseling study program faculty of education unnes graduated in 2013, 2014, 2015, and 2016 in the region of central java province. the populations have the following characteristics: (1) graduates from guidance and counseling department unne’s year of graduation from 2013 to 2016, (2) gender male and female, (3) has worked both in educational institutions and non education, (4) domiciled in central java. the sampling used was a cluster random sampling techniques. through the use of cluster sampling technique samples selected from regions in central java province. the areas that were sampled based opon the division of residency central java, namely: (1) pekealongan residency, (2) semarang residency, (3) pati residency, (4) surakarta, (5) kedu residency, and (6) residency of banyumas. this study used instruments: (1) the questionnaire and (2) interviews (ary, et al, 1990; hadi, 2004). the questionnaire used to collect the data based opon certain criteria related with the quality and the presence of graduates. this structured questionnaire is “angket pelacakan lulusan bimbingan dan k onseling (apl-bk). the questionnaire contains a number of questions that must be filled by the respondent (alumni) in accordance with the actual circumstances. testing the validity of the content was done by an expert who understands the theory to be measured and the development of measurement tools (suryabrata, 2000). testing the validity of the content is performed by all members of the researcher. in addition to using questionnaires, then used the instrument also guide the interview guidance is structured interviews to gather additional data such as process or experience the performance of graduates in the community. in addition, data were collected from policy makers associated to the presence of graduates. data analysis techniques for quantitative data used descriptive data analysis techniques (agresti, a., & kateri, m. 2011; raudenbush, s. w., & bryk, a. s. 2002; ott, r. l., & longnecker, m. t. 2015). descriptive data analysis functions to determine the degree or frequencies and percentages for the variables studied (ary, et al., 1990). this technique analyzes the data on the form with the number and percentage of each component in a variable graduate. in addition, an analysis of qualitative data generated from interview techniques. results and discussion results of the study showed competence of graduates, the suitability of the field work and readiness to compete. competence of alumni guidance and counseling program faculty of education unnes as follows: couns-edu  the international journal of counseling and education vol.2, no.2, 2017 graduate profile of guidance and counseling...| 59 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026820 study program on counseling fip unnes in improving and managing prime service that will be given to stakeholders. method the method used for this study is a survey-descriptive (brown, j. d. 2008; burns, a. c., & bush, r. f. 2006). it is accordance to the definition of the survey revealed that descriptive research was more focused on determining the position on the population to a variable (ary, et al., 1990; de vaus, d. a., & de vaus, d. 2001). through rsurvey, this research will be directed to collect data and solicit information about guidance and counseling alumni in terms of the quality of graduates based on the aspects that have been defined. surveydescriptive is a technique that focuses on the population status. the population for this study is a graduate from guidance and counseling study program faculty of education unnes graduated in 2013, 2014, 2015, and 2016 in the region of central java province. the populations have the following characteristics: (1) graduates from guidance and counseling department unne’s year of graduation from 2013 to 2016, (2) gender male and female, (3) has worked both in educational institutions and non education, (4) domiciled in central java. the sampling used was a cluster random sampling techniques. through the use of cluster sampling technique samples selected from regions in central java province. the areas that were sampled based opon the division of residency central java, namely: (1) pekealongan residency, (2) semarang residency, (3) pati residency, (4) surakarta, (5) kedu residency, and (6) residency of banyumas. this study used instruments: (1) the questionnaire and (2) interviews (ary, et al, 1990; hadi, 2004). the questionnaire used to collect the data based opon certain criteria related with the quality and the presence of graduates. this structured questionnaire is “angket pelacakan lulusan bimbingan dan k onseling (apl-bk). the questionnaire contains a number of questions that must be filled by the respondent (alumni) in accordance with the actual circumstances. testing the validity of the content was done by an expert who understands the theory to be measured and the development of measurement tools (suryabrata, 2000). testing the validity of the content is performed by all members of the researcher. in addition to using questionnaires, then used the instrument also guide the interview guidance is structured interviews to gather additional data such as process or experience the performance of graduates in the community. in addition, data were collected from policy makers associated to the presence of graduates. data analysis techniques for quantitative data used descriptive data analysis techniques (agresti, a., & kateri, m. 2011; raudenbush, s. w., & bryk, a. s. 2002; ott, r. l., & longnecker, m. t. 2015). descriptive data analysis functions to determine the degree or frequencies and percentages for the variables studied (ary, et al., 1990). this technique analyzes the data on the form with the number and percentage of each component in a variable graduate. in addition, an analysis of qualitative data generated from interview techniques. results and discussion results of the study showed competence of graduates, the suitability of the field work and readiness to compete. competence of alumni guidance and counseling program faculty of education unnes as follows: couns-edu  the international journal of counseling and education vol.2, no.2, 2017 graduate profile of guidance and counseling...| 59 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026820 study program on counseling fip unnes in improving and managing prime service that will be given to stakeholders. method the method used for this study is a survey-descriptive (brown, j. d. 2008; burns, a. c., & bush, r. f. 2006). it is accordance to the definition of the survey revealed that descriptive research was more focused on determining the position on the population to a variable (ary, et al., 1990; de vaus, d. a., & de vaus, d. 2001). through rsurvey, this research will be directed to collect data and solicit information about guidance and counseling alumni in terms of the quality of graduates based on the aspects that have been defined. surveydescriptive is a technique that focuses on the population status. the population for this study is a graduate from guidance and counseling study program faculty of education unnes graduated in 2013, 2014, 2015, and 2016 in the region of central java province. the populations have the following characteristics: (1) graduates from guidance and counseling department unne’s year of graduation from 2013 to 2016, (2) gender male and female, (3) has worked both in educational institutions and non education, (4) domiciled in central java. the sampling used was a cluster random sampling techniques. through the use of cluster sampling technique samples selected from regions in central java province. the areas that were sampled based opon the division of residency central java, namely: (1) pekealongan residency, (2) semarang residency, (3) pati residency, (4) surakarta, (5) kedu residency, and (6) residency of banyumas. this study used instruments: (1) the questionnaire and (2) interviews (ary, et al, 1990; hadi, 2004). the questionnaire used to collect the data based opon certain criteria related with the quality and the presence of graduates. this structured questionnaire is “angket pelacakan lulusan bimbingan dan k onseling (apl-bk). the questionnaire contains a number of questions that must be filled by the respondent (alumni) in accordance with the actual circumstances. testing the validity of the content was done by an expert who understands the theory to be measured and the development of measurement tools (suryabrata, 2000). testing the validity of the content is performed by all members of the researcher. in addition to using questionnaires, then used the instrument also guide the interview guidance is structured interviews to gather additional data such as process or experience the performance of graduates in the community. in addition, data were collected from policy makers associated to the presence of graduates. data analysis techniques for quantitative data used descriptive data analysis techniques (agresti, a., & kateri, m. 2011; raudenbush, s. w., & bryk, a. s. 2002; ott, r. l., & longnecker, m. t. 2015). descriptive data analysis functions to determine the degree or frequencies and percentages for the variables studied (ary, et al., 1990). this technique analyzes the data on the form with the number and percentage of each component in a variable graduate. in addition, an analysis of qualitative data generated from interview techniques. results and discussion results of the study showed competence of graduates, the suitability of the field work and readiness to compete. competence of alumni guidance and counseling program faculty of education unnes as follows: couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu eko nusantoro, kusnarto kurniawan & suharso graduate profile of guidance and counseling... | 60 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026820 figure 1 competency of guidance and counseling department alumni unnes based on the diagram in figure 1 shows that the competence of graduates majoring in guidance and counseling 50% is in good category, 37% is in excellent category, and 13% is in enough category. 13% competency of guidance and counseling department alumni need for improvement on student preparation and curriculum development . figure 2 suitability of field work and field study from the bar chart above we can conclude that 87% of guidance and counseling alumni work in accordance with the subject studied, namely a teacher of guidance and counseling. they became guidance and counseling teacher within elementary school, junior high school, senior high school, both in public or private schools. while there are 13% of alumni working in the field that do not correspond to the field of study that students learn, some of them working as private employees, bank employees, as well as independent entrepreneurship. figure 3 alumni readiness to compete showed in chart below the diagram above showed that counseling department alumni ready and confidence to compete with other alumni from another university. the parameter of competence guidance and counseling department faculty of education refers to competency standards counselor indonesia as explain in permendiknas 27, 2008 as follows 1) have attitude, values and personality that support in the form of competence; faithful and devoted to god almighty, respect and uphold the values of humanity, individuality and freedom to choose, demonstrate integrity and stability of a strong personality, b) understand in detail the counselee to be served include: understanding the development of physiological and psychological and behavioral counselee, master the concepts and practice of assessment to understand the conditions, problems and needs of the counselee, c) mastering platform and the theoretical framework of guidance and counseling as follows: master the theory and praxis of education, master the framework of theoretical and practical guidance and counseling, mastering the essential guidance and counseling services in track, level and type of education unit, d) conducting autonomy counseling services as follows: designing program guidance and counseling, implementing programs guidance and counseling comprehensive, assessing the process and results of operations of guidance and counseling, and e) developing sustainability professionalism include: awareness and commitment to professional ethics, an couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu eko nusantoro, kusnarto kurniawan & suharso graduate profile of guidance and counseling... | 60 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026820 figure 1 competency of guidance and counseling department alumni unnes based on the diagram in figure 1 shows that the competence of graduates majoring in guidance and counseling 50% is in good category, 37% is in excellent category, and 13% is in enough category. 13% competency of guidance and counseling department alumni need for improvement on student preparation and curriculum development . figure 2 suitability of field work and field study from the bar chart above we can conclude that 87% of guidance and counseling alumni work in accordance with the subject studied, namely a teacher of guidance and counseling. they became guidance and counseling teacher within elementary school, junior high school, senior high school, both in public or private schools. while there are 13% of alumni working in the field that do not correspond to the field of study that students learn, some of them working as private employees, bank employees, as well as independent entrepreneurship. figure 3 alumni readiness to compete showed in chart below the diagram above showed that counseling department alumni ready and confidence to compete with other alumni from another university. the parameter of competence guidance and counseling department faculty of education refers to competency standards counselor indonesia as explain in permendiknas 27, 2008 as follows 1) have attitude, values and personality that support in the form of competence; faithful and devoted to god almighty, respect and uphold the values of humanity, individuality and freedom to choose, demonstrate integrity and stability of a strong personality, b) understand in detail the counselee to be served include: understanding the development of physiological and psychological and behavioral counselee, master the concepts and practice of assessment to understand the conditions, problems and needs of the counselee, c) mastering platform and the theoretical framework of guidance and counseling as follows: master the theory and praxis of education, master the framework of theoretical and practical guidance and counseling, mastering the essential guidance and counseling services in track, level and type of education unit, d) conducting autonomy counseling services as follows: designing program guidance and counseling, implementing programs guidance and counseling comprehensive, assessing the process and results of operations of guidance and counseling, and e) developing sustainability professionalism include: awareness and commitment to professional ethics, an series1; tidak sesusai; 13% series1; sesuai; 87% series1; tidak sesusai; 13% series1; sesuai; 87% couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu eko nusantoro, kusnarto kurniawan & suharso graduate profile of guidance and counseling... | 60 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026820 figure 1 competency of guidance and counseling department alumni unnes based on the diagram in figure 1 shows that the competence of graduates majoring in guidance and counseling 50% is in good category, 37% is in excellent category, and 13% is in enough category. 13% competency of guidance and counseling department alumni need for improvement on student preparation and curriculum development . figure 2 suitability of field work and field study from the bar chart above we can conclude that 87% of guidance and counseling alumni work in accordance with the subject studied, namely a teacher of guidance and counseling. they became guidance and counseling teacher within elementary school, junior high school, senior high school, both in public or private schools. while there are 13% of alumni working in the field that do not correspond to the field of study that students learn, some of them working as private employees, bank employees, as well as independent entrepreneurship. figure 3 alumni readiness to compete showed in chart below the diagram above showed that counseling department alumni ready and confidence to compete with other alumni from another university. the parameter of competence guidance and counseling department faculty of education refers to competency standards counselor indonesia as explain in permendiknas 27, 2008 as follows 1) have attitude, values and personality that support in the form of competence; faithful and devoted to god almighty, respect and uphold the values of humanity, individuality and freedom to choose, demonstrate integrity and stability of a strong personality, b) understand in detail the counselee to be served include: understanding the development of physiological and psychological and behavioral counselee, master the concepts and practice of assessment to understand the conditions, problems and needs of the counselee, c) mastering platform and the theoretical framework of guidance and counseling as follows: master the theory and praxis of education, master the framework of theoretical and practical guidance and counseling, mastering the essential guidance and counseling services in track, level and type of education unit, d) conducting autonomy counseling services as follows: designing program guidance and counseling, implementing programs guidance and counseling comprehensive, assessing the process and results of operations of guidance and counseling, and e) developing sustainability professionalism include: awareness and commitment to professional ethics, an couns-edu  the international journal of counseling and education vol.2, no.2, 2017 graduate profile of guidance and counseling...| 61 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026820 active role in the organization and activities of professional guidance and counseling, master the concepts and practical research in guidance and counseling. the results from the research showed that the competence of guidance and counseling alumni is in good to excellent category. a small percentage is in enough categories. referring to indonesia ’s counselor competency standards there need some further improvement so that all alumni have a good competence even very good. alumni who are in enough category have various causes of the background, most of them graduate longer from her or his friends. longer student finish their study more hard they adjust with work environment. in particular, they have to lack competence in selecting method and approach, implementing, assessing, and evaluating guidance and counseling program. in aspect of suitability of field work with graduate study area’s guidance and counseling study program’s fip-unnes, 13% profession of alumni do not match with their study background. they choose another path of career such as an entrepreneur, bank employee or another profession. based on residency, alumni from semarang, pekalongan and banyumas have the tendency to working outside guidance and counseling teacher or counselor. this residency has lot of industrial area. this means that the alumni coming from these residencies have a career orientation outside as a teacher of guidance and counseling. looking at that fact, guidance and counseling program needs to improve mastery. conclusion competence graduate study program guidance and counseling department faculty of education unnes alumni are excellent accordance with ministerial regulations of education and culture of the republic indonesian no. 27 of 2008 on academic qualification standards and competency’s counselors indonesia. suitability of field work with graduate study area’s study program guidance and counseling fip unnes is very appropriate. alumni are very ready to compete with alumni from other universities. acknowledgments the author wish to thanks to the alumni for their contribution in this study and faculty of education universitas negeri semarang that has facilitated this research references ary, d. ,et al. (1990). introduction to research in education. forth worth: harcourt brace college publishers. ban-pt. (2008). akreditasi program studi sarjana: buku i naskah akademik akreditasi program studi sarjana. jakarta: badan akreditasi nasional perguruan tinggi. bodycott, p. (2009). choosing a higher education study abroad destination: what mainland chinese parents and students rate as important. journal of research in international education, 8(3), 349-373. brown, j. d. (2008). 19 research methods for applied linguistics: scope, characteristics, and standards. the handbook of applied linguistics, 476. burns, a. c., & bush, r. f. (2006). marketing research. globalization, 1(7). de vaus, d. a., & de vaus, d. (2001). research design in social research. sage. departemen pendidikan nasional. (2007). penataan pendidikan profesional konselor dan layanan bimbingan dan konseling dalam jalur pendidikan formal. jakarta: departemen pendidikan nasional. hadi, sutrisno. (2004). metodologi research 2. yogyakarta: penerbit andi offset. jackson, d. (2009). profiling industry-relevant management graduate competencies: the need for a fresh approach. international journal of management education, 8(1), 85-98. jackson, d. (2010). an international profile of industry-relevant competencies and skill gaps in modern graduates. international journal of management education, 8(3), 29-58. peraturan menteri pendidikan dan kebudayaan nomor 111 tahun 2014 tentang bimbingan dan konseling pada satuan pendidikan dasar dan satuan pendidikan menengah. peraturan menteri pendidikan nasional nomor 27 tahun 2008 tentang standar kualifikasi akademik dan kompetensi konselor indonesia. couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu eko nusantoro, kusnarto kurniawan & suharso graduate profile of guidance and counseling... | 62 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026820 pikiran rakyat. (2009). guru pembimbing belum berkompeten. raybould, m., & wilkins, h. (2005). over qualified and under experienced: turning graduates into hospitality managers. international journal of contemporary hospitality management, 17(3), 203 -216. sugiyo. (2010). faktor-faktor yang berkontribusi terhadap kepuasan kerja dan kinerja konselor (guru pembimbing) di sekolah. pidato pengukuhan guru besartetap dalam bidang bk pada fip unnes. tidak dipublikasikan. suryabrata, s. (2000). pengembangan alat ukur psikologi. yogyakarta: penerbit andi offset. agresti, a., & kateri, m. (2011). categorical data analysis. in international encyclopedia of statistical science (pp. 206-208). springer berlin heidelberg. raudenbush, s. w., & bryk, a. s. (2002). hierarchical linear models: applications and data analysis methods (vol. 1). sage. ott, r. l., & longnecker, m. t. (2015). an introduction to statistical methods and data analysis. nelson education. couns-edu the international journal of counseling and education vol. 7, no. 2, 2022 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220736730 received on 21/10/2022; revised on 13/11/2022; accepted on 13/11/2022; published on 13/11/2022 128 development of acceptance and commitment therapy group counseling models and mindfulness-based stress reduction to reduce academic burnout in high school students afriyadi sofyan*)1, m. ramli2, sugiyo1, kusnarto kurniawan1 1universitas negeri semarang, indonesia,2 universitas negeri malang, indonesia, *)corresponding author,  e-mail: afriyadisofyan@mail.unnes.ac.id abstract the current pandemic has an impact on mental health, especially students who do online learning. in relation to burnout, this study aims to integrate acceptance and commitment therapy and mindfulness-based stress reduction to reduce burnout, experiments were carried out in groups for the application of act while mbsr materials were given online and practiced independently by each counselee after faceto-face meetings were held. this study uses educational design, research and development (educational research & development), which is a research design that aims to produce or develop a product in the form of models, designs, prototypes, materials, media, tools or strategies, in order to improve the quality of learning. the educational r&d research design has ten stages as proposed by borg & gall. the stages are simplified and grouped into three stages, namely (1) preliminary study, (2) development phase, and (3) validation phase. the results of this study revealed that group counseling by applying acceptance and commitment therapy and mindfulness based stress reduction was proven to be able to reduce burnout. with the findings of this study, school counselors can make group counseling integrate acr and mbsr therapy as an alternative to reduce student academic burnout at school. keywords: act: group counseling; mbsr; students academic burnout. how to cite: sofyan, a., ramli, m., sugiyo, s., & kurniawan, k. (2023). development of acceptance and commitment therapy group counseling models and mindfulness-based stress reduction to reduce academic burnout in high school students. couns-edu: the international journal of counseling and education, 7(3). https://doi.org/10.23916/0020220736730 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2019 by author. introduction academic burnout is a problem that has recently been found by research in the educational environment. researchers first introduced burnout as a psychological syndrome due to chronic stress associated with unmanaged work (maslach, et al. 2001). academic burnout is defined by feeling tired because of the demands of learning, feeling yourself not having potential in school, and not being bound by individuals to assignments or school work that occurs because of the boredom felt by students in the learning process (schaufeli, et al. 2002). based on the results of the study, it was found that academic burnout of high school students is currently in the medium to high category (hikmah, et al. 2020). such conditions require action from the school, especially to facilitate students to feel safe and comfortable in the learning process. https://doi.org/10.23916/0020220736730 mailto:afriyadisofyan@mail.unnes.ac.id https://doi.org/10.23916/0020220736730 couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 development of acceptance and commitment … | 129 indonesian counselor association (iki) | doi: 10.23916/0020220736730 continuous academic burnout behavior can have a negative effect on the development of students in schools in the field of learning, including decreased academic achievement, neglect of assignments and learning processes, and the potential to be expelled from school (kristian, et al 2020). this, of course, can hinder the process of fulfilling the developmental tasks of students. the learning environment is suspected to have an influence on academic burnout, an environment that supports potential, provides comfort and safety, and freedom of expression in the learning environment can provide optimal mental health for students. this is different from the current conditions where the world is being hit by the covid-19 pandemic which has an impact on limiting activities outside the home, which in turn forms a new regulation, namely studying at home. the limited space for movement, and learning activities carried out online at home, pose a challenge for students to be able to adapt to the new system, namely from face to face to online (besser, et al. 2020), causing adverse effects on students' mental health, including being vulnerable to stress. academic, unstable emotions, and burnout (chandra, y. 2020) this is a challenge for guidance and counseling in schools to empower students to be able to maintain mental health during the covid-19 pandemic. burke & arslan (saddiha, et al. 2014) wrote that providing interventions to support the mental health of students during the covid-19 pandemic is very necessary, such as counseling services that can be done online. the benefits of online counseling are anonymity and easy accessibility, flexibility in terms of time and place, counselees can review materials as often as possible, and minimize stigma against counselees (puolakanaho, et al. 2019). burnout is a condition where individuals experience chaos in dealing with what is currently being experienced, emotional exhaustion that occurs in response to individual emotional and interpersonal stress, thus requiring interventions that can optimize the role of psychological flexibility in dealing with current situations and conditions. regarding burnout, (puolakanaho, et al. 2020) integrated acceptance and commitment therapy and mindfulness-based stress reduction to reduce burnout, experiments were carried out in groups for the application of act while mbsr materials were given online and practiced independently by each counselee after face-to-face meetings were held. . however, the weakness of this research is that it is done face to face, while the purpose of this research is to develop the model so that it can be done online without any direct meeting between the counselor and the counselee. the effectiveness of webbased act has been proven to support mental health in academic problems (brown, et al. 2016). support this research to develop a web-based act intervention by integrating other techniques. in the act intervention, positive changes are expected to come from changes in processes associated with psychological flexibility (hayes, et al. 2006) . then lloyd, et al (2013) showed that the act-based intervention increased acceptance and action skills, namely skills related to psychological flexibility. in addition, they observed that these skills mediate changes in emotional exhaustion (the fatigue subdimension), which, in turn, prevents depersonalization experiences (another subdimension of burnout). furthermore, nyklíček & kuijpers (2008) studied the effects of mindfulness-based stress reduction interventions (mbsr) and concluded that increased mindfulness could partially mediate the effects of perceived stress on quality of life. by integrating the two techniques proved to be effective for burnout, so the purpose of this research is to develop an online counseling model of acceptance and commitment therapy and mindfulness-based stress reduction to reduce academic burnout in students. methods this study uses educational design, research, and development (educational research & development), which is a research design that aims to produce or develop a product in the form of models, designs, prototypes, materials, media, tools or strategies, in order to improve the quality of couns-edu  vol. 7, no. 2, 2022 available online: http://journal.konselor.or.id/index.php/counsedu sofyan et al. development of acceptance and commitment … | 130 indonesian counselor association (iki) | doi: 10.23916/0020220736730 learning (borg, et al. 1996) . the educational r&d research design has ten stages as stated by borg & gall (2006)]. the stages are as follows: 1. initial research and gathering information, 2 planning, 3. developing the initial product form, 4. initial field testing, 5. initial product revision 6. main field testing, 7. operational product revision, 8. operational field testing, 9. final product revision, 10. dissemination and implementation. of the ten stages, then simplified and grouped into three stages, namely (1) preliminary study, (2) development phase, and (3) validation phase, (samsudi. 2009). these stages are then described in the chart below figure 1 guide development stage population and sample the population in this study were high school students in the city of semarang, according to the purpose of the study the sample was taken by purposive sampling technique which was first determined from the identification of students who experienced burnout using the school burnout inventory (sbi) scale instrument. furthermore, 10 students were determined, of which 5 students attended group counseling as the treatment group and 5 students in the control group. data collection techniques and instruments this study uses several techniques and data collection instruments that are used as a basis for determining the level of effectiveness, efficiency, and/or attractiveness of the resulting product. the type of data in this study is quantitative data collected using an adaptation of the school burnout inventory (sbi) scale compiled by aro, et al (2009). the sbi scale includes three indicators, namely: (1) emotional exhaustion at school, (2) cynicism about the meaning of school, and (3) feelings of inadequacy at school. the indicators are then arranged in 9 statement items as follows: stage 1 preliminary study stage 2 development stage 3 validation theoretical study objective study formulation of development plans product design development validator judgment collaborative product improvement validated product finalization stage 4 empirical test (product effectiveness test) stage 5 final product couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 development of acceptance and commitment … | 131 indonesian counselor association (iki) | doi: 10.23916/0020220736730 table 1. indicators and items of the school burnout inventory (sbi) scale indicators statement item no 1 emotional exhaustion at school since school was conducted online i feel overwhelmed with schoolwork 1 since online school i often don't sleep well because of things related to school assignments 2 in my spare time during online school, i contemplate a lot of things related to school assignments 3 the pressure of online schoolwork causes problems in my relationships with close people 4 2 cynicism about the meaning of school i feel less motivated to do schoolwork online and often think about giving up 5 since school was conducted online i feel i have lost interest in completing school assignments 6 i keep wondering if these online school assignments have any meaning 7 3 feelings of inadequacy at school i often feel unable to do schoolwork online 8 i used to have high hopes of being able to complete schoolwork online, but not anymore 9 the school burnout inventory scale is made using 5 (five) answer choices that can be chosen by students with the following information: 1: completely disagree 2: partly disagree 3: disagree 4: agree 5: completely agree the instrument data uses the school burnout inventory (sbi) scale which has been filled in by students and then analyzed with the rasch model and further tests of descriptive statistical analysis and the mann-whitney u test assisted by the winstep and jasp applications. results and discussions as previously explained, the applied research carried out in this case is to apply online group counseling with aceptance and commitment therapy by combining mindfulness-based stress reduction to reduce academic burnout. student's academic burnout level assessment the first step is to conduct an assessment to identify students who experience the level of academic burnout who will then be provided with services. the results of the assessment used the school burnout inventory (sbi) compiled by aro, et al. from the instrument that was distributed using google form with the help of a counseling teacher at sma 15 to students in grades 11 and 12 majoring in mathematics and natural sciences and social sciences, data was obtained as many as 188 students (data attached). furthermore, the data is processed using the winstep application with the rasch model to identify students who experience academic burnout starting with mild to very severe symptoms. the results of the analysis (data attached) found that 34 students out of 188 students (18%) experienced academic burnout in the high category and there were 61 students (32%) experienced academic burnout in the medium category. group formation (group) the second step is to form a counseling group based on the results of identification through previous assessments, in connection with the counseling group that will be provided services in the interest of this study is to compare the group that is given treatment (treatment) and the control group, meaning that there are two groups (group) formed in the context of research interests. in the concept of group counseling regarding the number of members in the group as explained by latipun (2001) if the group is less than 4 people, the dynamics that are expected to exist and have an impact on members will be less or not occur. however, if the group members are too large, for example couns-edu  vol. 7, no. 2, 2022 available online: http://journal.konselor.or.id/index.php/counsedu sofyan et al. development of acceptance and commitment … | 132 indonesian counselor association (iki) | doi: 10.23916/0020220736730 more than 12 people, the group counseling process will be difficult. on the other hand, the implementation of counseling must also pay attention to the principles contained in it. one of the principles that is important and has a great influence on both the process and the results of the counseling carried out as described by prayitno (2004) is the principle of volunteerism. this means that group members who will participate in group counseling are members who really consciously and voluntarily without any coercion have the intention and desire to participate in counseling service activities. based on these considerations, socialization and communication were carried out to students identified as experiencing academic burnout by providing information or offering group counseling services through whatsapps. from the feedback or answers to the information and offers of group counseling services that will be provided, a number of students are obtained which are then grouped in the following table: table 2. list of students identified as having experienced academic burnout and being provided with online group counseling services development of an online group counseling model with aceptance and commitment therapy by combining mindfulness-based stress reduction in order to reduce academic burnout in accordance with the planning of this research which is an applied-research on the group counseling model, namely by applying aceptance and commitment therapy and mindfulness-based stress reduction to reduce web-based (online) academic burnout in sma 15 students in semarang city and according to the research design and procedures described as follows: stage 1 (introduction); by conducting theoretical studies and objective studies on several things, namely, web-based counseling (online), group counseling, concepts and practices of acceptance and commitment therapy and mindfulness-based stress reduction, the concept of academic burnout that occurs in high school students. theoretical studies are carried out by examining the latest theories and research findings, sources/references using books and scientific journal articles that can be accessed online as well as practically obtained from studies/discussions, trainings/workshops available from youtube. the results of the theoretical study are the basis for the implementation of group counseling modules that will be conducted online. an objective study was conducted by seeking information related to the phenomenon of academic burnout that occurred in sma 15 students. the data was obtained from the results of the distribution of the instrument using the school burnout inventory (sbi) scale. reports/news related to the phenomenon of academic burnout from news/mass media, then also through bk teachers sma 15. objective study obtained data that the phenomenon of academic burnout occurs in students, especially high school students during online learning. stage 2 (development); the development carried out is related to the formulation of the development of online group counseling with aceptance and commitment therapy by combining mindfulness-based stress reduction in order to reduce academic burnout. the results of the formulation of the development plan are then broken down into a product design which is developed in the form of a module entitled online group counseling acceptance and commitment therapy and mindfulness-based stress reduction to reduce student academic burnout. no name (initial) class/major study group 1 in 12 ips 1 experiment 2 he 12 ips 1 3 mu 12 ipa 6 4 me 12 ips 3 5 sa 12 ipa 2 6 aq 12 ipa 2 control 7 ti 11 ips 8 ki 11 ipa 6 9 au 11 ipa 6 10 fa 11 ipa 5 couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 development of acceptance and commitment … | 133 indonesian counselor association (iki) | doi: 10.23916/0020220736730 stage 3 (product validation); at this stage, it is done by validating the online counseling module that has been made by asking validators for help from experts and practitioners. the expert validator is 1 person from academia/online counseling expert. 1-person online counseling and therapy expert. then 1 expert model of the counseling approach. furthermore, 2 people as experts as well as group counseling practitioners. validation is carried out to see the product from the technical aspects of the model structure, the usability aspect, the relevance aspect, the feasibility aspect, and the consistency aspect. the results of module validation from 3 validators obtained several notes. in general, the module received a good rating and can be used. stage 4. (empirical test); the module results from the counseling model that have been made are then empirically tested by counselors and teachers to a number of counselees who have been identified as experiencing academic burnout. the implementation of online group counseling by integrating acceptance and commitment therapy (act) and mindfulness-based stress reduction (mbsr) to reduce academic burnout is carried out over a period of one month with synchronous meetings via the zoom meeting platform for 4 virtual meeting sessions. the empirical test that was carried out produced factual evidence of the module application with the outcomes of the counseling carried out. from the results of the analysis of the rasch model of the pre-test and post-test scores, the following data were obtained: table 3. academic burnout scores from pre-test and post-test results the scores obtained in table 3 above were then analyzed with nonparametric statistics for the wilcoxon signed rank test using the jasp statistical analysis platform application to compare the difference between the two means of the pretest and posttest scores. the results of calculations with jasp obtained data as shown in table 4 below. table 4 descriptive statistics of wilcoxon . test paired samples t-test experiment group measure 1 measure 2 test statistic df p pre test post test student -3.732 5 0.014 wilcoxon 0.000 0.031 paired samples t-test control group measure 1 measure 2 test statistic df p pre test post test student -3.566 5 0.514 wilcoxon 0.000 0.052 wilcoxon's non-parametric statistical test guideline if the significant level z <0.05 then indicates there is a relationship between the variables, whereas if the significant level is > 0.05 then there is no relationship between the variables. based on table 4 related to the test statistics above, the significant level obtained is a determination of z of 0.031 or a significant level of <0.05 meaning that there is a difference in no name group pre-test post-test 1 in experiment 0.45 0.52 2 he 0.82 2.89 3 mu 2.04 4.63 4 me 1.19 2.89 5 sa 0.61 1.22 6 aq control 0.44 0.47 7 ti 1.20 1.24 8 ki 0.66 0.70 9 au 0.88 0.90 10 fa 2.06 2.04 couns-edu  vol. 7, no. 2, 2022 available online: http://journal.konselor.or.id/index.php/counsedu sofyan et al. development of acceptance and commitment … | 134 indonesian counselor association (iki) | doi: 10.23916/0020220736730 the level of student academic burnout before and after applying online group counseling with aceptance and commitment therapy by combining mindfulness-based stress reduction in order to reduce academic burnout. based on the scale test, it can be concluded that online group counseling with aceptance and commitment therapy by combining mindfulness-based stress reduction is effective in reducing academic burnout. the covid-19 pandemic has proven to have a real impact on student health in schools, as found in recent studies related to students' mental health in online learning, sonartra, e. n. (2021); khoiriyah, k., et al (2021); meutia, a. (2020); choirunissa, r., et al (2020); rosyad, y. s, et al (2021). from the results of the assessment carried out in this study, it is proven that the level of student academic burnout is considered to be concerning because it tends to be high. these findings should be a concern not only for all parties involved in education, but also stakeholders to parents who are more intense with students at home. however, the impact on students' mental health cannot be ignored and allowed to happen, it is feared that disturbed mental health will have a further impact on students' lives in other ways, for example in terms of their personal and social lives. students who experience academic burnout, in which one of the indicators is emotional exhaustion, one of the forms of which is the pressure of online school assignments causing problems in student relationships with close people. the close people meant are, of course, significant people in the student's life, both parents, family and playmates. if you review the personality theory of carl roges, (in amalia, l. 2016) it is explained that one of the individual personality structures depends on the social environment. thus, it can be understood that parents as the closest social party/environment have a major role in the formation of students' personalities. so, if the relationship with parents has problems, it can be ascertained that it will cause other problems, namely from social relations to the development of their personality on the other hand, mental health disorders including burnout if accumulated with other psychological disorders that last a long time can increase other risks. alharbi j, et al (rachmadi, m. 2021), revealed that burnout has become a psychosocial problem in the past 10 years. the prevalence of symptoms associated with burnout includes anxiety, depression, low satisfaction, ptsd and increased suicide rates. seeing the phenomenon above, it is appropriate for educators (teachers) in schools to make real efforts by providing responsive educational services, because in principle education must be carried out or carried out without causing physical and psychological pressure. distance learning (pjj) should be able to facilitate learning that is still fun and provide added value to students' insights, knowledge, values, skills. for this reason, innovation is needed in models, techniques and distance learning media / online as stated in the latest research khotimah, s. k. s. h. (2021); putra, m. a., & shofaria, n. (2020); atsani, k. l. g. m. z. (2020); fahrina, a., et al (2020); sari, i. k. (2021). in the end, all of that is an effort to create effective and fun learning, so that learning can be carried out without causing physical and psychological burdens on students. for school counselors in implementing educational services in schools, it is in the form of counseling services. in order to create services that are certainly not only fun but also have a positive and productive impact/effect on students' lives. innovation and service improvisation on existing conditions is a challenge in itself. through online group counseling by applying the aceptance and commitment therapy and mindfulness-based stress reduction models, it is an effort to create an alternative in guidance and counseling services in schools that has proven effective in reducing academic burnout for high school students. the results of the empirical test in this study conclude that online group counseling by applying the aceptance and commitment therapy (act) and mindfulness-based stress reduction (mbrs) models as an alternative in guidance and counseling services in schools has proven to be effective in reducing academic burnout for high school students. this finding supports a number of previous studies, where the efforts of act and mbrs together or separately have a positive impact on students' psychology. as has been explained that in relation to burnout, puolakanaho, et al. (2020) integrated acceptance and commitment therapy and mindfulness-based stress reduction to reduce burnout, the experiment was carried out in groups for the application of act while the mbsr material was given online and practiced independently by each counselee after face-to-face meetings are held. however, the weakness of this research is that it is done face to face, while the purpose of this research is to develop the model so that it couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 development of acceptance and commitment … | 135 indonesian counselor association (iki) | doi: 10.23916/0020220736730 can be done online without any direct meeting between the counselor and the counselee. the effectiveness of web-based act has been proven to support mental health in academic problems (brown, et al. 2016). support this research to develop a web-based act intervention by integrating other techniques. in the act intervention, positive changes are expected to come from changes in processes associated with psychological flexibility (hayes, et al. 2006). then lloyd, et al (2013) showed that the act-based intervention increased acceptance and action skills, namely skills related to psychological flexibility. in addition, they observed that these skills mediate changes in emotional exhaustion (the fatigue subdimension), which, in turn, prevents depersonalization experiences (another subdimension of burnout). furthermore, nyklíček & kuijpers (2008) studied the effects of mindfulness-based stress reduction interventions (mbsr) and concluded that increased mindfulness could partially mediate the effects of perceived stress on quality of life. by integrating the two techniques proved to be effective for burnout, so the purpose of this research is to develop an online counseling model of acceptance and commitment therapy and mindfulness-based stress reduction to reduce academic burnout in students. however, these previous studies were limited to the services provided face to face. for this reason, this research provides a new perspective by doing it online. this may provide an alternative for school counselors amid the limitations that can only be provided by online services. conclusions online learning during a pandemic has an impact on students' psychology, one of which is academic burnout. the level of academic burnout in high school students is dominant in the medium and high categories. educators, one of which is a school counselor, must provide responsive and innovative educational services. online group counseling by applying the acceptance and commitment therapy model and mindfulness-based stress reduction as an alternative in guidance and counseling services at school has proven to be effective in reducing academic burnout in high school students. the implementation of online group counseling has obstacles and challenges, especially from the internet network and the readiness and skills of students and counselors acknowledgments we would like to thank the high school authorities, especially the principal and school counselors who have collaborated in this research. also, to the research institutes and community service at the semarang state university for the financial support for this research references alleman, j. r. (2002). online counseling: the internet and mental health and treatment. psychotherapy: theory/research/practice/training, 39, 199–209. https://doi.org/10.1037/0033-3204.39.2.199 barak, a., klein, b., & proudfoot, j. g. (2009). defining internet-supported therapeutic interventions. annals of behavioral medicine, 38(1), 4–17. https://doi.org/10.1007/s12160-009-9130-7 barak, a., klein, b., & proudfoot, j. g. 2009. defining internet supported therapeutic interventions. annals of behavioral medicine, 38, 4–17. doi:10.1007/s12160-009 9130-7. besser, a., flett, g. l., & zeigler-hill, v. (2020). adaptability to a sudden transition to online learning during the covid-19 pandemic: understanding the challenges for students. scholarship of teaching and learning in psychology. https://doi.org/10.1037/stl0000198 bishop, s. r., kraemer, h. c., turner, j. a., anderson, m. l., balderson, b. h., cook, a. j., … cherkin, d. c. (2004). mindfulness : a proposed operational definition mindfulness : a proposed operational definition. clinical psychology: science and practice, 157(3), 230–241. bloom, j. w. (1998). the ethical practice of web c ounseling. british journal of guidance & https://doi.org/10.1037/stl0000198 couns-edu  vol. 7, no. 2, 2022 available online: http://journal.konselor.or.id/index.php/counsedu sofyan et al. development of acceptance and commitment … | 136 indonesian counselor association (iki) | doi: 10.23916/0020220736730 counselling, 26(1), 53–59. https://doi.org/10.1080/03069889808253838 borg, w. r., & gall, j. p. (1996). educational research: an introduction (6th ed.). longman publishing bradley, l. j., & hendricks, b. (2009). email and ethical issues. the family journal: counseling and therapy for couples and families, 17(3), 267–271. https://doi.org/10.1177/1066480709338293 bradley, l. j., hendricks, b., lock, r., whiting, p. p., & parr, g. (2011). e-mail communication: issues for mental health counselors. journal of mental health couseling, 33(11), 67–79. https://doi.org/10.17744/mehc.33.1.05208025375v03r7 brown, m., glendenning, a., hoon, a. e., & john, a. (2016). effectiveness of web-delivered acceptance and commitment therapy in relation to mental health and well-being: a systematic review and meta-analysis. journal of medical internet research, 18(8), 1–14. https://doi.org/10.2196/jmir.6200 burke, j., & arslan, g. (2020). positive education and school psychology during covid-19 pandemic. journal of positive school psychology, 4(2), 137–139. https://doi.org/10.47602/jpsp.v4i2.243 cahyo, n. (2017). dakwah melalui bimbingan konseling online. jurnal ilmu dakwah, [s.l.], v. 36, n. 2, sep. 2017 chandra, y. (2020). online education during covid-19: perception of academic stress and emotional intelligence coping strategies among college students. asian education and development studies. https://doi.org/10.1108/aeds-05-2020-0097 cohen, m. h., & schouten, r. (2007). legal, regulatory and ethical issues. in j. h. lake & d. spiegel (eds.), complementary and alternative treatments in mental health care. washington, dc: american psychiatric publishing. gabbard, g. o., kassaw, k. a., & perez-garcia, g. (2011). professional boundaries in the era of the internet. academic psychiatry, 35(3), 168–174. glasheen, k.j., & campbell, m.a. (2009). the use of online counselling within an australian secondary school setting: a practitioner's viewpoint. counselling psychology review, 24 (2), 42–51. https://eprints.qut.edu.au/26319/ gouda, s., luong, m. t., schmidt, s., & bauer, j. (2016). students and teachers benefit from mindfulness-based stress reduction in a school-embedded pilot study. frontiers in psychology, 7(apr), 1–18. https://doi.org/10.3389/fpsyg.2016.00590 gupta, a., & agrawal, a. (2012). internet counselling and psychological services. social science international, 28(1), 105–122. hanley, t. (2009). the working alliance in online therapy with young people: preliminary findings. british journal of guidance and counselling, 37(3), 257–269. https://doi.org/10.1080/03069880902956991 hayes, s. c., barnes-holmes, d., & roche, b. (2001). relational frame theory: a postskinnerian account of human language and cognition. new york, é.-u.: kluwer academic/plenum press publishers. hayes, s. c., luoma, j. b., bond, f. w., masuda, a., & lillis, j. (2006). acceptance and commitment therapy: model, processes and outcomes. behaviour research and therapy, 44(1), 1–25. https://doi.org/10.1016/j.brat.2005.06.006. heinicke, b. e., paxton, s. j., mclean, s. a., & wertheim, e. h. (2007). internet-delivered targeted group intervention for body dissatisfaction and disordered eating in adolescent girls: a randomized controlled trial. journal of abnormal child psychology, 35(3), 379–391. https://doi.org/10.1007/s10802-006-9097-9 hikmah, m., japar, m., & sunawan, s. (2020). improving control beliefs and reducing academic burnout using cognitive behavioral therapy group counseling with cognitive restructuring technique. 9(3), 137–143. kabat-zinn, j. (2003). mindfulness-based interventions in context: past, present, and future. clinical psychology: science and practice, 10(2), 144–156. https://doi.org/10.1093/clipsy/bpg016 https://doi.org/10.1080/03069889808253838 https://doi.org/10.1177%2f1066480709338293 https://doi.org/10.17744/mehc.33.1.05208025375v03r7 https://doi.org/10.2196/jmir.6200 https://doi.org/10.47602/jpsp.v4i2.243 https://doi.org/10.1108/aeds-05-2020-0097 https://eprints.qut.edu.au/26319/ https://doi.org/10.3389/fpsyg.2016.00590 https://doi.org/10.1080/03069880902956991 https://doi.org/10.1016/j.brat.2005.06.006 https://doi.org/10.1007/s10802-006-9097-9 couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 development of acceptance and commitment … | 137 indonesian counselor association (iki) | doi: 10.23916/0020220736730 kim, b., lee, m., kim, k., choi, h., & lee, s. m. (2014). longitudinal analysis of academic burnout in korean middle school students. stress and health, 31(4), 281–289. kraus, r. (2004). ethical and legal considerations for providers of mental health services online. in r. kraus, j. zack, & g. stricker (eds.), online counseling: a handbook for mental health professionals. san diego: elsevier academic. kristina, a. d., loekmono, j. t. l., & setyorini, s. (2020). the effect of role conflict on academic burnout of undergraduate economics students. international journal of research in counseling and education, 4(2), 98. https://doi.org/10.24036/00333za0002 levin, m. e., pistorello, j., seeley, j. r., & hayes, s. c. (2014). feasibility of a prototype web-based acceptance and commitment therapy prevention program for college students. journal of american college health, 62(1), 20–30. https://doi.org/10.1080/07448481.2013.843533 lloyd, j., bond, f. w., & flaxman, p. e. (2013). the value of psychological flexibility: examining psychological mechanisms underpinning a cognitive behavioural therapy intervention for burnout. work and stress, 27(2), 181–199. https://doi.org/10.1080/02678373.2013.782157 maslach, c., schaufeli, w. b., & leiter, m. p. (2001). job burnout. annual review of psychology, 52, 397–422. mishna, f., bogo, m., root, j., sawyer, j., & khoury-kassabri, m. (2012). “it just crept in”: the digital age and implications for social work practice. clinical social work journal, 40(3), 277– 286. https://doi.org/10.1080/10437797.2013.796855 nyklíček, i., & kuijpers, k. f. (2008). effects of mindfulness-based stress reduction intervention on psychological well-being and quality of life: is increased mindfulness indeed the mechanism? annals of behavioral medicine, 35(3), 331–340. https://doi.org/10.1007/s12160-008-9030-2 oravec, j. a. (2000). online counselling and the internet: perspectives for mental health care supervision and education. journal of mental health, 9(2), 121–135. https://doi.org/10.1080/09638230050009122 peñate, w., & fumero, a. (2016). a meta-review of internet computer-based psychological treatments for anxiety disorders. journal of telemedicine and telecare, 22(1), 3–11. https://doi.org/10.1177/1357633x15586491 puolakanaho, a., lappalainen, r., lappalainen, p., muotka, j. s., hirvonen, r., eklund, k. m., … kiuru, n. (2019). reducing stress and enhancing academic buoyancy among adolescents using a brief web-based program based on acceptance and commitment therapy: a randomized controlled trial. journal of youth and adolescence, 48(2), 287–305. https://doi.org/10.1007/s10964-018-0973-8 puolakanaho, a., tolvanen, a., kinnunen, s. m., & lappalainen, r. (2020). a psychological flexibility -based intervention for burnout:a randomized controlled trial. journal of contextual behavioral science, 15(november 2019), 52–67. https://doi.org/10.1016/j.jcbs.2019.11.007 reamer, f. g. (2013). social work in a digital age: ethical and risk management challenges. social work, 58(2), 163–172. https://doi.org/10.1093/sw/swt003 rummell, c. m., & joyce, n. r. (2010). “so wat do u want to wrk on 2 day?” the ethical implications of online counselling. ethics and behavior, 20(6), 482–496. https://doi.org/10.1080/10508422.2010.521450 saddichha, s., al-desouki, m., lamia, a., linden, i. a., & krausz, m. (2014). online interventions for depression and anxiety – a systematic review. health psychology and behavioral medicine, 2(1), 841–881. https://doi.org/10.1080/21642850.2014.945934 salmela-aro, k., kiuru, n., leskinen, e., & nurmi, j. e. (2009). school burnout inventory (sbi) reliability and validity. european journal of psychological assessment, 25(1), 48-57. https://doi.org/10.1027/1015-5759.25.1.48 samsudi. (2009). desain penelitian pengembangan. semarang: upt unnes press. schaufeli, w. b., martinez, i. m., pinto, a. m., salanova, m., & bakker, a. b. (2002). burnout and engagement in university students: a cross-national study. journal of cross-cultural psychology, 33(5), 464–481. https://doi.org/10.24036/00333za0002 https://doi.org/10.1080/07448481.2013.843533 https://doi.org/10.1080/02678373.2013.782157 https://doi.org/10.1080/10437797.2013.796855 https://doi.org/10.1007/s12160-008-9030-2 https://doi.org/10.1080/09638230050009122 https://doi.org/10.1177/1357633x15586491 https://doi.org/10.1007/s10964-018-0973-8 https://doi.org/10.1016/j.jcbs.2019.11.007 https://doi.org/10.1093/sw/swt003 https://doi.org/10.1080/10508422.2010.521450 https://doi.org/10.1027/1015-5759.25.1.48 couns-edu the international journal of counseling and education vol. 7, no. 4, 2022 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220741140 received on 20/04/2023; revised on 20/05/2023; accepted on 20/05/2023; published on: 11/06/2023 155 effectiveness of holland career counseling to improve career maturity of the students in the faith-based educational school fitriyah fitriyah *)1, dominikus david biondi situmorang 2, ifdil ifdil 3 1 dinamika university, indonesia,2 universitas katolik indonesia atma jaya, indonesia, 3 universitas negeri padang, indonesia *)corresponding author, e-mail: ifdil@konselor.org abstract this study aims to test the effectiveness of holland career counseling to improve the career maturity of students at the faith-based educational school in pamekasan. the study design used was an experiment involving as many as 7 students was selected by purposive random sampling. instruments used in this study were career maturity inventory (cmi)-form c. the results showed holland career counseling effective to improve the career maturity of students. this study provides clarification on the effectiveness of handling the career maturity of students with holland career counseling. keywords: group counseling, holland career counseling, career maturity, faith-based educational school how to cite: fitriyah, f., situmorang, d. d. b., & ifdil, i. (2023). effectiveness of holland career counseling to improve career maturity of the students in the faith-based educational school. couns-edu: the international journal of counseling and education, 7(4). https://doi.org/10.23916/0020220741140 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction chronologically, students at high school generally aged 15-18 years are in the middle teenage phase. one of the most important tasks that must be completed at this time according to havighurst (in yusuf, 2000) is to choose and prepare for a career or job. referring to the super opinion (dillard, 1985), career development in adolescence is included in the exploration stage. this stage is the most important stage for teenage transition and has three main tasks, namely the individual crystallizes, specifies, and implements their career choices. career maturity is the maturity of individual behavior in coping with career development tasks which contain cognitive and affective dimensions. in this perspective, crites (in sharf, 1992) states that one's career maturity is characterized by attitudes and competencies towards careers. attitude refers to an individual's willingness to make decisions about a career and is responsible for all the consequences of the decision. meanwhile, competence refers to the ability of individuals to understand self-strength in relation to the world of work. thus, the importance of optimizing career maturity for the future of high school students, the phenomenon of low career maturity as revealed in previous research, needs to be dealt with immediately. although high school is not a secondary school institution that prepares graduates to go directly to employment, there are still many among high school students who, after graduation, decide not to continue their education to universities or other secondary schools. this can be seen from the low enrollment rates in indonesia. in the official bps-aps report in 2012, in the age range of 19-24 years or in accordance with the age range of students in general, shows that those who are attending education mailto:ifdil@konselor.org https://doi.org/10.23916/0020220741140 couns-edu  vol. 7, no. 2, 2022 available online: https://counsedu.iicet.org/index.php/counsedu fitriyah et al. effectiveness of holland career … | 156 indonesian counselor association (iki) | doi: 10.23916/0020220741140 only reach 16.13%. in line with these data, several research results up to 2008 showed that high school graduates who did not continue to tertiary education reached up to 50%. whereas high school graduates who enter the workforce do not have the skills and skills that are quite competitive. this of course can lead to an increase in the number of unemployed in indonesia. based on the employment situation in february 2014, the number of unemployed reached 7.2 million people, with an open unemployment rate of 5.70%. furthermore, individuals who occupy the position of the highest contributor to unemployment in indonesia are high school graduates with a figure of 9.10% (bps, 2014). based on some facts that have been described above, high school students have problems in their career maturity that are not able to prepare and plan their careers well. the problem of career maturity can lead to mistakes in taking career decisions for high school students (wibowo, ambarwati, & crescenzo, 2020). there are high school students who choose a major in education without considering their abilities, talents, interests, and personality. they tend to follow the choice of parents, friends, with the basis of job popularity or identification of jobs suggested by parents. the same condition was also found in korohama, wibowo, and tadjri (2017)'s study at the state vocational school 2 in kupang city which was known through interviews and the spread of the career maturity scale. of the 60 students known, 9 students (16%) were in the very low career category. category of low career maturity was 21 students (35%), and the category of career maturity was as many as 17 students (28%). the category of high career maturity is 8 students (13%), and the career maturity category is as high as 5 students (8%). therefore, from the data of career maturity level in this school which is at a low level needs to be considered and followed up, so that it can be improved through guidance and counseling services. career maturity is one of the important developmental tasks for adolescents and can affect a person's future integrity, so if a teenager succeeds in completing a developmental task, it can make them happy. conversely if someone fails, this can make them unhappy, not rejection of the community, and adolescents are less able to adjust because they tend to reject themselves for the failure experienced. problems regarding career advancements encountered at the faith-based educational school in pamekasan are quite diverse. interview results with several students found a number of career maturity problems experienced by them, including: 1) not having accurate knowledge and understanding of their own potential that could support their career in the future; 2) the study program entered is not their own choice; 3) do not have a solid understanding of the continuation of the study after graduation; 4) do not understand the type of work that matches their own abilities; 5) still confused about choosing the continuation of study and the type of work that is in line with interests or abilities; and 6) feel pessimistic that after graduation they will continue their studies as expected. judging from the results of the preliminary study, students of class x, xi and xii of the faithbased educational school in pamekasan. class x students consisting of 360 people, 86.98% of them were confused about choosing majors in high school and 98.2% did not know for sure which department to apply for in the university and what jobs they would pursue after graduating from high school or if they graduated from university. students of class xi of the science department consisting of 274 people, as many as 94.53% did not know for sure which department to apply for at the university and what work they would pursue after graduating from high school or if they graduated from university. the same thing was experienced by students of class xi of the social sciences department consisting of 102 people as many as 94.12% confused about their future career. although for class xii there was a slight decrease in the percentage of students who were confused, the numbers were still high, namely 94.38 % of 267 for the social sciences department. efforts to optimize the career maturity of students seem to be insufficient only through conventional instructional services and career counseling and guidance services that have been and are being carried out by counselors in schools but require special services through these services that are integrated and matched with other educational services specifically designed. the career counseling and guidance services strategy that is empirically effective enough to improve the career maturity of high school students is a group career guidance strategy and group career counseling strategies. in connection with the group's strategy in implementing career guidance and counseling services, based on literature studies, there will be a variety of strategies. when grouped all the strategies in question can be categorized into instructional strategies, substantial or interpersonal strategies, and game couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 emotional intelligence and job stress… | 157 indonesian counselor association (iki) | doi: 10.23916/0020220741040 strategies. instructional strategy is a form of career guidance that is integrated or integrated in teaching (instructional). strategy tends to be informative rather than information processing. an instructional career guidance strategy that is integrated with learning is the processing of career information classically or in groups using learning methods or techniques, such as: teaching units, home rooms, field trips, character or resource persons lectures, audio visual media, bibliography, job training, career day, interviews, and career guidance packages. substantial strategy is a form of implementing career guidance through interpersonal relationships between teacher guidance and counseling with students. to use this strategy, it takes mastery of counseling theory and practice, in addition to supporting disciplines and career counseling. there are a number of career counseling techniques or approaches that can be applied by counselors. crites (1981) proposed six approaches to career counseling, namely trait and factor career counseling, client-centered career counseling, psychodynamic career counseling, career development counseling, behavioral career counseling, and comprehensive career counseling. meanwhile the game strategy in practice uses various techniques and media to play for the implementation of career guidance. holland counseling career provides clear procedures and guidelines as well as details of how the individual is guided to envision a career best, what activities undertaken to achieve this, the competence of what is owned, feelings and attitudes towards work, and to estimate the associated themselves with the dreamed career. all of this can be done within a relatively fast period, prioritizing the activities of students maximally, and done classically. like the research conducted by hesti, seen from the calculation of the analysis of the t-test formula obtained t count of 6.063 while t table with db. n 1/30 1 = 29 and the significance level of 5% (0.05) is 2.045. because t count> t table, 6.063> 2.045. so, it can be concluded that "there is the influence of career guidance services using the theory of john l. holland in the selection of further studies of class ix students of wonosalam 1 state junior high school in jombang in 2015-2016". with the results of the research on the theory of john l. holland, it can contribute to improving students' career maturity. based on the problem of career maturity experienced by the students of the faith-based educational school in pamekasan, 4 students need alternative career guidance and counseling to deal with these problems. researchers want to do research by providing holland career interventions counseling to improve the career maturity of students, by providing this intervention researchers will find out how effective career counseling holland is in improving the career maturity of students. this study has its own peculiarities because this research was conducted in madura more precisely in the city of pamekasan, so this research was conducted using madurese culture more precisely in the city of pamekasan. in addition, this research is one of the important topics to be raised as a continuation of several previous studies at faith-based institutions (amalia et al., 2022; pangestu et al., 2022). methods this study uses an experimental method design with multiple baseline across subject’s design with repeated measures the use of the experimental group compared treatment given between pretest and posttest with 5 meetings. the first meeting was the formation of groups, building good relations and identifying the problems of students’ career maturity, the second meeting established the goal of holland career counseling to improve learners' career maturity, the third meeting explore experienced career maturity, the fourth meeting experience potential members of the group and find a solution and the fifth meeting of termination. data collection techniques used were career maturity inventory scale adoption of crites and savickas consisting of 24 items. the scale consists of 4 indicators, namely concern, curiosity, confidence, and consultation. on the measuring instrument, researchers conduct equivalence by performing a back translation process, validation expert, and test the instrument. the results of the instrument test stated that all were valid with (rxy = 0.239-0.739) and the reliability was 0.849. the data obtained was then analyzed using couns-edu  vol. 7, no. 2, 2022 available online: https://counsedu.iicet.org/index.php/counsedu fitriyah et al. effectiveness of holland career … | 158 indonesian counselor association (iki) | doi: 10.23916/0020220741140 the repeated measures anova test. field (2009) said that repeated measures anova was used to compare repeated measures on the same subject to find out the increase in students' career maturity at o1, o2, and o3, through computerization with the spss for windows version 23.0 program. figure. 1. research flow in experiment implementation this study has been reviewed by the ethics committee of the department of dinamika university. they decided that the study has been in accordance with ethical standards of the research ethics code of dinamika university. furthermore, informed consent was obtained from all participants for this study. results and discussion from this study using as many as 7 students, researchers took the research subject by purposive sampling by providing a psychological scale of career maturity. the psychological scale aims to find out the initial conditions of the career maturity of the students in the faith-based educational school in pamekasan. after being given a career maturity scale, the researcher gave intervention to the research subjects in the form of holland career counseling to improve the career maturity of students, then the researchers gave posttest to the research subjects to determine the level of change in the career maturity of students. career maturity of students after getting intervention holland career counseling shows an increase in the level of career maturity. changes in scores are seen based on indicators of career maturity that are reflected in the psychological scale of career maturity. tabel. 1 average, sd and test results of repeated measures anova group counseling career maturity holland career counseling parameter o1 o2 o3 mean 51.29 86.57 87.14 sd 3.09 1.61 1.34 f (2,12); 759.343 p = 0.00 < 0.01 the table above shows the mean holland career counseling, namely 51.29 for pretest (o1), 86.57 for posttest (o2), 87.14 for follow-up (o3). tabel. 2. career maturity post hoc test results of holland career counseling no comparison md se p 1 pretest vs posttest -35.286 1.340 .000 2 pretest vs follow-up -35.857 1.122 .000 3 posttest vs follow-up -.571 .528 .962 * = the difference in the mean at the 0.05 level is significant pretest treatment holland career counseling post test follow-up couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 emotional intelligence and job stress… | 159 indonesian counselor association (iki) | doi: 10.23916/0020220741040 based on the results of the repeated measures anova test on the test of within-subjects effects, it is known that f (2.12) = 759.343, then obtained p = 0.00 <0.01 means that ha2 was accepted and ho2 was rejected, and there were differences in the results of pretest, posttest and follow-up in the study subjects. the difference is due to the provision of treatment in the form of holland career counseling. this shows that holland career counseling effective for improve the career maturity of learners shown in the following graph: figure. 2. estimated marginal means from the research results, it is known that holland career counseling has proven effective in increasing career maturity of students of the faith-based educational school in pamekasan. however, when viewed from the difference from the results of posttest and follow-up holland career counseling is very effective to improve career maturity. a person's career maturity is marked by attitudes and competencies towards careers. attitude refers to an individual's willingness to make decisions about a career and is responsible for all the consequences of the decision (situmorang & salim, 2021). meanwhile, competence refers to the ability of individuals to understand self-strength in relation to the world of work. what was revealed in this study supported the views of experts as discussed in chapter i that holland career counseling provides clear and detailed procedures and guidelines on how individuals are guided to dream the best career, what activities are carried out to achieve it, what competencies they have, feelings and attitudes towards work, and self-estimation related to the dreamed career. all of this can be done within a relatively fast period, prioritizing the activities of students maximally, and done classically. there are indications that holland types for career counseling is more effective than the other two strategies, which is understandable. the reason is because the steps taken by the school counselor in carrying out the intervention strongly support the career maturity of the students. students in the group study and discuss job classifications and formal education requirements along with their codes as presented in the occupational finder , then write and discuss eight main types of work who prioritized using the occupational daydreams format, gave the job code written in occupational daydreams format using the format of the self-directed search (sds) referring to the occupational finder, then check the activity you like or do not like to do it by using the activities format in sds and checking the competencies they have by using the competencies format on sds, next is to check the preferred work by using the occupation format in the sds and conducting analysis to organize answers to find a summary code using the how to organize format your answers to sds, all of them allow students to be competent in determining career and job choices. what was revealed in this study supports the results of previous research conducted by suhermanas and akhmad (2013, 2014) which among others showed that holland model career counseling was effective in optimizing exploration in the formation of youth vocational identity, but not effective for the development of commitment in the field. what was revealed in this study is also in line with the results of research by ardana, dharsana, and suranata (2014) students who received holland's career counseling action with modeling techniques have been able to obtain a percentage of career maturity scores ≥ 80%. based on the results of these studies, it couns-edu  vol. 7, no. 2, 2022 available online: https://counsedu.iicet.org/index.php/counsedu fitriyah et al. effectiveness of holland career … | 160 indonesian counselor association (iki) | doi: 10.23916/0020220741140 can be concluded that holland's career counseling with modeling techniques can improve student career maturity. referring to the results of the discussion above, what is found in this study is in line with existing career development theories and reinforces the results of previous research that holland career counseling is reliable enough in an effort to improve the career maturity of students, especially those who are high school students. this study has its own peculiarities in providing interventions to students and uses madurese culture more precisely in the town of pamekasan. and seen from the results of the study, the intervention provided by the researchers showed an increase in the career maturity of students in the city of pamekasan more precisely in the faith-based educational school in pamekasan. so that from the results of research the school counselor in the city of pamekasan can use this intervention to improve the career maturity of students. subsequent research considerations are suggested to plan for the need for follow-up or follow-up in monitoring the impact of the intervention on how long it will last for increasing the career maturity of students. subsequent research is suggested to add mediation variables as mediators of low career maturity for students. this experiment was carried out on a small number, so that general conclusions cannot be drawn for a larger population. however, this research still provides significant meaning to certain groups. for further research, it is possible to conduct research using the same strategy as this research, but with different participants with a larger amount, for example students from other units. besides, seeing the impact of holland career counseling strategy for participants in men and women, and seeing from the grade level it seems necessary to study in depth. for professional pastoral/spiritual counselors, chaplains, clergy, psychologists, social workers, and others interested in this field coming from a vast array of spiritual and cultural settings, guidance and counseling can improve students' career maturity by using holland career counseling services, so that students can achieve optimal developmental tasks related to students' career maturity. the findings of this study have important ramifications for how the process of career selection assistance for students in educational settings can best be handled. by utilizing the findings of this study, professional pastoral/spiritual counselors, chaplains, clergy, psychologists, social workers, and others are expected to be able to apply this theory, so that it can help students improve their career maturity.the findings of this study can serve as a guide for more sophisticated future research. it is very important to choose future research programs on this subject in diverse faith-based educational institutions so that we can all work together to solve difficulties, especially in career selection. therefore, it is very important to carry out additional research to prove that this theory can really show effective results also for larger populations so that the claims are general in nature. conclusion this study examines the effectiveness of counseling groups of holland career counseling to improve the career maturity of students at pamekasan senior high school 4. the results of this study indicate that the application of holland's group career counseling can be declared effective in increasing students' career maturity, especially for the group under study. references adelson, k. (ed). (1980). handbook of adolescent psychology. new york: john wiley. amalia, c., aliifah, j., jati, p., adi pangestu, y. p. d., elias, m. a., mamahit, h. c., setia wati, c. l., & situmorang, d. d. b. (2022). psychological well-being of prospective counselors from the faith-based educational institution in the covid-19 outbreak. journal of pastoral care & counseling. https://doi.org/10.1177/15423050221126469 https://doi.org/10.1177/15423050221126469 couns-edu  the international journal of counseling and education vol. 7, no. 2, 2022 emotional intelligence and job stress… | 161 indonesian counselor association (iki) | doi: 10.23916/0020220741040 ardana, i. n. s., dharsana, i. k., & suranata, k. (2014). penerapan konseling karir holland dengan teknik modeling untuk peningkatan kematangan karir siswa kelas x tkj smk negeri 3 singaraja. e-jurnal undiksa jurusan bimbingan dan konseling vol. 2 no. 1. tahun 2014. corey, g. (2009). theory and practice of counseling and psychotherapy. belmont, ca:brooks/cole. crites, j. o. (1981). career counseling: models, methods, and materials. new york: mcgraw-hill book company. crites, j. o., & savickas, m. l. (2011). career maturity inventory–form c. kent, oh. available from www.vocopher.com. dahlan, t. h. (2009). model konseling singkat berfokus solusi (solution-focused brief counseling) untuk meningkatkan daya psikologis mahapeserta didik. penelitian dan pengembangan pada mahapeserta didik s1 upi angkatan 2009. (unpublished master thesis). bandung: sps upi. fitriyah, f. k. (2014). efektivitas konseling singkat berfokus solusi untuk mereduksi perilaku agresif peserta didik. tesis (tidak dipublikasikan). bandung: sps upi bandung. korohama, k. e. p., wibowo, m. e., & tadjri, i. (2017). model bimbingan kelompok dengan teknik modeling untuk meningkatkan kematangan karir siswa. jurnal bimbingan konseling, 6(1), 6876. neukrug, ed. (2012). the world of counselor: an introduction to the counseling profession: new york,ny: brooks/cole. newsome, w. s. (2005). the infact of solution-focused brief therapy with art-risk junior high school students. journal of children & school. (2), 83-100. palmer, s. (2011). konseling dan psikoterapi. alih bahasa oleh haris h. setiadjid. yogyakarta. pustaka pelajar. pangestu, y. p. d. a., aliifah, j., jati, p., amalia, c., & situmorang, d. d. b. (2022). analysis of the generation z's viewpoint from the faith-based educational institutions on the toxic positivity phenomena: how and why?. journal of pastoral care & counseling, 76(2), 97–104. https://doi.org/10.1177/15423050221090861 prastiwi, a. r. (2015). upaya peningkatan kematangan karir melalui metode career portfolio pada siswa kelas x mia 1 di sma n 1 boyolali. jurnal riset mahasiswa bimbingan dan konseling. savickas, m. l. & porfeli, e. j. (2011). revision of the career maturity inventory: the adaptability form. journal of career assessment. (4), 355-374. savickas, m. l. (2001). a developmental perspective on vocational behavior: career pattern, salience, and themes. international journal for education and vocational guidance. (1), 31-48. situmorang, d. d. b., & salim, r. m. a. (2021). perceived parenting styles, thinking styles, and gender on the career decision self-efficacy of adolescents: how & why?. heliyon, 7(3), e06430. https://doi.org/10.1016/j.heliyon.2021.e06430 suherman, as, u. (2011). konseling karir sepanjang rentang kehidupan. bandung: sps upi bandung. suherman-as, u. & akhmad, s. n. (2013). pengembangan konseling model holland untuk mengoptimalkan perkembangan identitas vokasional mahapeserta didik. laporan hasil penelitian unggulan universitas tahun i. bandung: lppm upi suherman-as, u. & akhmad, s. n. (2014). pengembangan konseling model holland untuk mengoptimalkan perkembangan identitas vokasional mahapeserta didik. laporan hasil penelitian unggulan universitas tahun ii. bandung: lppm upi. suherman-as, u. (2013). bimbingan dan konseling karir: sepanjang rentang kehidupan. bandung: rizqi. wibowo, d. h., ambarwati, k. d., & crescenzo, p. (2020). the role of grit and parent-child communication in career adaptability. psikohumaniora: jurnal penelitian psikologi, 5(2), 185-196. https://doi.org/10.1177/15423050221090861 https://doi.org/10.1016/j.heliyon.2021.e06430 couns-edu  the international journal of counseling and education vol.2, no.3, month 2017, pp. 144-150 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/002017027530 received on 03/07/2017; revised on 04/08/2017; accepted on 07/14/2017; published on: 09/30/2017 144 family involvement and academic self efficacy as a factors in children’s academic engagement nurmina*) universitas negeri padang *)corresponding author, e-mail: nurminadavy.psi@gmail.com abstract the main goal of the present study is to examine the effect of family involvement and academic self-efficacy toward children academic engagement. sample of this research 97 children from 5rd to 6th grade of elementary school. data-collection tools used were questionnaire form of academic engagement scale (35 items), family involvement scale (28 items), and academic self-efficacy scale (40 items). based on the analysis of research data, it was found that the obtained r square value of 0.35 with a significance level of p. keywords: academic engagement, family involvement, academic self efficacy. how to cite: nurmina. (2017). family involvement and academic self efficacy as a factors in children’s academic engagement. couns-edu: international journal of counseling and education, 2(3): pp. 144-150. doi:https://doi.org/10.23916/002017027530 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017. indonesian counselor association (iki). introduction academic engagement has a long-term impact on academic achievement (finn, 2014). students who actively participate in learning activities in the classroom to have higher academic achievement (connell, spencer, & lawrence, 1994; finn & rock, 1997; skinner, wellborn, and connell, 1990; ryan, 2000). finn (2014) concluded that students who drop out of school not occur suddenly, but it is a long process and the culmination of the failure of students to participate and be actively involved in academic activities in the classroom. previous researchers consider that academic achievement and potential dropouts are influenced by the level of students' academic engagement. therefore, efforts to improve academic achievement and reduce the potential for dropouts can be done by knowing the factors that affect academic engagement. previous research has found major predictor of academic success is intelligence (duckworth, peterson, matthews & kelly, 2007). intelligence has been shown to affect a student's academic achievement seen from the average value of the school, but not all children with high intelligence have high academic achievement. there are other factors that also have a great influence that perseverance and hard work (duckworth, et al, 2007). numerous studies have been conducted to determine the factors that affect academic engagement. a number of studies emphasize internal factors and attributes of the student as a predictor of academic engagement (martin & liem, 2010; reschly, huebner, appleton & antaramian, 2008; elmore, 2010), while a number of other studies further emphasize the contextual factors that schools, teachers and peers (dotterer & lowe, 2012; martin & liem, 2011; perdue, manzeske & estell, 2009; reyes, brackett, rivers, white & salovey, 2012; klem and connell, 2004). mailto:nurminadavy.psi@gmail.com http://dx.doi.org/10.23916/002017027530 couns-edu  the international journal of counseling and education vol.2, no.3, 2017 family involvement and academic self efficacy as a factors in… | 145 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027530 contextual factor of academic engagement with the most attention of researchers is the teacher (frederick et al, 2004, roorda, et al, 2011). in addition to teachers, previous studies also showed that academic engagement is also influenced by parental social support, the level of parental income, and parental educational level (furrer & skinner, 2003; wang & eccles, 2012; finn & rock, 1997). in addition to teachers and parents, friends also proved influential in academic engagement. positive social relationships with friends would increase active participation in learning activities (french & conrad, 2001). although many studies have identified family influences on academic engagement, but previous studies only concentrate on family demographic characteristics, such as socioeconomic status. clearly, the research findings have not been consistent, and there is a need for empirical research in order to understand fully the influence of the family on academic engagement. self-efficacy is key concept in the achievement motivation literature. bandura defined self-efficacy as an individual’s perceptions of his or her ability to perform adequately in a given situation. in this study, i focused to academic self-efficacy refers to an individual's belief (conviction) that they can successfully achieve at a designated level on an academic task or attain a specific academic goal (bandura, 1997; eccles & wigfield, 2002). the first goal was to examine a set of hypotheses about the link between family involvement and academic self-efficacy and academic engagement. second, family involvement was expected to predict engagement apart from the effects of academic self-efficacy. perceptions of self-efficacy, ability, academic competence, and control are robust self-system predictors of children’s engagement in school and their eventual learning, academic performance, and achievement. if family involvement showed a unique effect on children’s engagement apart from academic self-efficacy, it would establish family involvement as a basis of motivation in its own right. third, i expected family involvement and academic self-efficacy to predict changes in children’s engagement varians by gender. method the sample for this study was 97 participants (51 girls and 46 boys) included children from fifth to sixth grades. students completed self-report questionnaires administered by trained interviewers in three 45minimum sessions. in their normal classrooms, students marked answers to questionnaire items as they were read aloud by one interviewer; a second interviewer monitored understanding and answered questions. each scale contained positively and negatively worded items. composite scores were determined by calculating the average of the positive and negative items, reverse coding the negative items’ average, and averaging the positive items’ average with the reverse-coded negative items’ average. resulting scores ranged from 1 to 4, with higher scores indicating more of the respective construct. academic engagement students completed 35 self-report items tapping academic engagement. academic engagement scale adapted from engagement versus disaffection with learning: student-report of skinner, furrer, marchand & kindermann (2008). examples of items include in class. i work as hard as i can, when i’m in class, i participate in class discussions, when we work on something in class, i feel interested, when we work on something in class, i get involved. the results of the analysis of reliability test showed a fairly high level of reliability with an alpha value of 0,877. academic self efficacy students completed 40 self-report items tapping academic self-efficacy. examples of items include some kids are better than me in science, iam good in math, my parent proud of my academic achievement. the results of the analysis of reliability test showed a fairly high level of reliability with an alpha value of 0,804. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu nurmina family involvement and academic self efficacy as a factors in… | 146 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027530 family involvement students completed 28 self-report items tapping family involvement. examples of items include my parents explain and help me doing home work, my parents asked every day about my experiences in school, my parents check my homework if it has been completed, my parents gave me the spirit to be diligent school. the results of the analysis of reliability test showed a fairly high level of reliability with an alpha value of 0,761. descriptive information table 1 properties of measurement instruments measure number of items α m sd academic engagement 35 0,877 108.2371 13.25218 family involvement 28 0,761 86.13402 9.163593 academic self efficacy 40 0,804 18.52577 5.418127 all analyses were performed using stata 13. table 1 contains means and standard deviations for all variables. average scores for all variables were above the midpoint for their respective scales. for example, the mean score for family involvement was 86.13, which is above the midpoint for a scale ranging from 1 to 4. the children in this sample felt family involvement moderately high that means the family is involved in academic activities of children and make children more tied to academic activity in school. table 2 correlations among central variables variable academic engagement involvement a.self efficacy academic engagement 1.0000 0.5949 0.2837 family involvement 0.5949 1.0000 0.3547 academic self efficacy 0.2837 0.3547 1.0000 correlations among variables can be found in table 2. as expected, all correlations were positive and significant (at least p ≤.01). family involvement and children academic engagement were moderately related (r = 0.59). academic self efficacy and children academic engagement were low related (r =0.26). compared with academic self-efficacy, children’s reports of their family involvement were more highly correlated with children academic engagement. results and discussions this section presents the estimation results of model analysis of the relation of student’s academic engagement as an independent variable with two main dependent variables namely student’s academic self-efficacy and parent's involvement. self-efficacy impact this analysis is done to see the impact of our interest variable, level of student’s self-efficacy on student’s school engagement. the result can be seen in table 3 below. in addition, the influence of some control variables will be used as well for robustness testing. couns-edu  the international journal of counseling and education vol.2, no.3, 2017 family involvement and academic self efficacy as a factors in… | 147 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027530 as shown in table 3 column 1, it can be seen that in general, when two main dependent variables we mentioned earlier presence in the model, student’s school engagement are indeed affected by the student’s academic self-efficacy in the same direction way (positive relationship). the more their academic selfefficacy score the more the student’s school engagement will be. but this relationship occurred not significantly. according to the hypothesis, the relation of the direction of the student’s self-efficacy again student’s school engagement on all columns (1 through 4) is positive. further more, we can see also that the magnitude of beta coefficient, how many the variation (increase or decrease) of 1 point of school efficacy score will change the school engagement score, varied smoothly. interesting result in column 2 showed that, only when gender variable added into the model, the magnitude of beta coefficient varied little bit more than an others models (an other columns). indeed, in this column (model), this magnitude showed as the biggest one. parents involvement impact as shown in table 3 columns 1, it can be seen that in general, when two main dependent variables we mentioned earlier presence in the model, student’s academic engagements were indeed affected by the parent's involvement in the same direction way (positive relationship). the more their parents involve in their children’s school activities either at home or school the more the student’s school engagement will be. this direction term, strengthened by the strong significance fact of this relationship. according to the hypothesis, the relation of the direction of their parent's involvement again, student’s school engagement on all columns (1 through 4) is positive significantly. further more, we can see also that the magnitude of a beta coefficient, how many the variation (increase or decrease) of 1 point of school efficacy score will change the school engagement score, varied smoothly. in addition, the significance level of this relationship was not turned into weakened at all even when several other variables included into the model also. table 3 regression results examining interactions between variables engagement (1) engagement (2) engagement (3) engagement (4) efikasi 0.295 (1.37) 0.336 (1.58) 0.221 (1.05) 0.264 (1.22) involvement 0.778 (6.09)*** 0.788 (6.29)*** 0.765 (6.23)*** 0.789 (6.08)*** gender 4.822 (2.22)* 4.169 (1.93)* 4.068 (1.81)* mother’s education 3.462 (1.76)* 6.247 (2.65)** father’s education -5.547 (2.43)** _cons 35.736 (3.42)*** 31.649 (3.04)*** 31.355 (3.09)*** 31.918 (3.01)*** r2 0.35 0.38 0.42 0.44 n 97 97 91 84 *p<0.1; **p<0.05 ; *** p<0.01 couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu nurmina family involvement and academic self efficacy as a factors in… | 148 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027530 gender impact however, when the observation data is split into two by the gender variables, male and female student, it can be seen that there are difference in academic engagement score between them significantly. in column (model) 2, when gender variable included into the model, it can be said that the female students are relatively more engaged to school than the male one. the relation’s direction of the gender status; female students again student’s school engagement on all columns (2 through 4) concluded that female student are more engaged than male student significantly. furthermore, we can see also that the magnitude of a beta coefficient, varied smoothly. in addition, the significance level of this relationship was not turned into weakened at all even when several other variables included in the model also. furthermore, the next section will look at the role of the both of parents, mothers and father’s education level on their children school engagement. father’s education impact as shown in table 3 columns 4, it can be seen that student’s school engagements are indeed affected by the father’s education level. surprisingly, this relation occurred in the conflicting direction way (negative relationship). the higher father’s education level more the student’s school engagement will be. furthermore, this relationship occurred significantly also. we can see also that the magnitude of beta coefficient, how many the variation (increase or decrease) of 1 point of father’s education level will affect (lower or higher) their children school engagement score significant enough. mother’s education impact as shown in table 3 column 3, it can be seen that in general, student’s school engagement are indeed affected by their mothers involvement in the same direction way (positive relationship). the higher mothers level of education the more the student’s school engagement will be. in addition, this relationship occured enough significantly. the findings of this study, taken together with other works on relationship representations, lead to the conclusion that family involvement, especially mothers with high level education background play an important role in children school engagement. consistent with the contention that students’ feelings of connectedness or social support with parents, children who reported a higher sense of relatedness also showed greater emotional and behavioral engagement in school. moreover, children’s sense of family involvement made a unique contribution to their engagement apart from the effects of a strong self-system predictor of motivation, namely, student’s academic self-efficacy. according to the hypothesis, the relation of the direction of the mother's education level again, student’s school engagement on all columns (3 through 4) is positive. interesting result in column 4 showed that, when fathers education level variable added into the model, the magnitude of beta coefficient have bigger variation models (column 3 without fathers education included). indeed, in column 4 (model), this magnitude showed as the biggest one, approximately two times to column 3 . this surprising resullt could be interpretate that if assumed that both parents involve in their children studiying process, students feels engaged twice with their mothers involvement compared to fathers involvement. so, how to explain this fact ? unfortunately, our data couldn’t enough to explain, why this phenomenon happened. study limitations future research would benefit from more elaborated measures of academic engagement scale (35 items), family involvement scale (28 items), and academic self-efficacy scale (40 items). nevertheless, scales with expanded item breadth and correspondingly improved psychometric properties would be useful in more clearly identifying the construct domain. one of the main limitations of this study was the measurement with the self-report questionnaire to three or all variables. second limitation of the study was sample size. although representative for the data analysis, the sample was homogeny. as demonstrated by the mean levels of the variables, the children in this study were generally doing well, reporting high family involvement, and showing constructive engagement and good school achievement. couns-edu  the international journal of counseling and education vol.2, no.3, 2017 family involvement and academic self efficacy as a factors in… | 149 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027530 conclusions this research suggests that a priority for schools should be building the quality of family involvement to improve academic engagement, and the end improves academic achievement. research from the areas of parenting, suggests that qualities such as warmth, caring, sensitivity, dedication of attention and time, and emotional availability may be important to the development of secure relationships with adults. children’s enthusiasm, interest, happiness, and comfort during new and ongoing academic tasks seem to be shaped by their sense of social support from family. this study underscores the idea that the family involvement matters to children’s participation and academic success (birch & ladd, 1996, 1997, 1998; pianta, 1994). in general, we found the positive impact of student’s academic self-efficacy and parents involvement on student’s school engagement. but their impact differ in the respondent, their parents personal and their parents involvement characteristics also. as an example, gender statue, specifically being as female, made their school engagement better. references bandura, a. (1 99 1). social cognitive theory of self-regulation. organizational behavior and human decision processes, 50,248-287. bandura, a. (1997). self-efficacy: the exercise of control. new york, nyfreeman. birch, s. h., & ladd, g. w. (1996). interpersonal relationships in the school environment and children’s early school adjustment: the role of teachers and peers. in j. juvonen &k. r. wentzel (eds.), socialmotivation: understanding children’s school adjustment (pp. 199–225). new york: cambridge university press. birch, s. h., & ladd, g. w. (1997). the teacher–child relationship and children’s early school adjustment. journal of school psychology, 35, 61–79. birch, s. h., & ladd, g. w. (1998). children’s interpersonal behaviors and the teacher–child relationship. developmental psychology, 34, 934–946. connell, j. p., spencer, m. b., & aber, j. l. (1994). educational risk and resilience in african-american youth: context, self, action, and outcomes in school. child development, 65, 493–506. connell, j. p., & wellborn, j. g. (1991). competence, autonomy and relatedness: a motivational analysis of self-system processes. in m. gunnar & l. a. sroufe (eds.), minnesota symposium on child psychology:self processes and development (vol. 23, pp. 43–77). chicago: university of chicago press. deci, e. l., & ryan, r. m. (1985). intrinsic motivation and selfdetermination in human behavior. new york: plenum press. eccles, j. s., wigfield, a., & schiefele, u. (1998). motivation to succeed. in w. damon (series ed.) & n. eisenberg (vol. ed.), handbook of childpsychology: social and personality development (vol. 4, pp. 1017– 1095). new york: wiley. finn, j. d. (1989). withdrawing from school. review of educational research, 59,117–142. finn, j. d., & rock, d. a. (1997). academic success among students at risk for school failure. journal of applied psychology, 82 , 221–234. finn, j. d., & zimmer, k. (2012). student engagement: what is it? why does it matter? in s. l. christenson, a. l. reschly, & c. wylie (eds.), handbook of research on student engagement (pp. 97–131). new york: springer. fredricks, j.a &mccolskey, w. (2012) the measurement of student engagement: a comparative analysis of various methods and student self-report instruments. in s. l. christenson, a. l. reschly, & c. wylie (eds.), handbook of research on student engagement (pp. 97–131). new york: springer. fredricks, j. a., blumenfeld, p. c., & paris, a. (2004). school engagement: potential of the concept: state of the evidence. review of educational research, 74, 59-119. furrer, c., & skinner, e. (2003). sense of relatedness as a factor in children's academic engagment and performance. journal of educational psychology, 95, 148-162. goldstein, l. s. (1999). the relational zone: the role of caring relationshipsin the co-construction of mind. american educational researchjournal, 36, 647–673. hymel, s., comfort, c., schonert-reichl, k., & mcdougall, p. (1996). academic failure and school dropout: the influence of peers. in j. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu nurmina family involvement and academic self efficacy as a factors in… | 150 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027530 juvonen & k. r. wentzel (eds.), social motivation: understandingchildren’s school adjustment (pp. 313– 345). new york: cambridgeuniversity press. pianta, r. c. (1994). patterns of relationships between children and kindergarten teachers. journal of school psychology, 32, 15–31. skinner, e. a. (1996). a guide to constructs of control. journal of personality and social psychology, 71 ,549–570. skinner, e. a., & belmont, m. j. (1993). motivation in theclassroom: reciprocal effects of teacher behavior and student engagement across the school year. journal ofeducational psychology, 85 , 571– 581. skinner, e. a., chi, u., & the learning-gardenseducational assessment group (2012). intrinsic motivationand engagement as “active ingredients” in garden-based education: examining models and measuresderived from self-determination theory. journal ofenvironmental education , 43(1), 16–36. skinner, e., edge, k., altman, j., & sherwood, h. (2003).searching for the structure of coping: a review andcritique of category systems for classifying ways ofcoping. psychological bulletin, 129 , 216–269. skinner, e. a., furrer, c., marchand, g., & kindermann,t. (2008). engagement and disaffection in the classroom:part of a larger motivational dynamic? journalof educational psychology, 100 , 765–781. skinner, e. a., kindermann, t. a., connell, j. p., & wellborn,j. g. (2009a). engagement as an organizational constructin the dynamics of motivational development. in k.wentzel & a. wigfi eld (eds.), handbook of motivationat school (pp. 223–245). malwah, nj: erlbaum. skinner, e. a., kindermann, t. a., & furrer, c. (2009b).a motivational perspective on engagement and disaffection:conceptualization and assessment of children’sbehavioral and emotional participation inacademic activities in the classroom. educational andpsychological measurement, 69 , 493–525. skinner, e. a., & wellborn, j. g. (1994). coping duringchildhood and adolescence: a motivational perspective.in d. featherman, r. lerner, & m. perlmutter (eds.),life-span development and behavior (vol. 12,pp. 91–133). hillsdale, nj: erlbaum. skinner, e. a., & wellborn, j. g. (1997). children’s copingin the academic domain. in s. a. wolchik & i. n.sandler (eds.),handbook of children’s coping withcommon stressors: linking theory and intervention(pp. 387–422). new york: plenum press. skinner, e. a., zimmer-gembeck, m. j., & connell, j. p.(1998). individual differences and the development ofperceived control.monographs of the society forresearch in child development, 63 (nos. 2 and 3)whole no. 254, pp. 1–220. steinberg, l., darling, n. e., & fletcher, a. c. (1995). authoritativeparenting and adolescent adjustment: an ecological journey. in p. moen,g. h. elder, jr., k. lu¨scher, & h. e. quick (eds.), examining lives incontext: perspectives on the ecology of human development (pp. 423–466). washington, dc: american psychological association. stipek, d. j. (2002). motivation to learn: from theory to practice (4th ed.). needham heights, ma: allyn & bacon. wellborn, j. g. (1991). engaged and disaffected action: the conceptualization and measurement of motivation in the academic domain . unpublished doctoral dissertation, university of rochester, rochester. weiner, b. (1990). history of motivation research in education. journal ofeducational psychology, 82, 616–622. wentzel, k. r. (1998). social relationships and motivation in middle school: the role of parents, teachers, and peers. journal of educational psychology , 90, 202-209. couns-edu the international journal of counseling and education vol.2, no.1, march 2017, pp. 42-47 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/002017026010 received on 02/22/2017; revised on 03/05/2017; accepted on 03/26/2017; published on 03/31/2017 42 learning motivation and student achievement: description analysis and relationships both ari riswanto *)1 , sri aryani 2 1,2 stkip pgri sukabumi west java indonesian *) corresponding author,  e-mail: aririswanto@stkippgrisukabumi.ac.id abstract education is very important for humans, through the education throughout the world will increasingly flourish. however, if faced with the activities within the learning process, not a few men (students) who have less motivation in learning activities. this resulted in fewer maximal learning processes and in turn will affect student achievement. this study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. the method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to microeconomics and indonesian. the conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses. keywords: learning motivation, student achievement, descriptive and simple correlation analysis. how to cite: ari riswanto., sri aryani. (2017). learning motivation and student achievement : descriptive analysis and relationships both. couns-edu: international journal of counseling and education, 2(1): pp. 42-47. doi: 10.23916/002017026010 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction increased development within a country is an indicator of development and progress within the field of science and education (bamiro, 2015). this indicates an important role for the development of science and technology to the development within a country. the country currently needs to be tuberous on achievements produced by the process of learning activities at academic institutions, because they some countries have a fear that the process of learning, and the demands of school will end with achievement results unsatisfactory (mcinerney, cheng, mok, & lam, 2012; nemeth & long, 2012), accordingly, student achievement in formal academic institutions can be observed from the rank-actualization in students' learning activities (joy, hamilton, & ekeke, 2013; levpuscek & zupancic, 2008). indicators of learning achievement can be seen on the standard value set by each institution and on changes in the level of achievement of each student from year to year in all academic subjects in tests and assessments (firmender, gavin, & mccoach, 2014; lee, liu, amo, & wang, 2013; shatzer, caldarella, hallam, & brown, 2013; swanson, valiente, lemery-chalfant, & caitlin o’brien, 2011). http://dx.doi.org/10.23916/002017026010 couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 learning motivation and student achievement : descriptive analysis and relationships both | 43 | indonesian counselor association (iki) | doi: 10.23916/002017026010 additionally, student achievement can describe the level of achievement of students in terms of knowledge, skills and experience of learning formulated by learning objectives for the school curriculum (levpuscek & zupancic, 2008; nemeth & long, 2012). the test results were followed by students reflects the extent to which students can achieve learning goals in each subject in educational institutions, thus increasing student achievement illustrates the quality of education is getting better. likewise, declining student achievement illustrates the quality of education is low (joy et al., 2013; lee et al., 2013; levpuscek & zupancic, 2008; shatzer et al., 2013). theory that will be used in this research is the theory of learning outcomes expressed by gagne. gauge states that learning is a set of cognitive processes that change the nature of environmental stimulation, passing information processing and become the new capabilities. gauge theory shows that learning is influenced by three main components, namely external conditions, internal and learning outcomes (mudjiono, 2009). while the factors that affect student achievement according to previous studies including students 'motivation (levpuscek & zupancic, 2008), students' perception of the school environment (gietz & mcintosh, 2014), the quality of teachers (darling-hammond, 2000; heck, 2007; jennings & greenberg, 2009; joy et al., 2013; kunter et al., 2013; lee et al., 2013; muzenda, 2013; ottmar, rimm-kaufman, larsen, & berry, 2015; wayne & youngs, 2003), the attitude of teachers (levpuscek & zupancic, 2008), learning model used by the teacher; a simulation model for economic subjects, blended learning, discovery and think pair share (al-ani, 2013; bamiro, 2015; porter, riley, & ruffer, 2004), learning strategies applied by the teacher; instructional (firmender et al., 2014), the class composition (gottfried, 2012), the type of leadership of school leaders (shatzer et al., 2013), motherly support (swanson et al., 2011), motherly controls (levpuscek & zupancic, 2008; swanson et al., 2011) and state standards that regulate education (lee et al., 2013). this study examines the relationships between the motivational factors of student learning and academic achievement gained by the student. contribution of student achievement is supported by the motivation of students in schools (heck, 2007; lee et al., 2013; levpuscek & zupancic, 2008; ottmar et al., 2015). students' motivation to use the theory of convergence of the development within the individual is determined by factors originating from within and factors that come from outside oneself. motivation is an internal process that is one of the main factors that determines the success rate of student learning (levpuscek & zupancic, 2008). motivation is important in determining how many students will be learning from a learning activity or how much to absorb the information presented to them. students are motivated to learn something will use higher cognitive processes in learning the material, so that students will absorb the material better. these motivation levels are determined by the level of meaningfulness of teaching materials and learning activities, which are owned by the students concerned (djamarah, 2008). method this research was done in less than one year, then the method used is a crosses sectional method, the method of research by improving the objects within a certain time or not sustainable in the long term (husein, 2011). in this, research uses exemplifying research type and statistics with simple correlation analysis. by using exemplifying type obtained an overview of the motivation to learn and student achievement. while statistical analyzes were performed to determine the extent on the relationship between the variables of learning motivation and student achievement. in this study using other than using first data, obtained from the first hand to be analyzed next to find a solution or the problem studied (uma, 2006). sources of first data in this study are all data obtained from interviews, observations, and questionnaires taken from pgri stkip sukabumi students who follow the course is an introduction to microeconomics and indonesian course. as for the incidental data collected by the researchers, the data published as the journal and other statistics, and information available from the publication or nonpublication either inside or outside the organization, all of which can be useful for researchers (uma, 2006). this study uses a value documentation final exam results as incidental data. generalization region consisting of objects or subjects that have certain qualities and characteristics defined by the couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu ari riswanto, sri aryani learning motivation and student achievement : descriptive analysis and relationships both | 44 indonesian counselor association (iki) | doi: 10.23916/002017026010 researchers to learn and then drawn conclusions called population (sugiyono, 2015). in this study, the population is students stkip pgri sukabumi and become sample's researches were all students who follow the course is an introduction to microeconomics and indonesian course academic year 2016-2017 amounted to 97 students. descriptive statistics were used to help describe the circumstances (facts) which are actually from a study. this analysis relates to methods of collecting and presenting data to provide useful information. illustrative statistics only provide information in the data held and did not draw any conclusions. with illustrative statistics, the data set obtained will be presented with a quick, neat, and may provide the core of the existing data set. descriptive data analysis conducted to describe the condition of each study variable, namely: how the motivation to learn (x) and how student achievement (y). hypothesis testing using statistical analysis with analysis tools using a simple correlation analysis. correlation analysis is used to determine the amount of learning achievement relationship's dependent variable (y) and student learning motivation (x). before the test simple correlation analysis, first tested the requirements analysis, including: normality test, homogeneity test, linearity test and multicollinearity test. results and discussions learning motivation the results of research related to learning motivation of students in universities, in the course introduction to economics in distribution can be explained that out of 97 students who studied 9.28% have fewer categories; 34.02% had a mild category; 31.96 have an superior category, and 27.74% have a very superior category. while on the subject of motivation to learn indonesian students in distribution can be explained that out of 97 students who studied 8.25% have fewer categories; 43.30% had a mild category; 29.90 have an superior category, and 18.56% have a very superior category. theoretically that motivation to learn it is something that drives it, move it, and engage students in learning (endang sri astuti, 2010). motivation can be defined as a process whereby goal-directed activity was investigated and sustained consisting of inherent motivation (the motivation that comes from within a person) and extrinsic motivation (motivation that arises because of the encouragement from the outside). inherent motivation is a motivation that comes from within the individual itself. while extrinsic motivation is a motivation that emerged from outside the individual and often involves the appreciation of others. (omar, jain, & noordin, 2013). likewise, when a person's behavior is triggered internally by someone for his own benefit or curiosity emerged of itself is called intrinsic motivation. in contrast, extrinsic motivation is when an individual is affected action of external factors that exist outside it, such as awards, punishment, or social pressures (arens, morin, & watermann, 2015). if you look at the results by the associated descriptive motivation showed that 52.58% of all survey respondents, in this case the student has good and very good notices danal either follow the lecture course introduction to microeconomics or indonesian. motivation is growing due to the course using the method of innovation, creative and fun, in addition to the capacity and capability of lecturers manage and deliver lectures to be decisive for the success of learning, especially when the motivation to learn student's womanly main focus. this is in line with research conducted by levpušc oak, melita puklek and zupanc ice, maja, which revealed the results of his research that the students' motivation for achievement is influenced by parental involvement in educational activities and behavior of teachers who are in the classroom (levpuscek & zupancic, 2008). moreover, that motivation has a very important effect upon the attitudes and behavior of student learning and motivation that focus on academic determine student achievement (linnenbrink, e.a., pintrich, 2002). student achievement the results showed in the distribution of student achievement conditions were taken from the results of student test scores obtained as follows: of the 97 students who conducted the research as respondents couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 learning motivation and student achievement : descriptive analysis and relationships both | 45 | indonesian counselor association (iki) | doi: 10.23916/002017026010 showed that 9.28% had fewer categories; 27.84% had a mild category; 35.05 have an superior category, and 27.84% have a very superior category. meanwhile, the results of research into the subject show the distribution of indonesian student achievement results as follows: of the 97 students who conducted the research as respondents showed that 10.31% had fewer categories; 34.02% had a mild category; 35.05 have an superior category, and 20.62% have a very superior category. it theoretically is meant by achievement or often called learning outcomes is the capability of a person caused by the stimulus coming from the external environment and cognitive processes performed by the students. gauge in this case believes that learning is influenced by factors in students and factors outside the student itself where the two interact. besides learning consists of three main component's namely surface conditions that stimulus from the environment where he is in the process of learning, the interior condition that describes the interior state of the students themselves and the conscious process of students, as well as learning outcomes that describe verbal information possessed by students, intellectual skills, motoric skills, attitudes and conscious finesse students. internal conditions will interact with the surface conditions during the process of learning and of the interaction, it will behold the learning outcomes (syaiful, 2012). furthermore, in terms of student achievement on the course introduction to microeconomics and indonesian subjects showed that 59.28% of the students have an superior record and very superior. student achievement is right now will not be separated from the current conditions among the students followed the lecture, whether positively motivated or otherwise, or the students were very enthusiastic in following all the lectures that have been agreed upon. this is similar to research conducted by wayne, a. j & youngs, p, which describes the results of research that in the case of universities and teacher assessment tests scores, there is a beneficial correlation in improving student achievement (wayne & youngs, 2003). furthermore, that there is beneficial and significant correlation between learning creativity, use of instructional media power point, both directly and indirectly to the learning outcomes (tirtarahardja, u dan la sulo, 2012). relations learning motivation and student achievement the results of the statistical calculation show that there are differences in the correlation coefficient between the relationship of motivation to learn in an introductory course microeconomic relations of the subject of motivation to learn indonesian. in the course introduction to microeconomics has a positive relationship between learning motivation and direction for the achievement of students with a correlation coefficient of r = 0.81 and entered into the criteria of very high and almost perfect, which means that 81% of student's achievement stkip pgri sukabumi influenced by the students' learning motivation and 19% influenced by other factors, this is due to the method of innovation, creative and fun while students attend the lecture, the lecturer method, collaborative learning and cooperative, besides references used based technology and the results from previous research by involving students as subject's reviewer lecture material, this is true of course indonesian, although the correlation coefficient between learning motivation and achievement of students with a value of r = 0.79 and entrance into the category of high, it is because the lecturers in these case educators have high psychological ability in the teaching process and education so that the capacity of the faculty pedagogical lectures to manage activities optimally and quality. if you see the results from the correlation calculation above, it can be said that the motivation to learn is good to have a beneficial relationship to student achievement, especially students who are in the environment stkip pgri sukabumi. the study reinforces previous studies that revealed that there is an significant relationship between learning motivation on student achievement (daniko, 2012; siska eko mawarsih, 2013) and there is an significant beneficial effect between family environment, school environment, learning discipline as well as the motivation to study the learning achievement (aminah, 2014). couns-edu  vol.2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu ari riswanto, sri aryani learning motivation and student achievement : descriptive analysis and relationships both | 46 indonesian counselor association (iki) | doi: 10.23916/002017026010 conclusions this study described of learning motivation students, student achievement, and also the relationship between the two. this study concluded that the learning motivation of students on two subjects that used as a reference, the course's introduction to microeconomics and subjects indonesian, in the course introduction to microeconomics majority of student's mask into class have excellent motivation and excellent, as are the subjects indonesian, motivation students classified as well and radically excellent, although there is a difference in value and an radically small number to the variable motivation to learn. further to student achievement, from research conducted at the respondents, it was found that the value of learning achievement in the two subjects has a tendency stretcher good, and quite a few are classified as very well. therefore, it is important the students get the facility in order to generate motivation to learn to be better. from the research, showed that the simple correlation test results showed that the motivation to learn in the course introduction to microeconomics has a relationship with a higher than with the calculated correlation test on subjects indonesian. this is in addition because the motivation is built and developed in the lecture, the competence of lecturers, student interest; learning environments also have a close relationship in maximizing student achievement. acknowledgments this paper was written with financial support from a research grant from campus stkip pgri sukabumi west java indonesia, allocated through institute for research and community service (lppm), faculty of social sciences education stkip pgri sukabumi to economic education studies program, grant project no. 009/2016 references al-ani, w. t. (2013). blended learning approach using moodle and student’s achievement at sultan qaboos university in oman. journal of education & learning, 2(3), 96–110. http://doi.org/10.5539/jel.v2n3p96 aminah, i. s. s.  ; y. s. (2014). pengaruh lingkungan keluarga, lingkungan sekolah, disiplin belajar dan motivasi belajar terhadap prestasi belajar ekonomi siswa sma kelas xi ips sma pgri 1 taman pemalang. economic education analysis journal, 3(1), 46–51. arens, a. k., morin, a. j. s., & watermann, r. (2015). relations between classroom disciplinary problems and student motivation: achievement as a potential mediator? learning and instruction, 39, 184–193. http://doi.org/10.1016/j.learninstruc.2015.07.001 bamiro, a. o. (2015). effects of guided discovery and think-pair-share strategies on secondary school students’ achievement in chemistry. sage open, 5(1), 1–7. http://doi.org/10.1177/2158244014564754 daniko, p. (2012). hubungan antara pemahaman materi, motivasi belajar, dan prestasi belajar pada siswa kelas viii smp taman dewasa ibu pawiyatan yogyakarta tahun 2012. universitas ahmad dahlan yogyakarta. darling-hammond, l. (2000). teacher quality and student achievement  : a review of state policy evidence previous research. education, 8(1), 1–44. http://doi.org/10.1038/sj.clp djamarah, s. b. (2008). psikologi belajar (kedua). jakarta: rineka cipta. endang sri astuti, r. (2010). bahan dasar untuk pelayanan konseling pada satuan pendidikan menengah (1st ed.). jakarta: grasindo. firmender, j. m., gavin, m. k., & mccoach, d. b. (2014). examining the relationship between teachers’ instructional practices and students' mathematics achievement. journal of advanced academics, 25(3), 214–236. http://doi.org/10.1177/1932202x14538032 gietz, c., & mcintosh, k. (2014). relations between student perceptions of their school environment and academic achievement. canadian journal of school psychology , 29 (3 ), 161–176. http://doi.org/10.1177/0829573514540415 gottfried, m. (2012). peer effects in urban schools: assessing the impact of classroom composition on student achievement. educational policy, 28(5), 607–647. http://doi.org/10.1177/0895904812467082 couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 learning motivation and student achievement : descriptive analysis and relationships both | 47 | indonesian counselor association (iki) | doi: 10.23916/002017026010 heck, r. h. (2007). examining the relationship between teacher quality as an organizational property of schools and students’ achievement and growth rates. educational administration quarterly, 43(4), 399–432. http://doi.org/10.1177/0013161x07306452 husein, u. (2011). metode penelitian untuk skripsi dan tesis bisnis (11th ed.). jakarta: pt raja grafindo persada. jennings, p. a, & greenberg, m. t. (2009). the prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes. source: review of educational research, 79(1), 491–525. http://doi.org/10.3102/0034654308325693 joy, hamilton, t., & ekeke. (2013). conceptual framework of teachers’ competence in relation to students’ academic achievement. international journal of networks and systems, 2(3), 6. kunter, m., klusmann, u., baumert, j., richter, d., voss, t., & hachfeld, a. (2013). professional competence of teachers: effects on instructional quality and student development. journal of educational psychology, 105(3), 805–820. http://doi.org/10.1037/a0032583 lee, j., liu, x., amo, l. c., & wang, w. l. (2013). multilevel linkages between state standards, teacher standards, and student achievement: testing external versus internal standards-based education models. educational policy, 28(6), 780–811. http://doi.org/10.1177/0895904813475708 levpuscek, m. p., & zupancic, m. (2008). math achievement in early. journal of early adolescence, xx(x), 1–30. http://doi.org/10.1177/0272431608324189 linnenbrink, e.a., pintrich, p. r. (2002). motivation as an enable for academic success. school psychology review, 31(3), 313 – 327. mcinerney, d. m., cheng, r. w.-y., mok, m. m. c., & lam, a k. h. (2012). academic self-concept and learning strategies: direction of effect on student academic achievement. journal of advanced academics, 23(3), 249–269. http://doi.org/10.1177/1932202x12451020 mudjiono, d. (2009). belajar dan pebelajaran. jakarta: rineka cipta. muzenda, a. (2013). lecturer s ’ competences and students ’ academic performance. international journal of humanities and social science, 3(1), 6–13. nemeth, j., & long, j. g. (2012). assessing learning outcomes in u.s. planning studio courses. journal of planning education and research, 32(4), 476–490. http://doi.org/10.1177/0739456x12453740 omar, s., jain, j., & noordin, f. (2013). motivation in learning and happiness among the low science achievers of a polytechnic institution: an exploratory study. procedia social and behavioral sciences, 90(incult 2012), 702–711. http://doi.org/10.1016/j.sbspro.2013.07.143 ottmar, e. r., rimm-kaufman, s. e., larsen, r. a., & berry, r. q. (2015). mathematical knowledge for teaching, standards-based mathematics teaching practices, and student achievement in the context of the responsive classroom approach. american educational research journal, 52(4), 787–821. http://doi.org/10.3102/0002831215579484 porter, t. s., riley, t. m., & ruffer, r. l. (2004). a review of the use of simulations in teaching economics. social science computer review, 22(4), 426–443. http://doi.org/10.1177/0894439304268464 shatzer, r. h., caldarella, p., hallam, p. r., & brown, b. l. (2013). comparing the effects of instructional and transformational leadership on student achievement: implications for practice. educational management administration & leadership, 42(4), 445–459. http://doi.org/10.1177/1741143213502192 siska eko mawarsih, d. (2013). pengaruh perhatian orang tua dan motivasi belajar terhadap presatsi belajar siswa sma negeri jumapolo. jupe uns, 1(3), 1–13. sugiyono. (2015). metode penelitian pendidikan (pendekatan kuantitatif, kualitatif dan r&d). bandung: alfabeta. swanson, j., valiente, c., lemery-chalfant, k., & caitlin o’brien, t. (2011). predicting early adolescents’ academic achievement, social competence, and physical health from parenting, ego resilience, and engagement coping. the journal of early adolescence, 31(4), 548–576. http://doi.org/10.1177/0272431610366249 syaiful, s. (2012). kemampuan professional guru dan tenaga kependidikan. bandung: alfabeta. tirtarahardja, u dan la sulo, s. l. (2012). pengantar pendidikan. jakarta: rineka cipta. uma, s. (2006). metodologi penelitian untuk bisnis (4th ed.). jakarta: salemba empat. wayne, a. j., & youngs, p. (2003). teacher characteristics and student achievement gains: a review. review of educational research, 73(1), 89–122. http://doi.org/10.3102/00346543073001089. couns-edu the international journal of counseling and education vol.2, no.4, 2017, pp. 192-200 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/002017027240 received on 03/05/2017; revised on 03/13/2017; accepted on 10/07/2017; published on 30/12/2017 192 the analysis of causes of divorce by wives nurhasanah *) universitas syiah kuala * ) corresponding author, e-mail: yunazubir@gmail.com abstract this study aimed to find out the background of the life of women until the marital process, the factors causing wives to sue their husband for divorce, and the overview of women’s life who sued their husband for divorce. the research uses descriptive qualitative method and for collecting data were doing interviews. the subjects of this research were ten people. the results showed that most of their propensities to divorce were because: (1) the husband did severe persecution that was harmful to the wife; (2) the husband left the wife for 2 (two) consecutive years without wife's permission and without any legitimate reason; (3) the occurrence of dispute and the quarrel between the husband and wife as well as there was no hope of living in harmony anymore in the household; (4) the husband committed adultery (cheating). based on the results from the study, divorced women feel free from her husband's bad behavior. keywords: suing for divorce, wives, husband, marital process how to cite: nurhasanah. (2017). the analysis of couses of divorce by wives. couns-edu: international journal of counseling and education, 2(4): pp. 192-200. doi:https://doi.org/10.23916/002017027240 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction the case of suing for divorce is a divorce proposed by a wife (indonesia, n.d.; muliawan, 2013; rais, 2017) to her husband so that the husband will divorce her. in this case the position of the wife is as the plaintiff to the husband as the defendant. if the accusation is granted, the registrar will issue a certificate of divorce for plaintiff and defendant no later than seven days after the verdict is lawful (state constitution of state no. 7 of 1989) (arifin, 1996). some cases of divorce were clearly visible from 2004 to 2007 in some areas in the aceh province of aceh (kamalin, 2012; rusuli, fuady, zulfikar, & nurzianti, 2017; sahlan, 2012) it was mostly done by the women from the low middle class and happened even to the corners of the remote areas. in bireuen, until the end of 2005, the case of divorce was quite prominent, namely reached 65 percent or 150 cases compared with some other cases. the causes of this prominent case of the wife suing her husband for divorce or fasah were economic pressure (asriandari, 2015; sahlan, 2012; m. n. sari, yusri, & sukmawati, 2015) prolonged dispute, as well as many husbands left their wife and son for years (fathinnuddin, 2014) without making a living for them. this had made many wives do suing for divorce couns-edu  the international journal of counseling and education vol.2, no.4, 2017 the analysis of couses of divorce by wives | 193 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027240 to their husband who was considered less responsible. this is done to avoid stress (zola, n., fadli, r. p., & ifdil, i., 2017; wardi, r., & ifdil, i., 2016) that later can lead to depression. in subulussalam, during 2004 to 2005 the divorce rate had increased up to 2 to 3 times than before. the enhancement was due to the economic pressure (fathinnuddin, 2014; nurhasanah & susetyo, 2014; prianto, wulandari, & rahmawati, 2013; sahlan, 2012) and low level of education. in addition there was also the age factor; too early. at least there were three couples filing for divorce every month. most of the women filed for divorce than men (fajri, 2017; maspeke & khisni, 2017; muhajarah, 2018). in lhokseumawe, from 275 divorce cases handled by syariah court of lhokseumawe during the 2006 2007, divorces filed by women were approximately 60 percent. this was triggered by the presence of the third person, polygamy, and economic factor. the majority of married couples who divorced comes from low middle class. a divorce case is often considered a separate and stressful (ayuningtyas, n.d.; h. k. lestari, sumijati, & hastuti, 2015) occasion in family life (larenurifta, 2014). however, this occasion has become part of life in the community. some people ever had a failure in their marriage (astuty, 2011; dariyo & esa, 2004; s. lestari, 2012; sumpani, 2008). the failure was caused by some specific factors from either the husband or the wife (ginanjar, 2009). a failure in marriage life generally culminates in divorce or the misery of life. many factors lead to the occurrence of dispute cases within the family that ended up in divorce (dariyo & esa, 2004; sahlan, 2012). these factors are an economic problem (marzuki & watampone, 2016; syaifuddin & turatmiyah, 2012), psychological factor, social factor (i. n. sari, 2012), age difference that is (too) much, the desire to have a child (a son or a daughter) (prianto et al., 2013), not making a living, violence by the husband (domestic violence) (huda, 2005; irianto, 2006; noviasari, 2010; prianto et al., 2013; syaifuddin & turatmiyah, 2012; turangan, 2010; winantio, 2009), secret marriage (i. n. sari, 2012), the partner who is part of the indonesian migrant worker, cheating husband (jannah, 2013; i. n. sari, 2012), polygamy (idrus, 2006), husband leaving his wife (febriyani, el karimah, & aristi, 2012), often treated harshly by husband, and the issue of the different life principle (sopari, 2013). the other factors are the difference in pressure and the way of educating children as well as the influence of social support from outside parties, neighbors, relatives, friends, and community situation which is conducive (i. n. sari, 2012). however, the factors that have to be bewared and dominates numerous divorce cases (as articulated by the perpetrators of divorce) are the inability of the partner in carrying the burden of marriage life or carrying the burden of responsibility that he or she has. all these factors bring in the bad atmosphere and undermine the domestic life. the divorce case in the family always brings in a deep impact. this case inflicts the stress (taufik, t., & ifdil, i. (2013), pressure, and physical and mental changes. however, sometimes it is the only best and most appropriate option for a family who has been experiencing a prolonged conflict. a divorce in the family does not always inflict negative consequences, but it can also inflict a positive result. the divorce becomes the only solution for getting the sense of tranquil when the purposes of the divorce are to avoid the conflict situation, discontentment, and the continuously different point of view. for some families, a divorce is considered the best decision to end the sense of distress, fear, anxiety, and discomfort. this is because we always crave happiness and get along well with children, so we have the right to put an end to a marriage if it inflicts the disasters and discomfort. nevertheless, the divorce case clearly gives rise to the risk with a chain. a divorce will impact on the husband or the wife. they both lose their good relationship with the husband or the wife, feel that he or she is not a useful person, have self-esteem wounded, feel that the respect for themselves is bereaved, become sensitive and irritable, make their behavior often uncontrollable because they more often accentuate the emotion, often seclude due to embarrassment and low self-esteem, and feel betrayed. being a single parent to a female child is more like a choice of fate. it is absolutely not expressed as a trend just because a number of artists undergo this couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu nurhasanah the analysis of couses of divorce by wives | 194 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027240 openly. this is not something that ought to be proud of because the status of a single parent as the trend may give less good influence for the younger generation. from some of the cases mentioned above, the author wanted to find out how the life of women who sued their husband for divorce was until the occurrence of marriage process, what were the factors that caused the wives to sue their husband for divorce, as well as how the life of women suing their husband for divorce was after the divorce process. the benefits of the research were that (1) it could provide scientific contribution to the development of guidance and counseling education, particularly psychology and family counseling, as well as marriage counseling, particularly that was related to divorce, (2) it was as knowledge input for families in fostering household towards positivity so that couples were supposed to be worthwhile individuals and worthwhile members of the community as well as it could be used as a preventive means (precautionary) to the occurence of problems in the household with the effort of improving the harmony in the family. method this research used the approach of descriptive qualitative, namely a research which attempts to reveal, analyze, and interpret data (bachri, 2010; rahmat, 2009; semiawan, 2010; somantri, 2010) or information in the field by using the way of describing by words. the approach used was the qualitative approach where the data were collected in the form of reports and analysis. according to bongdan and taylor, “a qualitative research is a research procedure that generates descriptive data in the form of written words and spoken from the people and behavior that can be observed” (moleong, 2007, 2012) results and discussions the background of the women suing their husband for divorce the results of the research found that only in a few of them who graduated from college. even some of them only got educated up to junior high school level. economic difficulty was the main cause of their low level of education. none of them came from families with divorced parents. this proves that it is not the experience on the family that became the main cause on the women to do suing for divorce. the factors of parents also have a role in a marriage relationship. some studies showed that about 16 percent of the men and women whose divorced parents would influence the relationship of marriage. while for an individual who did not experience parental divorce, it was only about 10 percent. from the results, it was obtained that all research subjects came from families that are intact without ever experiencing a process of divorce. this became evidence that the divorce on themselves was not due to their parents’ household. all the subjects got married in islam, and lawful according to the state constitution. marriage in the perspective of islam is the place of keeping the respectability of human beings and their descendants. "and among the signs of his power he made from yourself the couple of yours so that you may live peacefully with her and he made the sense of affection among you all. actually, in that case it becomes a lesson for people who think ". (surah ar-rum (30:21)). allah (swt) said, "one of the category of people who is eligible rescued by allah (swt) is the people who marry due to the will to distance himself from the forbidden things." (hadith of tirmidzi) the wonderful marriage is characterized by the maximum exploration between couples who have tied in the marriage with the beginning capital in the form of love, tied by the commitment in the holy, powerful, and great covenant (surah an-nisa (4:21)), establish tranquility, love, and compassion (surah ar-rum (30:21)). this is not a game, but this is a big job for any married couples. the process of marriage from the research that was done on 10 women, most of them were married at a very young age, even under the age of 20. early marriage will eventually lead to some bad things. besides trigerring the baby couns-edu  the international journal of counseling and education vol.2, no.4, 2017 the analysis of couses of divorce by wives | 195 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027240 boom, and high rates of maternal and infant mortality, their emotions which are not mature enough, often cause the family disharmony and eventually lead to divorce. therefore, the children or the generation which are born from them are less qualified and do not get enough attention from both their parents. hawari stated that the marriage preparation which includes the biological or physical aspects, among others, (hawari, 2011): 1) according to the health and kb (family planning) program, the age between 2025 for women and the age between 25-30 for men are the most appropriate age for married; 2) the physical condition for those who want to get married is must be cared and maintained. it can be proved from some research subjects who were married at the age under 20 years old, it is not just because of their immature emotion, but also it is related to their readiness of becoming parents for their children. marriage which is preceded by a few months or a week courtship or even matchmaking, can become the main reason of the family disharmony. generally, the research subjects in this research experienced it. all the research subjects were married without the engagement process (called seulangke or peunganjo in acehnese custom). some of them only had several times to met with their prospective partner’s family. hawari stated that the marriage preparation which includes mental and psychological aspects, among others, (hawari, 2011): 1)personality, no one in this world has the perfect personality, yet it is expected before deciding to get married, each partner has known the strengths and weaknesses of their own partner, so that the purpose of the marriage can be realized perfectly; 2) education, in forming the matrimony, educational background and intelligence level need to be considered from each partner. normally men intelligence level are higher than women, so the authority of a husband can be seen in his wife’s eyes as the head of the family. besides the formal education level, religious education background also need to be considered from each partner, because one of the purposes of marriage is establishing the household which is approved by allah swt. some research subjects said that they learned the real nature of their husband after they get married. this is because they passed the least time before they decided to get married. and then, the couples did not have a child can also be the factor of the disharmony. it can be proved in most the research subjects. a child is a dream of every couple, but not all couples can provide the descent. one of the possible causes is infertility in one of the pair, so it makes the household becomes disharmonious. of the most reserach subjects, no one admitted that the absence of children in the midst of their families is because their infertility in themselves, or in their partner’s. generally, all couples medically well, but they indeed are not blessed with descent by allah swt yet. all of the reserach subjects admitted that they had carried out various efforts to maintain their marriage such as talking with families on both sides, until the mediation suggested by the court. however, all efforts were fruitless. the wonderful marriage is characterized by the maximum exploration between couples who have tied in the marriage with the beginning capital in the form of love (is pratiwi, 2012; setia, 2008), tied by the commitment (fitriana & listiyandini, 2016) in the holy, powerful, and great covenant (agama, 2012), establish tranquility, love, and compassion (agama, 2012). this is not a game, but this is a big job for any married couples. hawari stated that the marriage preparation in accordance with the physical and mental health covers various aspects, namely biological or physical, mental or psychological, psychosocial, and spiritual (hawari, 2011). marriage preparation that includes the biological or physical aspect, among others: (1) the ideal age according to the health and the program of family planning. the ideal age is 20 – 25 for women and 25-30 for men (riyawati, 2006; wahyudi, n.d.). it is the most excellent time to get married. (2)the physical condition for those who wish to get married must be cared and maintained. if this preparation is achieved it has the potential to build a household with maturity from various aspects. couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu nurhasanah the analysis of couses of divorce by wives | 196 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027240 the household is supposed to be shelter for the whole family (subhan, 2004). the basic purpose of establishing a household is not only to get religious descendants, but also to be able to live at peace and get a restful atmosphere accompanied by the sense of compassion. the first bond of household establishment has been soldered by the solemnization of a marriage at the time of the marriage process. the marriage identity is how someone can empower himself or herself to plan and decide the life of his or her marriage in the future. the divorce process in addition to having no descent, the underlying reason for their divorce is the domestic violence. most of the research subjects experienced it. also, it is because the husband left them for years as happened on some research subjects. this is justified in the legislations of indonesia. article 39 paragraph (1) of the marriage constitution stated, "a divorce can only be held in the judiciary after the respective court tried unsuccessfully to reconcile both sides." furthermore, article 39 paragraph (2) stated, "for doing divorce, it is supposed to have enough reasons that between the husband and wife will not be able to live in peace as a couple". the explanation of article 39 paragraph (2) of the marriage constitution and article 19 of government regulation number 9 of 1975 on the implementation of marriage constitution mentioned reasons that can be used as the basis for divorce as follows (ahmadi, 2008; subekti, 2010): 1) one of the parties commits adultery or become an alcoholic, an opium smoker, gambler, and the others which are difficult to cure; 2) one of the parties leave his or her partner for two (2) consecutive years without the permission of another party and without valid reasons or because of other things which are not his or her will; 3) one of the parties gets a prison sentence of five years or the other severe punishment after the marriage process; 4) one of the parties does cruelty or severe mistreatment that harms the others; 5) one of the parties gets disability or illness which resulted in an inability to perform the responsibility as a husband or wife; 6) quarrels and disputes continuously occur between husband and wife and there is no hope to live in peace anymore in the household. this becomes the grip of women to divorce their husband. the state justifies their divorce as far as that relationship is already untenable its continuity. if we refer to the arguments above, islam permits to do the divorce. there are many reasons why divorce may be done, among others: 1) the occurring of infidelity or betrayal committed by husband or wife; 2) the existence of insubordination against the religion (islam) from one of the parties. for example, one convert or out of islam; 3) the fear to disobey or violate the religious orders (al-baqarah (2): 222); 4) the husband cannot meet their living or cannot be responsible; 5) the wife who is sick that causes her to not be able to perform her duties as a wife; 6) there is a persecution (domestic violence). the reason why a number of cases of wives suing their husband for divorce are because women are getting smarter, more stabil in financial side, protected by a wide range of legislation, and increasingly aware of the need for gender equality and their rights. this makes them not even hesitate to expose the issue of their marriage in front of the public. life after divorce all the research subjects said the same thing that they feel happier after being divorced. this is because they really suffer at the end of their marriage. and the worst is that they got a tremendous mental anguish. even some research subjects also receive physical abuse. divorce cases are likely to cause stress, a sense of burden and suffering. but it turns out that the incident is only the best and most appropriate choice for a family that is always experiencing prolonged conflict. divorce in the family does not always bring a negative effect, but it can also bring a positive result. the attitudes to avoid a conflict situation, dissatisfaction, continuous disagreement make the event of divorce couns-edu  the international journal of counseling and education vol.2, no.4, 2017 the analysis of couses of divorce by wives | 197 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027240 the only solution to get the peace for themselves. for some families, a divorce is considered the best decision to end the sense of distress, fear, anxiety, and discomfort. this is because we always crave happiness and get along well with children, so we have the right to put an end to a marriage if it inflicts the disasters and discomfort. for individuals who must lose the spouse, they have to face the reality. before becoming an individual living alone again (re-single), they generally have problems in self adjustment. agoes dariyo mentioned that there are emotional dynamics in the self adjustment process of individuals after experiencing a discord with her life partner (dariyo, 2003). it generally includes the following stages: 1. denial when the individual has parted with his life partner, the individual will assume that his or her discord seems like just a dream. he or she has not yet been fully convinced of the reality. he or she has not yet been able and ready to face that reality. so, the individual still refuses the fact that has been occurring and has not yet realized that he or she has parted with his life partner. 2. anxiety individual who has undergone a divorce will usually feel a variety of anxiety in his or her life. the individual feels the worries in dealing with various possible problems that are difficult. is he or she able to deal with the life without a spouse anymore, such as fulfilling the needs of family finance, raising and educating children, adapting to the environment of work or the community, and how to give any response to others regarding the failure of his or her marriage? this becomes an issue that always haunts his or her thoughts. 3. bargaining in these circumstances the individual experiencing a divorce is still not able to accept the fact fully. in the heart, there is a desire to repeat the happiness experienced during the married life. however, such a personal desire is not granted so that the feeling of disappointment that is so deep in him arises. 4. depression emotional turmoil, mind, and reality that are unfinished in the individual with good cause individuals experiencing depression. in these circumstances, the individual feels that he or she does not find any solution. he or she feels hopeless, pessimistic, and that there is no hope for the future. 5. acceptance the impasse in living a life is in consequence of not getting good solutions of problems existing, so gradually the individual forgets, ignores, or feels resigned against the reality unconsciously. the resignation which is based on the self-consciousness of various consequences that he or she should bear causes the individual get the inner strength to accept that reality. with that awareness-raising, eventually the individual feels resigned and accepts the fact that he or she has parted with her partner and has to live a life together with or without the children. based on the information obtained through interviews with women suing their husband for divorce, they generally feel their life much better after divorce than when they were still bound in their marriage, especially those who were in the time of marriage just to become a victim of domestic violence. not only a divorce makes them suffered a traumatic condition and unpleasant experience, but also they are hit by a sense of loss, a sense of failure, lack of confidence, disappointment, anger, and hatred toward their husband because having made them suffer. the women now have spent their days as usual, like other women. it is only the women suing their husband for divorce are no longer be in a marriage bond, and no longer have a husband. however, they admitted, if they may be honest, they feel different than before the marriage and divorce happened. the difference are related to their role from a wife to a widow. the divorce made them angry and feel guilty toward themselves, impatient, do not have the confidence and the proximity of the opposite sex. in the couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu nurhasanah the analysis of couses of divorce by wives | 198 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027240 future they are afraid to make a commitment on a relationship with the opposite sex and have a low selfesteem. conclusions from the results of the research it can be concluded that (1) in terms of educational background, the women who sued their husband for divorce who were senior high school graduates were in a large number, and the rest, women who were college and junior high school graduates, was in a small number. none of them came from a broken home. all subjects of the research came from intact families, without ever experiencing a divorce. all subjects of the research were married in accordance with islamic law, and legitimate by the law and state constitution. some of them got married at a very young age, even when their age was still under 20. most of the research subjects got married after the introductory/courtship period in less than a year, (2) the factors causing wives to sue their husband for divorce are because the introduction is too short, they do not have a child, there are the domestic violence, they got married at the very young age, and the husband leaving them for years, (3) the overview of the life of women suing their husband for divorce was that they all feel more free after being divorced. the relief is because they no longer feel the physical or psychic suffering. though their lives became more difficult as they should live alone, (for some subjects of the research) even in fulfilling the needs of their family, and for the purposes of their child, they are happy. references agama, d. (2012). al-qur’an dan terjemah. bandung: syaamil qur’an. ahmadi, w. (2008). hak dan kewajiban keluarga menurut undang-undang nomor 1 tahun 1974 tentang perkawinan. jurnal hukum pro justitia, 26(4). arifin, b. (1996). pelembagaan hukum islam di indonesia: akar sejarah, hambatan, dan prospeknya. gema insani. asriandari, e. (2015). resiliensi remaja korban perceraian orangtua. jurnal riset mahasiswa bimbingan dan konseling. astuty, s. y. (2011). faktor-faktor penyebab terjadinya perkawinan usia muda dikalangan remaja di desa tembung kecamatan percut sei tuan kabupaten deli serdang. welfare state, 2(1). ayuningtyas, d. (n.d.). pengaruh peceraian terhadap kelangsungan pendidikan anak: study kasus di kelurahan benda baru, kecamatan pamulang. bachri, b. s. (2010). meyakinkan validitas data melalui triangulasi pada penelitian kualitatif. jurnal teknologi pendidikan, 10(1), 46–62. dariyo, a. (2003). psikologi perkembangan dewasa muda. jakarta: gramedia widiasarana indonesia. dariyo, a., & esa, d. (2004). memahami psikologi perceraian dalam kehidupan keluarga. jurnal psikologi, 2(2), 94–100. fajri, k. (2017). selingkuh sebagai salah satu faktor penyebab perceraian. maqasid, 6(1). fathinnuddin, m. (2014). aplikasi kewajiban suami terhadap istri dikalangan jama’ah tabligh (tinjauan atas penerapan hak dan kewajiban suami istri). febriyani, s., el karimah, k., & aristi, n. (2012). dinamika komunikasi keluarga single mother. students e-journal, 1(1), 17. fitriana, t. s., & listiyandini, r. a. (2016). program pelatihan persiapan pra nikah bagi dewasa muda di jakarta. kaji tindak: jurnal pemberdayaan masyarakat, 2(2), 73–80. ginanjar, a. s. (2009). proses healing pada istri yang mengalami perselingkuhan suami. makara, sosial humaniora, 13(1), 66–76. hawari, d. (2011). stres; depresi, sebab dan akibat serta penanggulangannya dalam: al qur’an: ilmu kedokteran jiwa dan kesehatan jiwa. dana bhakti primo yasa, yogyakarta. http://proguest. umi. com/pgdweb. huda, m. (2005). dampak kekerasan dalam rumah tangga terhadap perempuan di kabupaten ponorogo. jurnal studi perempuan 1 (2). idrus, n. i. (2006). poligini: perdebatan publik, hukum dan budaya. perempuan dan hukum: menuju hukum yang berperspektif kesetaraan dan keadilan: 22 tahun konvensi cedaw di indonesia, 231. couns-edu  the international journal of counseling and education vol.2, no.4, 2017 the analysis of couses of divorce by wives | 199 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027240 indonesia, d. p. r. i. (n.d.). presiden republik indonesia. irianto, s. (2006). perempuan di persidangan: pemantauan peradilan berperspektif perempuan. yayasan obor indonesia. is pratiwi, n. (2012). pola asuh anak pada pernikahan beda agama. jannah, d. k. (2013). faktor penyebab dan dampak perselingkuhan dalam pernikahan jarak jauh. empathy jurnal fakultas psikologi, 2(1). kamalin, m. (2012). penyelesaian perceraian di mahkamah syar’iyah kuala simpang aceh tamiang dalam perspektif undang-undang no. 7 tahun 1989. universitas islam negeri sultan syarif kasim riau. larenurifta, a. r. (2014). problematika pendidikan agama islam dalam keluarga single parent (studi kasus di desa banjarturi kecamatan warureja kabupaten tegal). stain pekalongan. lestari, h. k., sumijati, v. s., & hastuti, l. w. (2015). sand tray therapy untuk menurunkan gejala depresi pada anak pasca perceraian orangtua. prediksi, 4(1), 42. lestari, s. (2012). psikologi keluarga: penanaman nilai dan penanganan konflik dalam keluarga. sri lestari. marzuki, s. n., & watampone, s. t. a. i. n. s. (2016). relevansi kesejahteraan ekonomi keluarga dengan peningkatan perceraian di kabupaten bone. jurnal hukum keluarga islam, 2(2). maspeke, a. s., & khisni, a. (2017). kedudukan harta bersama dalam perkawinan menurut fiqih dan hukum positif indonesia serta praktek putusan pengadilan agama. jurnal hukum khaira ummah, 12(2), 173–184. moleong, l. j. (2007). qualitative research methodology. bandung, pt remaja rosdakarya, year. moleong, l. j. (2012). metodologi penelitian kualitatif edisi revisi cet. ketigapuluh. bandung: remaja rosdakarya bandung. muhajarah, k. (2018). akibat hukum perceraian bagi anak dan istri yang disebabkan oleh kekerasan dalam rumah tangga: studi kasus di pengadilan tinggi agama semarang. sawwa: jurnal studi gender, 12(3), 337–356. muliawan, i. (2013). pengaruh perkawinan usia muda terhadap tingginya tingkat perceraian di pengadilan agama pontianak. fatwa hukum prodi ilmu hukum fakultas hukum untan (jurnal mahasiswa s1 fakultas hukum) universitas tanjungpura, 1(2). noviasari, n. m. (2010). proses penyelesaian perceraian karena faktor kekerasan dalam rumah tangga (study kasus di pengadilan agama surakarta). universitas muhammadiyah surakarta. nurhasanah, u., & susetyo, s. (2014). perkawinan usia muda dan perceraian di kampung kotabaru kecamatan padangratu kabupaten lampung tengah. sosiologi: jurnal ilmiah kajian ilmu sosial dan budaya, 15(1). prianto, b., wulandari, n. w., & rahmawati, a. (2013). rendahnya komitmen dalam perkawinan sebagai sebab perceraian. komunitas: international journal of indonesian society and culture, 5(2). rahmat, p. s. (2009). penelitian kualitatif. equilibrium, 5(9), 1–8. rais, i. (2017). tingginya angka cerai gugat (khulu’) di indonesia: analisis kritis terhadappenyebab dan alternatif solusi mengatasinya. al-’adalah, 12(1), 191–204. riyawati, d. y. (2006). perbedaan kematangan emosi pada wanita usia 25-35 tahun ditinjau dari tingkat pendidikan dan usia memasuki perkawinan (penelitian komparatif pada ibu-ibu rumah tangga di rw 5 desa tunahan kec. keling kab. jepara tahun 2006). universitas negeri semarang. rusuli, i., fuady, z., zulfikar, z., & nurzianti, r. (2017). peran lembaga kampong dalam manajemen konflik keluarga di kabupaten aceh tengah. media syari’ah, 19(2), 261–288. sahlan, m. (2012). pengamatan sosiologis tentang perceraian di aceh. substantia, 14(1). sari, i. n. (2012). studi deskriptif faktor-faktor penyebab perceraian (studi di kecamatan metro). digital library. sari, m. n., yusri, y., & sukmawati, i. (2015). faktor penyebab perceraian dan implikasinya dalam pelayanan bimbingan dan konseling. jurnal konseling dan pendidikan, 3(1), 16–21. semiawan, c. r. (2010). metode penelitian kualitatif. grasindo. setia, a. s. (2008). hubungan antara kualitas cinta dan keterbukaan diri dengan komitmen perkawinan pada pasangan suami istri. universitas muhammadiyah surakarta. somantri, g. r. (2010). memahami metode kualitatif. hubs-asia, 9(2). sopari, a. (2013). gender dan kependudukan serta implikasinya dalam pembangunan di indonesia. yogyakarta: universitas gajah mada. couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu nurhasanah the analysis of couses of divorce by wives | 200 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027240 subekti, t. (2010). sahnya perkawinan menurut undang-undang nomor 1 tahun 1974 tentang perkawinan ditinjau dari hukum perjanjian. jurnal dinamika hukum, 10(3), 329–338. subhan, z. (2004). membina keluarga sakinah. pt lkis pelangi aksara. sumpani, d. (2008). kepuasan pernikahan ditinjau dari kematangan pribadi dan kualitas komunikasi. universitas muhammadiyah surakarta. syaifuddin, s., & turatmiyah, s. (2012). perlindungan hukum terhadap perempuan dalam proses gugat cerai (khulu’) di pengadilan agama palembang. jurnal dinamika hukum, 12(2), 248–260. taufik, t., & ifdil, i. (2013). kondisi stres akademik siswa sma negeri di kota padang. jurnal konseling dan pendidikan, 1(2), 143-150. turangan, d. d. (2010). kekerasan dalam rumah tangga sebagai alasan perceraian. wardi, r., & ifdil, i. (2016). stress conditions in students completing thesis. guidena: jurnal ilmu pendidikan, psikologi, bimbingan dan konseling, 6(2), 190-194. wahyudi, u. (n.d.). tingkat kedewasaan antara laki-laki dan perempuan relevansi dengan batas usia perkawinan (studi komparasi hukum islam dengan pandangan medis). winantio, a. e. (2009). cerai gugat akibat kekerasan dalam rumah tangga (studi kasus di pengadilan agama surakarta). universitas muhammadiyah surakarta. zola, n., fadli, r. p., & ifdil, i. (2017). chromotherapy to reducing stress. open science framework. november, 20. couns-edu the international journal of counseling and education p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.1007/0020220740430 received on 04/12/2022; revised on 20/12/2022; accepted on 20/12/2022; published on: 20/12/2022 prevalence, socio-demographic factors and psychosocial work hazards of primary school teachers: a school-based cross-sectional study chinedu ifedi okeke1, moses onyemaechi ede*)1, aprezo pardodi maba2 1university of the free state, south africa, 2institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia *)corresponding author, e-mail: edeh.mo@ufs.ac.za abstract this study investigated the prevalence, socio-demographic factors, and psychosocial work hazards of primary school teachers. this is a cross-sectional study that recruited 254 primary school teachers. the responses from the participants were collected using copenhagen psychosocial questionnaire and teachers’ socio-demographic questionnaire. bar chart, mean, standard deviation, and bivariate analysis were used to analyze the data collected. the result showed a high level of work-related psychosocial hazard among primary school teachers. the results showed that teachers’ age has a positive relationship with psychosocial work hazards. also, the result showed that working status and years of experience have a significant relationship with psychosocial work hazards. therefore, occupational health experts should consistently conduct psychosocial risks assessments on the teachers. keywords: socio-demographic factors, psychosocial work hazards, primary school teachers this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction the school setting is a place where teaching and learning take place. in schools, teachers are employed to deliver the business of the school. under the auspices of the teachers, students are expected to have changed in behaviors. in course of delivering their services to the satisfaction of the students and wellbeing of the institution, they face some unhealthy situation that is possibly hazardous to the psychological and social wellbeing of the teachers and organization. in the context of this study, the hazardous situations that are both psychological and social in nature are conceptualized as psychosocial hazards. psychosocial hazards could be described as those conditions in a particular setting that inflict emotional, social, physical, and economic harm on individuals therein (okeafor & alamina, 2018). therefore, it is a psychosocial work hazard when it is associated with work. in as much as the hazardous conditions arise due to workplace factors, it occupational or workplace hazards (cashman, 2010). the hazards in workplaces are those that factors like workloads, work-imbalance, relationship matters, stress, bullying, and violence (cashman, 2010). psychosocial work-related hazards could easily manifest as work vol. 7, no. 3, 2022 | how to cite: okeke, c. i., ede, m. o., & maba, a.p. (2022). prevalence, socio-demographic factors and psychosocial work hazards of primary school teachers: a school-based cross-sectional study. couns-edu: international journal of counseling and education, 7(3). https://doi.org/10.1007/0020220740430 113 mailto:edeh.mo@ufs.ac.za https://doi.org/10.23916/0020220740330 indonesian counselor association (iki) | doi: 10.1007/0020220740430 stress. work stress could be seen as a key identifier or indicator of psychosocial work hazards, most prevalent in the workplace (nkporbu et al., 2016). several psychological and social harms have been associated with psychosocial work hazards health (nilvarangkul et al., 2006). a report indicated that it has huge harm on the mental and physiological health of employees (organización mundial de la salud & organización internacional del trabajo, 2022). these have increased low productivity, a high rate of absenteeism, and sickness (lászló et al., 2010; rydstedt et al., 2006). the consistent harmful effects on employees’ mental health and occupational health have been confirmed by past studies (lászló et al., 2010; rydstedt et al., 2006). evidence from empirical literature showed that barely 80% of the global workforce working in developing countries experience risky and hazardous working conditions (nkporbu et al., 2016). it was shown that a higher percentage of teachers reported a high level of stress as a result of hazardous experiences in their workplace in nigeria (nwimo & onwunaka, 2015). another nigerian evidence showed there is a higher number of teachers that are experiencing workplace hazards (uro et al., 2021). certain reasons lead to psychosocial work hazards and a few among them include changes in the workforce, job content, workload, workplace, relationships in the work (ortega et al., 2009). consequently, some primary school teachers have deliberately ignored to perform the key duties designated to them. what they are currently doing is abstaining from their jobs, late coming, laxity, and arrogance (arop et al., 2018). worker characteristics have been noted as possible factors that influence organizational wellbeing. considering the age range of employees in contemporary organizations, people aged 40-50 years greatly occupy the nub of the workforce (ghaddar et al., 2011). the age of a worker could contribute to the ability and job performance of the individual. ageing could be linked to ill-health and increased absenteeism among employees and could also bring about an increase in low productivity (ghaddar et al., 2011; van den berg et al., 2009). another worker characteristic is the years of experience which could as well be associated with workplace hazards. the psychological experiences about organizational content, workloads, and role distributions could expose workers to psychosocial risks in the workplace. given the far-reaching setback it could cause in many organizations, few studies conducted on how years of experiences correlate with psychosocial work-related hazards are limited. in view of the above worries, this study investigated the prevalence of psychosocial work hazards and the relationship between the sociodemographic factors and psychosocial work hazards of primary school teachers in enugu state nigeria. methods this is a cross-sectional study that recruited 254 primary school teachers. before the recruitment exercise, the university of nigeria through her research and ethics of faculty of education had approved the study. the participants’ oral consent was also ascertained. thereafter, the researchers informed them about the goal of the study and assured them there were no psychological and physical harms and risks associated with the study. two weeks later, all the primary schools were visited by the research team including the research assistants. as the administration of the data commenced in each school, all the teachers were invited by the headteacher in the school auditorium and the researchers and the assistants distributed to those that responded to the invitation. the instructions that guided the questionnaire were read and interpreted in the presence of the teachers. they were given an hour to complete the questionnaire. each pack of the questionnaire contained a pencil and a pen. at the hall, they were well seated. a response rate of 100% was achieved after the administration exercise. during the data collection, a copenhagen psychosocial questionnaire (copsoq) created by kristensen et al. (2003) was employed. copsoq was created to measure the degree of psychological and social-related indicators that are making demands and controlling individuals. it has 30 items on psychosocial factors (e.g. stress, individual health/well-being), personality factors (e.g. coping style, etc.), cognitive demands (e.g. demands to hide emotions, quantitative demands; sensorial demands, etc.). the copsoq has 7-response options for the participants to select from and it ranges from “to a very large extent” to “to a very small extent”) or frequency (from “always” to “never/hardly ever”). the copsoq couns-edu  the international journal of counseling and education vol. 7, no. 3, 2022 prevalence, socio-demographic factors … | 114 couns-edu  available online: http://journal.konselor.or.id/index.php/counsedu okeke et al. indonesian counselor association (iki) | doi: 10.1007/0020220740430 has been confirmed to be reliable (0.81α.) (kristensen & vilhelm, 2003). ghaddar et al. (2011) also confirmed the internal consistency of the copsoq. in this study, the reliability of copsoq was established using nigerian teacher populations. teachers’ sociodemographic information inventory (sii) is a checklist that ascertained the sociodemographic data of the participants. this was constructed by the researchers of the present study. the sociodemographic components cover the scope of participants’ personal data the present study was limited to age, year of experience, and working status. the data collected using copsoq were subjected to statistical data analysis using spss software. the psychosocial work-related hazards scores were compared according to the years of experience, age, and working status of the participants using bar chart, mean and standard deviation. the correlation between years of experience, age, and working status with psychosocial work-related hazards scores (continuous outcome variable) was explored using bivariate analysis. results and discussion results figure 1 (1) illustrates that of all the teachers, primary school teachers within the age range of 26 to 35 and 36 to 54 years of experience psychosocial work-related hazards more compared to others, (2) illustrates teachers with 10 to 20 years of experience psychosocial work-related hazards compared to others, and (3) illustrates that teachers at middle cadre experience psychosocial work-related hazards more compared to others. figure 1. demographical information of participants table 1. descriptive analysis of teachers’ age, years of experience, and working status variables mean±sd age below 10 104.25±33.60 10 to 20 113.43±35.62 21-30 105.10±27.67 31 to 40 108.59±15.55 years of experience below 25 73.49±26.01 26-35 109.65±33.06 36-54 113.42±32.34 46 and above 113.83±30.49 working status lower cadre 108.74±31.72 middle cadre 107.52±36.95 upper cadre 110.34±21.95 table 1 shows the descriptive presentation of teachers’ age, years of experience, and working status. the results show that the mean work-related psychosocial hazard score for teachers aged below 10 (104.25±33.60), within the age range 10 to 20 (113.43±35.62), the age range of 21 to 30 (105.10±27.67), and the age range of 31 to 40 (108.59±15.55). the result shows a high level of work-related psychosocial hazard among primary school teachers irrespective of age. vol. 7, no. 3, 2022 prevalence, socio-demographic factors … | 115 indonesian counselor association (iki) | doi: 10.1007/0020220740430 the results show that the mean work-related psychosocial hazard score for teachers that had working years of experience below 25 (73.49±26.01), within the range 26 to 35 (109.65±33.06), the range of 36 to 54 (113.42±32.34), and the range of 46 and above (113.83±30.49). the result shows a high level of work-related psychosocial hazard among primary school teachers across years of experience except those that had working years of experience that is below 25 years. the results show the mean work-related psychosocial hazard score for teachers according to working status. the mean score of teachers at lower cadre (108.74±31.72), middle cadre (107.52±36.95), and upper cadre (110.34±21.95) showed there is a high level of work-related psychosocial hazard among primary school teachers across their working status. table 2. variables inter-correlation variables 1 2 3 4 1 age 1 .296** .542** .246** 2 ws 1 .436** .020 3 ye 1 .048 4 pw 1 **. correlation is significant at the 0.01 level (2-tailed). note: age = teachers’ age, ws = working status, ye = years of experience, pw = psychosocial work hazards table 2 shows the relationship between teachers’ age, working status, years of experience, and psychosocial work hazards. the results show that teachers’ age has a positive relationship with psychosocial work hazards, r= .246**, p˂.001. also, the result shows that working status and years of experience have a significant relationship with psychosocial work hazards, r=.020, p˃.757; r=.048, p˃.446. discussion the result showed a high level of work-related psychosocial hazard among primary school teachers. the results showed that teachers’ age has a positive relationship with psychosocial work hazards. also, the result showed that working status and years of experience have a significant relationship with psychosocial work hazards. as in the present findings, kennedy (2018) demonstrated that there is a highest prevalent rate of workplace hazards, and it mostly occurs among individuals aged 26-45 years. such age range is taken to be the most active workforce in the work environment as they perform over 70% of work roles and contents (spreitzer, 2008). the current study supports sackett et al. (2006) that found workers demographic factors such as age, highest educational degree obtained, occupational area, number of years of education, current job tenure (years), and career tenure (years). significantly predicted occupational health. on the part of years of working experience, our study supports previous evidence that employment experience is closely related to psychosocial work-related hazards (van den berg et al., 2009). these similar results could be due to hazardous exposure experienced in the psychosocial work environment. besides, the nigerian work environment seems to escalate the situation as workers have been hospitalized for one or two sicknesses. due to exposure to hazardous psychosocial working environments, workers become victims of huge psychological and social problems such as burnout (misiak et al., 2020) leading to work-life imbalance. equally, ghaddar et al. (2011) reported that age and work experience were related to work-related psychosocial stress. reiterating how psychosocial risks associated with the working environment could cause ill-health to staff, scholars posited that experiences of work-related stressinducing psychosocial hazards have catapulted the higher spread of chronic diseases in the workplace (lovelock, 2019). this has consistently threatened the physical health and mental health of some primary school teachers in developing countries such as nigeria. given that working experiences, status, years of service could lead to workplace-induced psychosocial risks or hazards as found in the current study, some practice implications could be attributed to that. this result, therefore, charged professionals in occupational health to demonstrate how teachers or other employees could cope with occupational-related stress. as noted in past literature that exposure to couns-edu  the international journal of counseling and education vol. 7, no. 3, 2022 prevalence, socio-demographic factors … | 116 couns-edu  available online: http://journal.konselor.or.id/index.php/counsedu okeke et al. indonesian counselor association (iki) | doi: 10.1007/0020220740430 job risks causes mental illnesses such as anxiety, emotional distress, and depressive symptoms (cox et al., 2000). therefore, precautions should be taken to reduce the growing cases of mental illnesses in the working environment. since the working environment may be prone to psychosocial hazards, school leaders should ensure that work roles and contents distributions are done equitably. this is to avoid a higher percentage of workloads resting on few workers. once this is done it will reduce the work-related psychosocial risk that leads to the psychological experiences of mental health inequalities (lamontagne et al., 2008). those that have been exposed to work-related psychosocial hazards should be helped by occupational health therapists. this emphasized that the mental and psychological problems accrued from the workplace could be psychologically managed (lovelock, 2019). one of the limitations of this study is the fact only four socio-demographic factors were investigated, meanwhile there are other potential socio-demographic factors such as location, gender, etc. another limitation is the population of this study. using teachers only could hinder the generalizability of the present finding to larger populations of educators. conclusion this study concluded that teachers’ age has a positive relationship with psychosocial work hazards. also, the result shows that working status and years of experience have a significant relationship with psychosocial work hazards. therefore, occupational health experts should consistently conduct psychosocial risks assessments on the teachers. any school that does not have such experts, the government should deploy them for those schools. acknowledgment this manuscript was undertaken through the collaborative effort of two institution namely university of the free state, south africa and institut agama islam ma’arif nu (iaimnu) metro lampung, indonesia. references arop, f. o., owan, v. j., & ekpang, m. a. (2018). school hazards management and teachers’ job effectiveness in secondary schools in ikom local government area, cross river state, nigeria. international journal of education and evaluation, 4(9), 38–49. https://doi.org/10.5281/zenodo.4320554 cashman, c. (2010). european agency for safety and health at work: http://europe.osha.eu.int/. in occupational medicine (vol. 60, issue 2, pp. 157–158). https://doi.org/10.1093/occmed/kqp172 cox, t., griffiths, a., & rial-gonzalez, e. (2000). work-related stress. in s. leka & j. houdmont (eds.), occupational health psychology (pp. 31– 56). wiley-blackwell. ghaddar, a., ronda, e., & nolasco, a. (2011). work ability, psychosocial hazards and work experience in prison environments. occupational medicine, 61(7), 503–508. https://doi.org/10.1093/occmed/kqr124 kristensen, t. s., & vilhelm, b. (2003). copenhagen psychosocial questionnaire (copsoq). mental health, 5(5). lamontagne, a. d., keegel, t., vallance, d., ostry, a., & wolfe, r. (2008). job strain attributable depression in a sample of working australians: assessing the contribution to health inequalities. bmc public health, 8, 181. https://doi.org/10.1186/1471-2458-8-181 lászló, k. d., ahnve, s., hallqvist, j., ahlbom, a., & janszky, i. (2010). job strain predicts recurrent events after a first acute myocardial infarction: the stockholm heart epidemiology program. journal of internal medicine, 267(6), 599–611. https://doi.org/10.1111/j.1365-2796.2009.02196.x lovelock, k. (2019). psychosocial hazards in work environments and effective approaches for managing them (issue april, p. 76). https://worksafe.govt.nz/data-and-research/research/psychosocial-hazards-in-workvol. 7, no. 3, 2022 prevalence, socio-demographic factors … | 117 indonesian counselor association (iki) | doi: 10.1007/0020220740430 environments-and-effective-approaches-for-managing-them/ misiak, b., sierżantowicz, r., krajewska-kułak, e., lewko, k., chilińska, j., & lewko, j. (2020). psychosocial work-related hazards and their relationship to the quality of life of nurses—a crosssectional study. international journal of environmental research and public health, 17(3). https://doi.org/10.3390/ijerph17030755 na, k. (2018). assessment of psychosocial hazards among workers at the university of port harcourt. clinical depression, 04(03). https://doi.org/10.4172/2572-0791.1000135 nilvarangkul, k., wongprom, j., tumnong, c., supornpun, a., surit, p., & srithongchai, n. (2006). strengthening the self-care of women working in the informal sector: local fabric weaving in khon kaen, thailand (phase i). industrial health, 44(1), 101–107. https://doi.org/10.2486/indhealth.44.101 nkporbu, a. k., asuquo, e. o., & douglas, k. e. (2016). assessment of risk factors for psychosocial hazards among workers in a tertiary institution in nigeria: the need for a safer work environment. oalib, 03(10), 1–16. https://doi.org/10.4236/oalib.1103104 nwimo, i. o., & onwunaka, c. (2015). stress among secondary school teachers in ebonyi state, nigeria: suggested interventions in the worksite milieu. journal of education and practice, 6(26), 93– 100. http://search.ebscohost.com/login.aspx?direct=true&db=eric&an=ej1077456&site=ehostlive&authtype=ip,uid okeafor, c. u., & alamina, f. e. (2018). a qualitative study on psychosocial hazards among health care workers in a tertiary health facility in south-south nigeria. annals of ibadan postgraduate medicine, 16(1), 23–29. http://www.ncbi.nlm.nih.gov/pubmed/30254555%0ahttp://www.pubmedcentral.nih.gov/article render.fcgi?artid=pmc6143885 organización mundial de la salud, & organización internacional del trabajo. (2022). mental health at work: policy brief. occupational health, 57(11), 16. file:///c:/users/javie/downloads/9789240057944-eng.pdf ortega, a., høgh, a., pejtersen, j. h., & olsen, o. (2009). prevalence of workplace bullying and risk groups: a representative population study. international archives of occupational and environmental health, 82(3), 417–426. https://doi.org/10.1007/s00420-008-0339-8 rydstedt, l., ferrie, j., & head, j. (2006). is there support for curvilinear relationships between psychosocial work characteristics and mental well-being? cross-sectional and long-term data from the whitehall ii study. work and stress, 20(1), 6–20. https://doi.org/10.1080/02678370600668119 sackett, p. r., berry, c. m., wiemann, s. a., & laczo, r. m. (2006). citizenship and counterproductive behavior: clarifying relations between the two domains. human performance, 19(4), 441–464. https://doi.org/10.1207/s15327043hup1904_7 spreitzer, g. (2008). taking stock: a review of more than twenty years of research on empowerment at work. the sage handbook of organizational behavior: volume i micro approaches, 54–72. https://doi.org/10.4135/9781849200448.n4 uro, e., s.b, a., & elenwo, e. i. (2021). hazard perception by teachers of public secondary schools in rivers state, nigeria. international journal of scientific research and innovative technology, 8(3), 1–15. van den berg, t. i. j., elders, l. a. m., & burdorf, a. (2009). the effects of work-related and individual factors on work ability: a systematic review. promotion of work ability towards productive aging selected papers of the 3rd international symposium on work ability, 66, 15–18. https://doi.org/10.1201/9780203882511-7 couns-edu  the international journal of counseling and education vol. 7, no. 3, 2022 prevalence, socio-demographic factors … | 118 couns-edu the international journal of counseling and education vol.2, no.1, march 2017, pp. 25-34 p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/002017027710 received on 02/13/2017; revised on 03/21/2017; accepted on 03/29/2017; published on 03/31/2017 25 the contribution of headmaster’s personality competence to the teacher’s social competence of vocational high school nellitawati nellitawati *) universitas negeri padang-west sumatra-indonesian *) corresponding author,  e-mail: nellitawati@gmail.com abstract this research aims to know the contribution of headmaster‟s personality competence to the teacher‟s social competence at vocational high school. the type of this research is correlation. with 55 teachers at the state of vocational high school in padang municipality through sampling technique of stratified random sampling. the used of the instrument is scale of kkps and ksg. test instrument covers testing validity and reliability. the analysis of data uses correlation. the result of this research are: (1) headmaster‟s personality competence teacher of the state of vocational high school 6 in padang municipality is well, with the level of achievement score 86,2%, (2) teacher‟s social competence at the state of vocational high school 6 in padang municipality placed in well category, with the score level achievement 84,97%, (3) there is a well correlation between headmaster‟s personality competence with teacher‟s social competence at the state of vocational high school 6 in padang municipality with coefficient correlation rcount = 0,36> r-table = 0,207 in level of credibility 95%. the level of headmaster‟s personality competence is relative minor to the teacher‟s social competence at the state of vocational high school 6 in padang. it means that headmaster‟s personality competence gives the contribution to the teacher‟s social competence at the state of vocational high school 6 in padang municipality is around 12,96%. keywords: personality competence, social competence how to cite: nellitawati. (2017). the contribution of headmaster‟s personality competence to the teacher‟s social competence of vocational high school. couns-edu: international journal of counseling and education, 2 (1): pp. 25-34. doi: 10.23916/002017027710 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction vocational high school is a part of formal educational institution which became parts of education (indonesia, p. r, 2003). one of the goal of vocational high school tends to the development of student‟s skill on doing a certain work (indriyanti, & ivada, 2013; purnomo, e., & munadi, s. 2005; arnawa, i. k. 2012; yasin, m., & ansori, a 2014), beside that vocational high school is also to prepare the students enter the work field and it can also increase professional of student. (adiputra, i. n., sugihartini, n., wahyuni, d. s., & sunarya i. m. g. 2014). so in line with this, it needs a good and positive school environment, and also it does not far from the headmaster‟s personality, teachers, and family‟s school. a good personality has a strong effect to the school situation and class room atmosphere, teachers who has good personality can be able to give the students an autonomy to show their thought and increase their creativity and personality (surya, h., 2010; yuniarti, y., harsono, n., & istiani, t. 2015). teacher‟s mailto:nellitawati@gmail.com http://dx.doi.org/10.23916/002017027710 couns-edu  vol. 2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati ,n the contribution of headmaster‟s personality competence to the teacher‟s social competence … |26 indonesian counselor association (iki) | doi: 10.23916/002017027710 personality is the same with individual personality as usual consist with physical aspects, intellectual, social, emotional and moral (fitriani, l. 2012; masruroh, n. 2010). all of the aspects have the relation each others, not only personality but also teacher‟s social competence is really needed. the successful implementation of education and teaching in schools takes on the role of teachers. teachers are one of the factors of success of teaching and learning process (ariyanti s, 2008). basically, teacher is guidance of students in order to enhance student‟s potential and reach the goal of education. teaching learning process cannot be run well if the teacher can not to communicate to the students well. it is not only in the school environment but also a part of society, he or she should be known to ensure socialization to the society (munawaroh, d. 2014; maghfiroh, a. 2010; muspiroh, n. 2016). teacher is the resource of management which has face to face contact with the students that should be capable to held his job as the educator and good teacher. at the low of indonesian republic no.14 year 2015 section (10) about teacher and lecture, said that teacher‟s competences are; pedagogical, professional, social, and personal competence. teacher should be known about how to make communications in order to ensure the process of teaching learning ran well, not only in the school environment but also teacher should make communications and also keeping a good relation with the society (avalos, b. 2011). teacher should be able to communicate with the students, society, and parent of the students. a teacher‟s frame becomes a figure to the students through seeking to the personality and soul of their teacher (putri, n. a, 2011; mala, d. k. 2016). in this case the demands of the teacher not only to draw the lesson (sharples, m. 2002; wong, j. k. k. 2004) but the important thing is how the teacher makes the lesson becomes the area of building competition and recharge to the personal quality and soul of the students (yuni, r. 2015). teacher is always became the figured by the society (munawaroh, d. 2014; syikhul alim, m. 2010; muspiroh, n. 2016; ariansyah, b. 2016), that is why the teacher needs to know the values existing in the society in his local job. beside that personality and the way teacher‟s talk determine to their student‟s personality in the daily life. according to sagala (2000) said that there are ten of teacher‟s competences. they are: (1) acquire the basic of education, (2) acquire the material, (3) the ability to manage the program, (4) the ability to manage the class, (5) the ability to manage teaching learning interaction, (6) the ability to give the score, (7) the ability to know and translate the curriculum, (8) knowing the function and program of guidance and socialization, (9) understanding principle of teaching and the result, and (10) knowing and conducting educational administration. based on the discussion above can be concluded that every teachers due to have personality competence and social competence to be figured by their students. including at the state of vocational high school 1 in lubuk basung has strong attentions to their teachers to have personality competence and social competence that need by their students in the process of personality building and high social sense. kunandar (2007) said that student competence is: “set of ability that teachers had in order to produce appropriate and efficient work, those are: first, intellectual competence, it is set of knowledge in the individuality that needed to enhance all of the aspect of teacher‟s job. second, physical competence, it is set of physical ability that needed to enhance teacher‟s job in all situation. third, individual competence, it is set of attitude related with the individual ability to produce teachers ability self autonomous to do their transformation, identity, and self understanding. fourth, social competence, it is set of certain attitude which became basic self understanding and it took a part from the social environment and also reached of effective social interaction. fifth, spiritual competence it is understand, comprehending, and experience of spiritual norms”. according to the observation and the appearance had found at the state of vocational high school 6 in padang municipalities, teacher‟s competence was still less to the student‟s, society and their parents. this competence can be seen by phenomenons related to the individual competences below: (1) based on students said that a view teacher was still having unstable emotion, it can be seen by seeing its teacher easy to angry when facing naughty students or having a trouble. (2) lack of keeping stable emotion from teacher to the disturbing stimuli that attacked its feeling, it can cause the school relation running bad. (3) lack of attitude from the teacher to show a good example to its students, it can cause the students couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 the contribution of headmaster‟s personality competence to the teacher‟s social competence … |27 indonesian counselor association (iki) | doi: 10.23916/002017027710 appreciation to their teacher. (4) lack of communication from the teacher to its students including in teaching learning process and out of it, it can cause the harmonious situation in the school. (5) lack of carrying and participation of the teacher to student‟s parent, so it can cause the relation from the teacher to the student‟s parent not running well. according to the phenomenons above, those describe that there are factors affected to the lack of teacher‟s discipline at state of vocational high school 6 in padang municipality, that is why it needs to push to enhance the achievement of its school organization. the researcher assumed that each of factors that affected to the lack of teacher‟s discipline is the headmaster‟s personality competence. the government‟s law number 3, years 2007, about the headmaster‟s competence said that requirement of professionalism of teacher and head master is minimally have div/s-1 degree, acquired personal competence, managerial competence, entrepreneurship competence, supervision competence, and social competence. one of them should be acquired by the headmaster is personal competence. every headmaster should be acquired available personal competence. the personality of headmaster takes an important role to the goal of education, especially in teaching learning process. teacher‟s personality is also took an important role in the student‟s personality building. personality competence takes an important role in the development of student‟s personality (ulya, a. 2010; mizal, b. 2014). kunandar (2010) said that “personal competence is the ability of teacher which shows well personality, stable, mature, skillful, power, became a model to its students and having wise attitude”. these competences take an important role and its function in both of teacher and students personality building to prepare and enhance human resources and the prosperity of society, national development, and nation as far (chumaedi, a. 2012; alfian, a. a. 2013; sleman, m. t. k., & kalijaga, f. t. u. s 2009). the lack of headmaster‟s personal competences in the field of research which can be observed, as bellow: (1) the frequently of headmaster‟s come late. it showed by coming to the school 08.00 a.m. whereas the normal time was at 07.00 a.m. (2) sometimes the headmaster was busy with the personal activities in the effective time. based on the phenomenon above related with the headmaster‟s personality do not conducive with the headmaster‟s leadership. this case that headmaster does not give a model anymore to its subordinate. it also brings unstable condition to the development and enhancement of school program, which is also affected to the level of whole of school achievement. according to those phenomenon the researcher interested to conduct the research and discuss it on the title: “the contribution of headmaster‟s personality competence to the teacher‟s social competence of vocational high school”. method this research is designed by correlation research (moring, b.,2014; slavin, r. e., 1992). the aimed of the research is to know the contribution of headmaster‟s personal competence to the social teacher‟s competence at state of vocational high school 6 in padang municipality. the populations in this research are teachers from state of vocational high school in padang, totality of the population are 68 teachers. technique sample used is stratified random sampling whereas in this technique is available to heterogeneous population consisted with various group, lining or proportional level which only through simply random and systematic possibility to be chosen to group sample or certain level only (iskandar, 2009). in accordance to 68 teachers as the population will take the sample around 55 teachers. furthermore, the instrument used in this research is test validity instrument and reliability test instrument. data analysis used in the research is correlation (wherry, r. j. 2014; sugiono, 2014; rose-smith, c. 2012). results and discussions research data description related with the variables of the research, so this research got two groups of data, they are the data from headmaster„s personality competence of and teacher‟s social competence from the state of vocational high school 6 in padang municipality. the description of each data can be specified as bellow: couns-edu  vol. 2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati ,n the contribution of headmaster‟s personality competence to the teacher‟s social competence … |28 indonesian counselor association (iki) | doi: 10.23916/002017027710 the headmaster’s personality competence collecting the data from headmaster‟s personal competence (x variable) got from distributing of questionnaire to 73 respondents. the variable score of headmaster‟s personal competence from distributing of questionnaire was 91,00 in lower score until 125,00 as the higher score. beside that minimal score was 25 and maximal scoring ideally in 125. based on the result of tabulation, so the score of headmaster‟s personal competence on the average (mean) 107,75, median= 106, modus= 102,5, and standard deviation (sd)= 8,8. furthermore the score of frequency distribution and histogram can be seen on the table below: table.1 frequency distribution score of headmaster‟s personal competence of the state vocational high school 6 in padang municipality interval class absolute frequency relative frequency 9195 96100 101105 106110 111115 116120 121125 total 8 10 11 15 13 10 6 73 10,95% 13,7% 15,06% 20,54% 17,80% 13,7% 8,21% 100% frequency distribution score of headmaster‟s personality competence of the state of vocational high shcool 6 padang municipality variable can be explained on the picture bellow: picture. 1 histogram of frequency distribution score of headmaster‟s personality competence variable based on the table and histogram above, it can be seen that 20,54% from headmaster‟s personality competence score existed on the average interval class 15 persons, 17,80% from the headmaster‟s personality competence score existed on the top interval class around 13 persons. 15, 06% from the headmaster‟s personal competence score existed on the low of interval class around 11 persons. furthermore around 34 persons declared that headmaster‟s personal competence score existed on the low of average with percentage 46,56%. 0 2 4 6 8 10 12 14 16 0-91 91-95 96-100 101-105 106-110 111-115 116-120 121-125 couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 the contribution of headmaster‟s personality competence to the teacher‟s social competence … |29 indonesian counselor association (iki) | doi: 10.23916/002017027710 teacher’s social competence result of processing data to work discipline had shown that maximal score was 150, minimal score was 30, the higher score was 145, the lower score was 111, mean (average)= 127,46 , median= 126 , modus= 123, 08 and standard deviation score was 9,3. table. 2 frequency distribution score of teacher‟s social competence at the state of vocational high school 6 in padang municipality no interval class absolute frequency relative frequency 1 111115 9 12,32% 2 116120 10 13,70% 3 121125 13 17,80% 4 126130 15 20,54% 5 131135 9 12,32% 6 136140 8 10,95% 7 141145 9 12,32% total 73 100% frequency distribution score of variable of teacher‟s social competence at the state of vocational high school 6 in padang can be explained as bellow: picture 2 histogram frequency distribution score of teacher‟s social competence at the state of vocational high school 6 in padang municipality based on the histogram and table above shown that there is 20,54% from the social teacher‟s competence existed in average interval class 15 persons, 25,59% from the social teacher‟s competence score existed in the interval class 26 persons, and 43,82% from the social teacher‟s competence score existed in the low of interval class around 32 persons. 0 2 4 6 8 10 12 14 16 0 110 111 115 116 -120 121 125 126 130 131 135 136 140 141145 couns-edu  vol. 2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati ,n the contribution of headmaster‟s personality competence to the teacher‟s social competence … |30 indonesian counselor association (iki) | doi: 10.23916/002017027710 analysis regulation test hypothesis testing in this research conducted with the correlation technique. it is used to know the relation between x variable and y variable that must be filled a certain requirement, that is normality test and linearity test. normality test conducted with chi quadrate technique to x variable of headmaster‟s personal competence and y variable, teacher‟s social competence of the state of vocational high school 6 in padang municipality bellow is the table of normality testing result to both variables of the research: table 3 summary of normality testing variable variable x2 description x2 table α = 0,05 headmaster’s personality competence 5, 96 normal 9,488 teacher’s personal competence 4,171 normal 9,488 result on the table above shows that x variable of headmaster‟s personality competence, the score of x2 account 5, 96 is smaller than x2 table 9,488. it is also with the y variable of teacher‟s social competence, the score of x2 account 4,171 is smaller than score of x2 table on significant score 0,05. so, it can be concluded that both data of variables has a normal distribution. hypothesis testing in order to get the image of contribution between variables of the research, so the first step that researcher done is determined the relation and meaning of both variable of the research. the statistic technique used is correlation technique and ttest. the summary of the result of correlation test and correlation meaning between both variables of the research can be seen on the table below: table 4 result of correlation coefficient testing and correlation meaning variable x and y with r-test table and t-test table correlation coefficient r table correlation meaning (t) t table (r) α = 0,05 α = 0,05 0,36 0,207 3,25 2, 776 a counting result on the table had above shown that correlation coefficient between headmaster‟s personality competence with the teacher‟s social competence was significant in r count = 0,036> r table = 0,207 in the credibility level 95%. to know the relational meaning did by conducting ttest with the data score tcount = 3,25> ttable = 2,776 in the credibility level 95%, it means that the hypothesis of there is a significant relation between headmaster‟s personality competence with the teacher‟s social competence can be accepted. so it can be concluded that there is significant correlation between headmaster‟s personality competences with the teacher‟s social competence at the state of vocational high school 6 in padang. furthermore, the level of headmaster‟s personality competence variable (x) to teacher‟s social competence can be found by counting quadrate score from the coefficient correlation rxy2. so, the level of contribution x variable and y variable is about (0,362* 100% = 12,96%). according to this information can be concluded that contribution variable of headmaster‟s personality competence of the state of vocational high scholl 6 to the teacher‟s social competence at the state of vocational high scholl 6 is about 12,96%. couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 the contribution of headmaster‟s personality competence to the teacher‟s social competence … |31 indonesian counselor association (iki) | doi: 10.23916/002017027710 result discussion based on the result of the research at the state of vocational high scholl 6 in padang municipality, found that there is significant correlation between headmaster‟s personality competence with the teacher‟s discipline work at the significant level 95% with coefficient correlation 0,36 and correlation meaning 3,25 through ttest. bellow was the discussion of each variables: social competence variable (y) according to result of the research at the state of vocational high scholl 6 in padang municipality about the correlation of headmaster‟s personality competence with the teacher‟s discipline work got the data of teacher‟s discipline work existed in well categorize 84,97% with comparing the average score (mean) with the higher score multiple by 100%. it meant that teacher‟s social competence at the state of vocational high scholl 6 in padang municipality is well. sondang said (2011) discipline is the act of management to push management organization members filling the demand of any other of its requirements. every organization needs various demands which should be followed by its members and having standard required fulfillment (gunasekaran, a. 1998). malayu (2009) argued that a good discipline work figured responsibility of people to its job. according to result of the research shown that teacher‟s discipline work at the state of vocational high scholl 6 in padang municipality, generally exited in well categorize. if it tried to look over on the indicator of teacher‟s discipline work, so the lower indicator was the responsibility indicator, it was on the average 4,1. it caused by the officer that holded the non available work with its ability, that is why the discipline work needed a responsibility of people to follow all of the rules without existing of an effective any other things, so that it is needed high of responsibility to its work. so, by its high of responsibility, the work will be done well and brought the maximal product achievement. personal competence variable (x) based on the data gotten from respondents which meant by comparing average score (mean) with higher level score multiplied by 100% can be known the scoring of headmaster‟s personality competence was on well categorize (86,2% from ideal score). personality is whole of individuality that consist with the mental and physical element from the whole of attitude performance of people through awareness (fahrudin and ali, 2011). from the result of the research researcher found that variable of headmaster‟s personality competence at the state of vocational high scholl 6 in padang municipality, commonly existing in well categorize. if it tried to look in personality competence indicator, the lower indicator was having trace and interest of position desire indicator as the leader of education with the average 4,0. it caused by the lack of available soul of leader from the headmaster related with school‟s needed. that is why the headmaster should be having the trace of position to be effective headmaster (halliger, p., bickman, l., & davis, k. 1996). beside that the headmaster‟s personal competence figured personal steady, stable, mature, wise, and authority, became a model and also wise character. the effort to increase the trace and interest as the headmaster is having trace position to be effective headmaster, having soul of leader which is available with the school needed (chapman, j. d., & international institute for education planning, 2005). the contribution of headmaster‟s personal competence to the teacher‟s social competence result of testing hypothesis shown that there is a significant meaning between headmaster‟s personality competence with teacher‟s social competence, through rcount = 0,36> rtable = 0,207 on the level of credibility 95%. it meant that there is significant relation between personality competence with teacher‟s social competence at the state of vocational high scholl 6 in padang municipality, the score of the result of testing significance relation was tcount= 3,25> ttable= 2,776 on the level of credibility 95%. so, according to this information there is significant relation between headmaster‟s personality competence to the teacher‟s social competence at the state of vocational high scholl 6 in padang municipality. it is also informed that each of factors affected to the teacher‟s social is headmaster‟s personality competence. it is related with the malayu (2010) argued that a good leader is a person who gives a good model, having a good discipline, honest, fair, and suit between spoken and action. through good couns-edu  vol. 2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati ,n the contribution of headmaster‟s personality competence to the teacher‟s social competence … |32 indonesian counselor association (iki) | doi: 10.23916/002017027710 personality leading will produce good teacher‟s social competence (berkowitz, m. w., & bier, m. c. 2004; fullan, m. 2011), but in contrast with this, a bad personality leading will produce lack of teacher‟s personality in associate to school environment. furthermore, by using coefficient correlation rcount= 0,36> rtable = 0,207, on the level of credibility 95% gotten score of headmaster‟s personality competence to the teacher‟s social competence on the score 12,96%. it means that teacher‟s social competence at the state of vocational high scholl 6 in padang municipality determined by the headmaster‟s personality competence, remainder determined by others factor which affected, whether in direct or not that do not discuss in this research. conclusions according to result of the research and hypothesis testing about relation headmaster‟s personality competence with the teacher‟s social competence at the state of vocational high scholl 6 in padang municipality can be concluded like this one: (1) headmaster‟s, teacher‟s personality competence at the state of vocational high scholl 6 in padang municipality is good, with the level of achievement score 86,2%. (2) teacher‟s social competence at the state of vocational high scholl 6 in padang municipality is also existed in a good categorize, with the level of achievement score 84,97%. (3) there is a significant relation between headmaster‟s personality competence with the teacher‟s social competence at the state of vocational high scholl 6 in padang municipality with the coefficient correlation rcount = 0, 36> rtable = 0,207 on the level of credibility 95%. the level contribution of headmaster‟s personality competence is relatively insignificant to the teacher‟s social competence at the state of vocational high scholl 6 in padang. it means that headmaster‟s personality competence gives a contribution to the teacher‟s social competence at the state of vocational high scholl 6 in padang municipality around 12,96%. accordingly, it can be suggested as bellow: (1) it is hoped for the headmaster‟s of the state of vocational high scholl 6 in padang municipality to increase its personality competence, such as wise attitude , integrity, having a strong desire on self development, fair, controlling himself when meeting with the work problem, having trace and interest of position as the education leader. because, a good personality of leader will bring teacher‟s discipline work too, (2) it is hoped to the teacher of the state of vocational high scholl 6 in padang municipality became an input or information in the development of teacher‟s social competence at the state of vocational high scholl 6 in padang municipality. that is why, teacher may do various of effort, such as on time, awareness, loyalty and responsibility in doing work in order to increase its work‟s discipline, (3) it is hoped to supervisor to enhance the supervision in order to make headmaster and teacher always be improved their competency especially headmaster‟s personality of headmaster and teacher‟s social competence, whereby it can be improved the harmonious relation between the headmaster as the leader to the teacher as the educator, (4) the writer, to add the insight and knowledge about the relation of headmaster‟s personality competence with the teacher‟s social competence as well as applied the knowledge gotten during lecturing process. acknowledgments we would like to thank universitas negeri padang for the grant. finally, we express much gratitude to all students who participated on this research. references adiputra, i. n., sugihartini, n., wahyuni, d. s., & sunarya, i. m. g. (2014). pengembangan e-modul pada materi “melakukan instalasi sistem operasi jaringan berbasis gui dan text” untuk siswa kelas x teknik komputer dan jaringan smk negeri 3 singaraja. alfian, a. a. (2013). upaya guru pendidikan agama islam dalam meminimalisir kekerasan siswa melalui program pembiasaan di kelas viii smp negeri 2 sewon bantul (doctoral dissertation, uin sunan kalijaga). ariansyah, b. (2016). hubungan kompetensi sosial guru terhadap motivasi ekstrinsik siswa di mts alittifaqiah indralaya ogan ilir.(skripsi) (doctoral dissertation, uin raden fatah palembang). couns-edu  the international journal of counseling and education vol.2, no.1, march 2017 the contribution of headmaster‟s personality competence to the teacher‟s social competence … |33 indonesian counselor association (iki) | doi: 10.23916/002017027710 ariyanti s, h. e. n. y. (2008). peningkatan hasil belajar biologi pokok bahasan sistem peredaran darah dengan model pembelajaran tipe think-pair-share pada siswa kelas viii c smp muhammadiyah 7 surakarta tahun ajaran 2007/2008 (doctoral dissertation, universitas muhammadiyah surakarta). arnawa, i. k. (2012). determinasi latihan kerja, kompetensi kewirausahaan dan bimbingan karier terhadap kesiapan kerja siswa smk negeri kelompok teknologi dan rekayasa di kabupaten buleleng. jurnal administrasi pendidikan, 3(2). avalos, b. (2011). teacher professional development in teaching and teacher education over ten years. teaching and teacher education, 27(1), 10-20. berkowitz, m. w., & bier, m. c. (2004). research-based character education. the annals of the american academy of political and social science, 591(1), 72-85. chapman, j. d., & international institute for educational planning. (2005). recruitment, retention, and development of school principals. international institute for educational planning. chumaedi, a. (2012). hubungan kompetensi pedagogik guru dengan motivasi belajar siswa kelas x pada mata pelajaran tarikh di sma muhammadiyah sewon bantul yogkyakarta (doctoral dissertation, perpustakaan uin sunan kalijaga). departemen pendidikan nasional. (2005). undang-undang nomor 14 tahun 2005. tentang guru dan dosen. jakarta: depdiknas. depdiknas. (2007). peraturan menteri pendidikan nasional republik indonesia nomor 13 tahun 2007 tentang standar kepala sekolah/madrasah. jakarta: depdiknas. fachruddin dan ali. (2011). pengembangan profesionalitas guru. jakarta: gaung persada. fitriani, l. (2012). kecerdasan emosional pada guru taman kanak-kanak (studi deskriptif). fullan, m. (2011). the six secrets of change: what the best leaders do to help their organizations survive and thrive. john wiley & sons. gunasekaran, a. (1998). agile manufacturing: enablers and an implementation framework. international journal of production research, 36(5), 1223-1247. hallinger, p., bickman, l., & davis, k. (1996). school context, principal leadership, and student reading achievement. the elementary school journal, 96(5), 527-549. indonesia, p. r. (2003). undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional. indriyanti, n., & ivada, e. (2013). faktor-faktor yang memengaruhi minat melanjutkan pendidikan ke perguruan tinggi pada siswa kelas xii akuntansi smk negeri 6 surakarta tahun 2013. jupe-jurnal pendidikan ekonomi, 1(2). iskandar. (2009). metodologi penenlitian pendidikan dan sosial. jakarta: gaung. kunandar. (2010). guru profesional. jakarta: rajawali press. maghfiroh, a. (2010). peran kepala sekolah sebagai supervisor dalam peningkatan mutu guru pai di smp nasima semarang (doctoral dissertation, iain walisongo). mala, d. k. (2016). bimbingan guru (pai) dalam membina akhlak peserta didik di mts negeri aryojeding tahun ajaran 2015/2016. malayu, s. p. hasibuan. 2009. manajemen sumberdaya manusia. jakarta: bumi aksara. masyruroh, n. (2010). pengaruh kompetensi kepribadian guru pai terhadap kegiatan belajar mengajar pai di uptd smp negeri 1 sumbergempol, tulungagung. mizal, b. (2014). pendidikan dalam keluarga. dalam jurnal ilmiah peuradeun, 2(3). moring, b. (2014). research methods in psychology: evaluating a world of information. ww norton & company. munawaroh, d. (2014). kompetensi sosial guru pai dan relevansinya dengan pembentukan karakter siswa di smk negeri 1 nglipar gunungkidul (doctoral dissertation, uin sunan kalijaga). muspiroh, n. (2016). peran kompetensi sosial guru dalam menciptakan efektifitas pembelajaran. edueksos: jurnal pendidikan sosial & ekonomi, 4(2). couns-edu  vol. 2, no.1, march 2017 available online: http://journal.konselor.or.id/index.php/counsedu nellitawati ,n the contribution of headmaster‟s personality competence to the teacher‟s social competence … |34 indonesian counselor association (iki) | doi: 10.23916/002017027710 muspiroh, n. (2016). peran kompetensi sosial guru dalam menciptakan efektifitas pembelajaran. edueksos: jurnal pendidikan sosial & ekonomi. purnomo, e., & munadi, s. (2005). evaluasi hasil belajar dalam implementasi kurikulum berbasis kompetensi di sekolah menengah kejuruan. jurnal cakrawala pendidikan, (2). putri, n. a. (2011). penanaman nilai-nilai pendidikan karakter melalui mata pelajaran sosiologi. komunitas: international journal of indonesian society and culture, 3(2). rose-smith, c. (2012). a correlational analysis of leadership traits and styles of emergency managers related to effective emergency management. walden university. sagala,syaiful. (2011). kemampuan professional guru dan tenaga kependidikan. bandung: alfabeta. sharples, m. (2002). disruptive devices: mobile technology for conversational learning. international journal of continuing engineering education and life long learning, 12(5-6), 504-520. slavin, r. e. (1992). research methods in education. allyn & bacon. sleman, m. t. k., & kalijaga, f. t. u. s. (2009). upaya musyawarah guru mata pelajaran (mgmp) fiqih kabupaten sleman dalam peningkatan profesionalisme guru fiqih. sondang p. siagian. (2011). manajemen sumber daya manusia. jakarta: bumi aksara. sugiyono. (2014). metode penelitian kuantitatif, kualitatif, dan kombinasi (mixed methods). bandung: alfabeta. surya, h. (2010). jadilah pribadi yang unggul. elex media komputindo. syaikhul alim, m. (2010). pengaruh kualifikasi pendidikan, keikutsertaan diklat dan sikap pada profesi terhadap kompetensi guru pai sd di kabupaten pekalongan (doctoral dissertation, iain walisongo). ulya, a. (2010). strategi kepala sekolah dalam peningkatan mutu tenaga pendidik di sdi hidayatullah semarang (doctoral dissertation, iain walisongo). wherry, r. j. (2014). contributions to correlational analysis. academic press. wong, j. k. k. (2004). are the learning styles of asian international students culturally or contextually based?. international education journal, 4(4), 154-166. yasin, m., & ansori, a. (2014). pengembangan modul transmisi otomotif mobil untuk meningkatkan kualitas hasil belajar siswa kelas xii di sekolah menengah kejuruan. surabaya: universitas negeri surabaya. yuni, r. (2015). kompetensi pedagogik guru sekolah dasar se kecamatan kretek kabupaten bantul (doctoral dissertation, universitas negeri yogyakarta). yuniarti, y., harsono, n., & istianti, t. (2015). penggunaan model brainstorming untuk meningkatkan kreativitas berpendapat siswa dalam pembelajaran ips di sekolah dasar. jurnal pgsd kampus cibiru, 3(2). couns-edu  the international journal of counseling and education vol.2 no.4, month 2017, pp. 160-165| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/002017026740 received on 02/24/2017; revised on 02/27/2017; accepted on 10/17/2017; published on: 12/30/2017 160 islamic-based counseling services in developing self-concept of street children in rejang lebong regency *)corresponding author, e-mail: unifadila@yahoo.co.id abstract this study aimed to comprehend and explain the condition of street children's self-concept in rejang lebong regency by focusing on islamic-based counseling services. this research is mixed. the number of samples were 36 street children in rejang lebong regency. the researcher chose purposive sampling method. the results of pre-test indicated that the average value of street children's self-concept before being given treatment equal to 84.04, while after being given guidance and counseling services through an islamic perspective, it was increased to 90.56, while the results of t value are at -11 791 by 0000 sig. because sig were at <0.05, then we can conclude that ha was acceptable and it means the street children's self-concept before and after given guidance and counseling services by islamic perspective were different, thus it can be concluded that the concept of guidance and counseling services through islamic perspective influenced/enhanced the street children's self-concept. keywords: islamic-based counseling services, street children’s self-concept. how to cite: fadila, f. (2017). islamic-based counseling services in developing self-concept of street children in rejang lebong regency. couns-edu: international journal of counseling and education, 2(4): pp. 160-165. doi:https://doi.org/10.23916/002017026740 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017. indonesian counselor association (iki). introduction self-concept is an individual assessment on him or herself including the characteristics, qualities, capabilities, and actions (woolfolk, in j. anitha and g. parameswari, 2013:30), and also a manifestation to seek a reflection of themselves inserted into the self-awareness so that individuals evaluate their selfassessment of outsiders such as parents, teachers and other adults (oscar a. barbarin, barbara hanna wasik. 2009: 150) as well as what desired by that person (burns, rb 1993: vi). in other words, a selfconcept of all individuals are not innate, but formed due to interactions with everyone around in line with the process of individual development (judith oktaria kristiani pardede. 2008: 147). it is formed and proceeded since in early ages (melanie d. murmanto. 2007:68) gradually by the emergence of perspective capability (simon in hendriati agustiani, 2006: 143), even the results from communications, the way people treat him or her, what was said about himor herself, as well as their status in a group where they are identified (hurlock, elizabeth b., 2010: 238-239) played a role in the formation. even children peer groups take the second position after his parents in influencing the self-concept (d'abreu, r.c., mullis, a.k., and cook, l.r. 1999: 745-751). burns stated that, a self-concept was a mixed image of what one thinks, the opinion of others about him or her, and what they desire (burns, r. b. 1993: vi). william d. brooks (in jalaluddin rachmat) hartini1, fadila fadila*)2 12stain curup http://dx.doi.org/10.23916/002017026740 couns-edu  the international journal of counseling and education vol.2, no.4, 2017 islamic-based counseling services in developing self-concept of street children in rejang lebong regency| 161 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026740 emphasized the self-concept includes psychological, social, and physical perceptions toward themselves obtained from varied experiences and interactions to others. (jalaluddin rachmat, 2003: 99). the people having a good self-concept will always be on optimist, dare to try new things, be succeeded nor fail. and they are also confident, enthusiastic, feeling of self-worth, dare to set life goals, behave and think positive, and they might be reliable leaders (melanie d. murmanto, 2007: 67). positive self-concept makes a person always be an optimist in looking into the future and undergo various changes, then will perform and able to receive as well as recognize various weaknesses to be followed up by improvement. so, it is a positive view and respects ourselves and others to obtain the tendency of a positive response from others and environment. while the negative self-concept according to william d. brooks and philip emmert (in jalaluddin rachmat, 2003), include: 1) too sensitive for criticism, which tends to "could not cope" with others' criticism which considered as the attempts to bring down their self-esteem. they also insisted on maintaining their opinions even by illogic reasons, 2) responsiveness of praise. a person with the negative self-concept always be enthusiastic when receiving a compliment, 3) hyper-critical. a personal with a negative self-concept always complain, criticize, or underestimate anyone or anything. they are not able to appreciate and recognize the excess of others, 4) disposed to feel disliked by others. they regard others as enemies, so they cannot build a good relationship then. they also never blame themselves, and just think that they are the victims of a wrong social system. 5) being pessimistic about the competition. they feel reluctant to compete with anyone else because they just think that they cannot (jalaluddin rachmat, 2003: 105). as a further discussion, is this negative self-concept being experienced by street children? street children are kids spending time on the streets either to work or not, have ties with their families or not and hold a strategy to sustain life (makmur sanusi, jakarta: mosa). while in islam, fiqh scholars called it the laqit–a child who has not reached the age of puberty yet and found on the road or lost on the road and his or families are unknown (abdul manan 2003: 119). general director of mosa ri in social welfare building subs essentially classifies them into two groups by providing the following characteristics, namely: 1. street children living on the street. a. break the parental relationships or have not met their parents for long times, b. take the time about 8-10 hours to work and then knocking around for the rests, c. their occupations are buskers, beggars, and scavengers, d. the average ages are under 14, e. generally, they do not want to go back to school (mulandar, surya (ed.) 1996: 177). 2. street children working on the streets. a. connect irregularly to their parents, coming home every day or periodically, b. being on the streets for 4-12 hours to earn money, c. settled in a rented house, by means of collective payment, d. unschooled (supartono. 2004: 20). according to consortium (1996) in atwar bajari, street children are divided into three classifications. first, the child overseas or independent, characterized by working on the streets, living far alone from parents, accidentally wander in search of work, the residence is not settled or rented a house with friends, his or her time used to earn money. second, children working on the streets, which is marked by coming back home, living with their parents or siblings, the time used to make money, some of them are still going to school. third, the indigenous street children, characterized by separated from families, homeless, usually work to reach a special target such as eating or smoking, and do not live settled (atwar bajari, 2012: 21). various classifications are formed and developed by times, so that this phenomenon gets lots of attentions, because the diverse problems and conflicts in society have an impact towards comfort and peace of life, where many street children become the perpetrators and also victims of criminal acts, lewd and sexual abuse should be given support, but most of the guidance and directions given in the form of psychological and sociological counseling, just less in religious one, whereas indonesian community have faith and religion, even 85% of indonesians are moslems. couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu fadila fadila & hartini islamic-based counseling services in developing self-concept of street children in rejang lebong regency|162 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026740 in response, the author feels that there should be a real action in helping them by giving a counseling service using islamic perspective, because the observation's results showed that most of street children’s self-concept are unfocused and do not match to the stages of adolescent development, so, the counseling services by islamic perspective expected to form and develop the self-concept in accordance with development tasks and regulations as a religious community. counseling services by islamic perspective is one of efforts which should be made in helping various complications and difficulties experienced by street children. because counseling is a process which can help a counselor to help counselees to interpret the facts relating to the choice, plan, or adjustment needed (glenn e. smith (1955, p. 156)). in the implementation, there is a communication between individual and therapist in studying experiences integrated to the client which wanted to be changed (carl rogers, 1952, p 70). those marked with the interaction between two individuals called by counselor and client; it takes place in a professional environment, started and maintained as a means of facilitating changes in client's behavior (harold pepinsky and pauline pepinsky, 1954, p. 3). the interaction process is personal between counselor and client, can be in the form of providing various information in order to stimulate clients to develop behaviors enabling clients to deal with themselves and environment in the more effective way (edwin c. lewis, 1970, p. 10), so that the counseling process helps individuals to be more aware and the ways they responded to environment. furthermore, counseling can help individuals to build some personal meanings for behaviors, and develop as well as clarify goals and values for the future behavior (donald h.blocher, 1974. p. 7). a concrete action will be given to street children is a counseling service by islamic perspective in accordance with their problems and necessities, such as various services and supporting activities in counseling which based on the qur'an and hadith as guidance for moslems. the process of islamic guidance and counseling through the three pillars of esq theory by ari gina agustian, the way 165 (2016: 175). that is 1 (one) charity heart (value) on god spot, 6 (six) moral principles based on the six pillars of islam, 5 (five) successful steps by the five pillars of islam. anwar sutoyo (2009: 205) states that the islamic counseling is an attempt to help individuals or counselees learning to develop nor getting back to the nature of faith by empowering fitrah (physical, spiritual, passion, faith). counselees invited to learn and implement the guidance of allah and his rasul, in order that the existing natures in individuals or counselees grow and function properly. in the end, counselees expected to be survived and gained the true happiness in world and afterlife. so that the religion will be able to free street children from adversity or varied problems and conflicts experienced, especially regarded to the selfconcept of street children who have an impact on their lifestyles and behaviors. noted that 96% of people in rejang lebong are moslem therefore, can islam form street children's self-concept in rejang lebong regency? the number of unaccompanied children reached the numbers of 617 included street children. another thing encourages the importance of this research is the fact that many criminal cases and immoral carried out by street children and even some of them became the victims. so, we can understand that the development of street children’s communities must not be grown up more but reduced, or increasing the quality of street children life through the development of self-concept using counseling services by islamic perspective in rejang lebong regency. method this is a mixed research, a methodology covering the full processes of research including the philosophical assumptions; research questions; designs; data collection methods of analysis, and integration; and reporting structure (creswell & plano clark, 2011; greene, 2007; tashakkori & teddlie 2010; teddlie & tashakkori, 2009). combining qualitative and quantitative approaches using the experimental methods provide a wide range of counseling services through islamic perspective which needed by street children and in accordance to their problems obtained by interviews and observations. to notice the effectiveness of counseling services by islamic perspective in improving the self-concept of street children, the researcher first gave the questionnaires as a pre-test, and then ended by giving post-test couns-edu  the international journal of counseling and education vol.2, no.4, 2017 islamic-based counseling services in developing self-concept of street children in rejang lebong regency| 163 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026740 questionnaires. the samples were 36 street children in rejang lebong regency. then, using the purposive sampling technique based on predefined criteria, so, the samples were street children who wanted to follow the interview (in depth-interview) and fill the questionnaires. the instruments were questionnaires, interviews and observations. the technique of data analysis was percentages formula and data triangulation in order to answer the self-concept of street children in rejang lebong. results and discussions an overview of street children’s self-concept in rejang lebong based on the data from questionnaires distributed, can be described that nearly half of street children in rejang lebong regency feel confident becoming street children because they can have a lot of friends, even though on interviews and observations done by the researcher, they just obtained friends from the same community. they also feel more responsible because of taking most of their times to work, and get the results to help their parents, school fees and food costs. this condition appears as the basic reason for street children to play the same roles in streets, both unschooled or not. for school kids, educational conditions undertaken are not the same as other children, because the interview results to the teachers in mis guppi showed that the students working after school and even at the school time often experiencing problems in carrying out the educational process as they rarely go to school, when the teachers tried to process this condition, in order to make those students be able to go to school as others, so many children stated that they did not want to be in school anymore. so, the teachers forced to ignore this mess, whether want or not. the street children also found the bravery to face any conditions since forged by the various circumstances passed by on the street and had to be alert and suspicious about people outside. street children found that they had to attract other’s compassion and look shabby, but basically, they should be able to recite qur'an and communicate courteously, while the interview’s results proved that they could not do that, deceitful, communicated disrespectfully and susceptible for committing criminal acts, and these were also strengthened by the questionnaires distributed. street children also realize the need of having a sense of mutual help and sensitive, especially to their fellows in community, as when their friends were being disturbed by other groups, they do not hesitate to fight and help then. this condition indicated that emotions controlling sometimes become difficult. through the counseling services by islamic perspectives in developing street children's self-concept in rejang lebong regency, obtained an overview of self-concept which given a counseling service then, a service oriented to the development of talents and interests as a gift from allah. information services, by the first material is a communication pattern. the second, iq, eq and sq. third, all about drugs and the dangers. and the last one, self-management. placement and distribution services by channeling street children dropped out of school to go back. content mastering services, by the first material is creating varied works from recycled materials. second, to learn about reciting qur'an, iqamah, and adzan. third, learn to pray. individual counseling, the discussion about personal issues. the set of street children's data gotten from their parents, friends and family as well as neighbors and local government. home visits, go to street children's home to provide individualized counseling services. here are the descriptions of street children's self-concept in rejang lebong regency after given counseling services. based on the post-test given, the data showed that 60% of street children did not feel happy anymore being on the road. on the working role, 49% of their income will be given to the family. 37% of them noticed the physical appearance. the percentages of feeling disgusted by others dropped to 25%. on ethical and moral, 34% of them are still impolite in having a conversation. in the hope, 47% of them want to continue the educational process in school. on the interaction, 17% will still often be the victims of bullying. 20% of street children are still judged as disheveled and slovenly. thus, compared to the child's self-concept based upon the results of pre-test, the amount is increased after given counseling services as illustrated in the table and graphics above. the pre-test results indicated that the average value of street children's self-concept before being given the treatment equal to 84.04, while after the guidance and counseling services by islamic perspective given, couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu fadila fadila & hartini islamic-based counseling services in developing self-concept of street children in rejang lebong regency|164 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026740 the average was increased to 90.56. the results of t count value at -11 791 by 0000 sig. because sig <0.05, it can be concluded that ha is accepted, it means that self-concept of street children before and after given guidance and counseling services by islamic perspective were different, thus it can be concluded that the concept of guidance and counseling services by islamic perspective influenced or enhanced their selfconcept. conclusions the results of this study concluded that the guidance and counseling services by islamic perspective can improve the self-concept of street children in rejang lebong regency, i.e. there is a change in the mindset towards themselves and future plan by a wish to continue their education, participating in various activities to boost the competence owned, and regulating as well as organize their daily activities by principles of islamic religion that has been known and understood. references abdul manan, “masalah pengakuan anak dalam hukum islam dan hubungannya dengan kewenangan peradilan agama”. mimbar hukum no. 59 th. xiv january-february 2003 edition, p. 119. anwar sutoyo. (2009). “bimbingan konseling islam (teori dan praktik)”. pustaka pelajar, jogya. ari ginanjar. (2007). “emotional spiritual quotient”. arga publishing, jakarta. atwar bajari, anak jalanan (dinamika komunikasi dan perilaku anak). jakarta: humaniora, 2012, p. 21. bpppa.bengkuluprov.go.id/ver3/index.php/daim/buku/downloaded burns, r. b. (1993). konsep diri: teori, pengukuran, perkembangan, dan perilaku. (translator: eddy). jakarta: arcan. p. vi. carl r. rogers. (1954). “'client-centered' psychotherapy ". scientific american, 187 p. 70. creswell, j. w., & plano clark, v. l. (2011). designing and conducting mixed methods research (2nd ed.). thousand oaks, ca: sage. d’abreu, r.c., mullis, a.k., and cook, l.r. (1999). “the resiliency of street children in brazil”. adolescence vol. 34 p. 745-751. donald h. blocher. (1974). developmental counseling, 2nd ed. new york: ronald press, p. 7. edwin c. lewis. (1970). the psychology of counseling new york: holt, rinehart and w"msron, p. 10. glenn e. smith. (1955). counseling in the secondary school, new york: macmillan, p. 156. greene, j. c. (2007). mixed methods in social inquiry. san francisco, ca: jossey-bass. harold pepinsky and pauline pepinsky. (1954). counseling theory and practice, new york: ronald press, p.3. hendriati agustiani. (2006). psikologi perkembangan: pendekatan ekologi kaitannya dengan konsep diri dan penyesuaian diri pada remaja. bandung: pt refika aditama. p. 143. hurlock, elizabeth b. (2010). perkembangan anak. edisi keenam: jilid 2. (alih bahasa: med. meitasari tjandrasa). jakarta: erlangga. p. 238-239. j.anitha1 and g. parameswari. (2013). correlates of self-concept among high school students in chennai city, tamilnadu, india. international journal of current reseach and academic review.issn. 2347-3215 volume 1 number 4. p. 30. jalaluddin rakhmat. (2003). psikologi komunikasi. edisi revisi. bandung: pt remaja rosdakarya, p. 99. melanie d. murmanto. (2007). pembentukan konsep diri siswa melalui pembelajaran partisipatif (sebuah alternatif pendekatan pembelajaran di sekolah dasar). jurnal pendidikan penabur (no.08/th.vi). p. 67. mulandar, surya (ed.). dehumanisasi anak marginal: berbagai pengalaman pemberdayaan. bandung: akatiga, 1996. p. 177. oscar a. barbarin, barbara hanna wasik. 2009. handbook of child development and early education. the guilford press. new york, p. 150. sunusi makmur, beberapa temuan lapangan survei anak jalanan dan rencana pananganan di jakarta dan surabaya (jakarta:depsos). supartono. 2004. bacaan dasar pendamping anak jalanan.semarang: yayasan setara. p. 20. tashakkori, a., & teddlie, c. (eds.). (2010). sage handbook of mixed methods in social and behavioral research (2nd ed.). thousand oaks, ca: sage. teddlie, c., & tashakkori, a. (2009). foundations of mixed methods research. thousand oaks, ca: sage. couns-edu  the international journal of counseling and education vol.2, no.4, 2017 islamic-based counseling services in developing self-concept of street children in rejang lebong regency| 165 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026740 yudit oktaria kristiani pardede. (2008). konsep diri anak jalanan usia remaja. jurnal psikologi (volume 1, no.2). p. 147. couns-edu the international journal of counseling and education vol. 7, no. 3, 2022, pp. 89-103 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220739020 received on 06/03/2023; revised on 27/03/2023; accepted on 27/03/2023; published on 27/03/2023 89 reconciling organic-medical and psychological paradigms in the study of counselors’ cognitive flexibility: a critical literature review luthfita cahya irani*), nur hidayah, m. ramli universitas negeri malang, indonesia *)corresponding author, e-mail: luthfita.cahya.2201119@students.um.ac.id abstract cognitive flexibility of a counselor or therapist refers to their ability to adapt their cognitive approach to the unique needs and circumstances of their clients. this requires the ability to recognize and adapt to the unique cognitive processes and thought patterns of each individual. in the contextual development of cognitive flexibility in counselors, the organicmedical paradigm and the psychological paradigm have led to a revolution. the existence of these two paradigm perspectives necessitates a unique study that bridges the concept of understanding the two paradigms holistically in order to enhance the cognitive flexibility of the counselor. the purpose of this study is to investigate where the organic-medical paradigm and the psychological paradigm intersect when examining the cognitive flexibility of the counselor. the research design was quantitative and based on a critical literature review. the research focuses on three major components: (1) context issues regarding counselor cognitive flexibility from the perspective of the medical organic paradigm and psychological paradigm; (2) issues regarding the main implicit and boundary problems of counselor cognitive flexibility on professional work performance based on literature research data; and (3) the most promising questions for future research development. in this article, the research findings are discussed further. keywords: counselors’ cognitive flexibility, organic-medical paradigm, psychological paradigm how to cite: zaim, r. l., dewata, i., carlo, n., & umar, i. (2022). the influence of age, length of stay, and gender factors on clean and healthy living behaviors. couns-edu: the international journal of counseling and education, 7(2), 69–76. https://doi.org/10.23916/0020220739020 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction cognitive flexibility is the ability to think flexibly and quickly adjust thinking and behavior according to different situations. according to (sapmaz & doğan, 2013) cognitive flexibility is a part of cognitive executive function that refers to the ability to switch between thinking about two different concepts or to think about multiple concepts simultaneously. menurut (tei & fujino, 2022) cognitive flexibility is important for professional counselors because counselors work with a variety of individuals who have different backgrounds, problems and preferences. by having cognitive flexibility skills, counselors can be more effective in dealing with challenges and complexities that arise during counseling sessions. therefore, in the educational process counselors need to integrate a learning curriculum that is truly capable of stimulating cognitive flexibility optimization of prospective counselors. the process of measuring cognitive flexibility cannot be separated from the design of a learning curriculum that can stimulate cognitive flexibility in aspiring counselors in the education sector. methods https://doi.org/10.23916/0020220739020 mailto:luthfita.cahya.2201119@students.um.ac.id https://doi.org/10.23916/0020220739020 couns-edu  vol. 7, no. 3, 2023 available online: http://journal.konselor.or.id/index.php/counsedu irani et al. reconciling organic-medical and psychological paradigms … | 90 indonesian counselor association (iki) | doi: 10.23916/0020220739020 and instruments utilized to measure cognitive flexibility can vary (bilgin, 2009; martin & anderson, 1998; önen & koçak, 2015). cognitive flexibility (cf) is viewed, according to the organic-medical paradigm, as a skill that depends on healthy and normal brain function. according to this paradigm, cf depends on the central nervous system's capacity to process information accurately and rapidly. under the organicmedical paradigm, cognitive flexibility can be precisely measured using medical instruments like fmri and eeg. however, it is difficult to apply these two tools to the counselor education sector. this is because eeg equipment is relatively expensive to use(wu & koutstaal, 2020). this may be out of reach for most educational institutions. moreover, eeg data collection takes a considerable amount of time, and the complexity of data analysis can extend the time required. even measuring cognitive flexibility with eeg necessitates extensive clinical knowledge and technical expertise. to save time, effort, and money, most cognitive flexibility assessments in the education sector rely on self-report. in contrast, the psychological paradigm defines cognitive flexibility (cf) as the capacity to shift perspectives and adapt to various situations (huang et al., 2022). cf is one of the many cognitive skills required for successful environmental adaptation. in this paradigm, cognitive flexibility can be measured through self-report by completing a questionnaire or rating scale. the cf questionnaire consists of a list of statements that assess a person's capacity to adopt new perspectives and adapt to new circumstances. however, the weakness of measuring cognitive flexibility through self-report can be influenced by subjectivity bias and the tendency of participants to provide answers that are deemed expected or positive (spiro et al., 2006). in addition, self-report cannot provide an accurate depiction of the brain activity associated with cognitive flexibility. therefore, the use of self-report measurements in evaluating cognitive flexibility must be balanced with other measurements that can be measured more objectively, such as neuropsychological or brain scanning technology measurements (dennis & vander wal, 2010). the organic-medical paradigm and the psychological paradigm have different views on cognitive flexibility. the organic-medical paradigm tends to view cognitive flexibility as the result of biological or organic conditions related to brain function, while the psychological paradigm views it as the result of complex psychological processes. meanwhile, the psychological paradigm views cognitive flexibility as an individual's ability to adapt and move from one task or situation to another task or situation effectively and efficiently. this ability involves several complex cognitive processes, including the ability to understand, recognize, and adapt to changes in different tasks or situations. in the psychological paradigm, there are several factors that affect cognitive flexibility, such as genetic factors, social environment, and individual experiences in dealing with different situations. in this case, the psychological approach focuses more on increasing cognitive flexibility skills through psychological interventions, such as cognitive training or cognitive behavioral therapy (bilgin, 2009; sprinthall et al., 1966). the divergent perspectives on the two paradigms can impede the development of a conceptual framework for cognitive flexibility. not only in the context of learning, but also in the context of professional performance, the executive function of the brain plays an important role in demonstrating adaptive capacity. in addition, it is feared that the existence of a barrier in comprehending the conceptual framework of cognitive flexibility in the organic-medical paradigm and the psychological paradigm will impact the preparation of future counselors whose professional orientation will involve a great deal of work in the field of mental health. thus, it is possible to produce professional counselors who lack cognitive flexibility qualifications. the purpose of this study is to investigate holistically the intersectional perspectives of the organic-medical paradigm and the psychological paradigm in framing the concept of cognitive flexibility. it is anticipated that integrating organic-medical and psychological paradigms into the understanding and management of counselor cognitive flexibility will improve the quality of counseling services and the psychological well-being of patients. methods this paper is based on a critical literature review because it is an efficient qualitative method for determining where the current discourse on a given topic stands. (schryen, g., wagner, g., benlian, a., par´e, g., 2020) argue that a critical literature review is a valuable strategy for an understanding objective that seeks to summarize existing knowledge in a particular field and suggest future research directions. saunders and rojon (2011) concur that a critical literature review is the most effective method for achieving this goal, as well as for assessing the current state of discussion, identifying areas of expertise, couns-edu  the international journal of counseling and education vol. 7, no. 3, 2022 reconciling organic-medical and psychological paradigms … | 91 indonesian counselor association (iki) | doi: 10.23916/0020220739020 and determining research priorities. a critical literature review differs from others in that it emphasizes current strengths and weaknesses in order to advance new hypotheses. on the basis of fig. 1, researchers chose exploratory qualitative research (cortellazzo et al., 2019) because they desired a comprehensive understanding of the present and were willing to provide evidence for the study's continued development. the purpose of this study was to identify and incorporate all significant contributions to this field. (table.1) fig. 1 the research stages of the critical literature review a. stage 1. design of investigation this stage focuses on investigating differences and identifying gaps in research on cognitive flexibility from the point of view of the organic-medical paradigm and the psychological paradigm. the current research body's analysis was intended to find out how scientific studies relate to the definition and use of physical issues in different fields. this made it possible to come up with the following research questions: first research question, what are the differences and similarities between the organic-medical and psychological perspectives on the concept of cognitive flexibility in counselors? second research question, what are the primary implications and limitations of cognitive flexibility issues in counselors on their professional work performance, based on the reviewed literature? third research question, what are the most promising question for future research developments? the next step, following the compilation of research question formulations, is to identify the paper's criteria. (a) to obtain a conceptual framework referring to research objectives that focus on the issue of cognitive flexibility counselors in the organic-medical paradigm and psychological paradigm; (b) to obtain couns-edu  vol. 7, no. 3, 2023 available online: http://journal.konselor.or.id/index.php/counsedu irani et al. reconciling organic-medical and psychological paradigms … | 92 indonesian counselor association (iki) | doi: 10.23916/0020220739020 theoretical clarifications and implications; (c) to obtain an overview of the future research agenda focusing on recommendations and weaknesses. in this initial phase, the procedure for obtaining papers, namely through the scopus and google scholar databases, is determined. the selection of the scopus database is based on the most prevalent criteria used in bibliometric research in the field of counseling and related disciplines. the scopus database, on the other hand, provides bibliographic data such as indexed documents, article title, article type, author, author's institutional affiliation, keywords, abstract, number of citations, journal name, publisher name and address, year of publication, volume and issue number, and a list of cited references is available for analysis . 2015). in the meantime, the google scholar database was chosen due to its comprehensive coverage of numerous research articles and its relative precision. to form a reliable data set extracted from the scopus database for the ultimate purpose of developing a framework, a quantitative qualitative approach was adopted, structured from the coding standards used and proposed by various authors such as (zupic and cater, 2015). b. stage 2. review analysis this stage consists of two phases: statistical analysis, which is conducted quantitatively, and content analysis, which is conducted qualitatively.during the statistical analysis (quantitative) phase, an initial search was conducted in the scopus database using the keyword "counselor cognitive flexibility" and taking the title, abstract, and recommended keywords into consideration (corteselli et al., 2020). in the google scholar database, researchers use pusblish or perish (pop) tools to categorize articles and journals more efficiently. the search term used to access the google scholar database is "counselor cognitive flexibility." this criterion was established to select articles with a strong relationship between the variables studied (jayasekara and abu, 2018) and to establish population-representative classification criteria (goritz, 2003)the study's temporal scope includes all years up to the present. the selection criteria included titles, keywords or abstracts, and english-language peer-reviewed articles. other authors, including (fröding & osika, 2015), have utilized this method. this study included only journal articles, as they contain the most reliable scientific information on the sample (salmer et al., 2006). in addition, it is possible to obtain a larger sample of articles, which can then be evaluated based on their title, abstract, and keywords. although this evaluation method can be criticized for its flexibility and greater generalizability, it enables researchers to identify a broader range of topics for study. at this point, 13 articles have been obtained in accordance with the formulation of predetermined criteria. in the content analysis (qualitative) phase, an in-depth qualitative study approach is intended. reading abstracts, data findings, discussions, and conclusions from the 13 selected articles, based on inductive and interactive criteria related to the research questions posed in stage 1, is the objective of the in-depth exploration, which aims to determine whether there are: (1) differences and similarities in the concept of counselor's cognitive flexibility from the perspective of the organic-medical paradigm and the psychological paradigm, (2) the main implications and limitations, and (3) the main implications and limitations. the 14 articles were accepted because they were pertinent to establishing the current state of the cognitive flexibility counselor debate in light of the organic-medica and psychological paradigms. in the absence of a connection between the abstract and conclusion, the entire article is read to determine its irrelevance. c. stage 3. research writing this phase aims to develop an analysis research framework, a description of emerging mathematical fields, and a future research agenda. this stage is crucial in assisting researchers to better comprehend research topics, evaluate pertinent literature, construct a solid theoretical framework, and identify appropriate research methodologies. the next section describes this phase. results a. statistical analysis: period, research areas, and location regarding publication date, the number of papers included in the sample spans the years 1966 to 2022. (january). regarding thematic areas (fig. 2), scopus data enables the grouping of the majority of papers on psychology (6 papers), social sciences (2 papers), neuroscience (3 papers), nursing and medicine (2 papers), health and professional (1 paper), art and humanity (1 paper), and pharmacology (1 paper). couns-edu  the international journal of counseling and education vol. 7, no. 3, 2022 reconciling organic-medical and psychological paradigms … | 93 indonesian counselor association (iki) | doi: 10.23916/0020220739020 regarding geographic location (fig. 3), the sample reveals a substantial amount of interest in the topic of cognitive flexibility among counselors in ten countries. nevertheless, the united states (8 papers), turkey (6 papers), and germany (3 papers) are the countries with the greatest concentrations of papers (3 papers). all other nations only present a single paper. fig 2. research area of research sample paper fig. 3 tematic research area couns-edu  vol. 7, no. 3, 2023 available online: http://journal.konselor.or.id/index.php/counsedu irani et al. reconciling organic-medical and psychological paradigms … | 94 indonesian counselor association (iki) | doi: 10.23916/0020220739020 b. content analysis table 1. qualitative matriks review paper title authors year source n. of citations findings examining cognitive flexibility of counselors according to the effectiveness counselor characteristics, counselor self efficacy and some variabels arzu buytuk genc, fulya yuksel sahin 2020 cukurova university faculty of education journal 5 the findings revealed that effective counselor characteristics such as empathy, active listening ability, job experience, and additional training were favorably related to the counselor's cognitive flexibility. (buyruk genç et al., n.d.) school counsellors’ job satisfaction: what is the role of counselling selfefficacy, trait anxiety and cognitive flexibility fatih aydin, dan hatice odaci 2020 journal of psychologists and counsellors in schools 10 counseling self-efficacy and cognitive flexibility have a favorable relationship with school counselor job satisfaction. anxiety tendencies, on the other hand, have a negative association with school counselor work satisfaction. (aydin & odaci, 2020) the relationship between emotional literacy, cognitive flexibility and counseling self-efficacy of senior students in psychology and psychological counseling and guidance asude malkoç, and zeynep aydın sünbül. 2020 educational rerserach and review 16 this study contributes to an important practical realization in the field of guidance and counseling: the importance of training students to improve their emotional literacy and cognitive flexibility in order to become more effective counselors in the future. furthermore, this study demonstrates that developing emotional literacy and cognitive flexibility, which can be the focus of counselor training programs in tertiary institutions, can improve counseling self-efficacy. (asude & zeynep, 2020) cognitive flexibility: a focus for research on counselor effectiveness norman a. sprinthall., john m. whiteley., & ralph l. mosher 1966 counselor education and supervision 25 cognitive flexibility can be learned and increased through training and various counseling practice experiences. in research, cognitive flexibility has been shown to be associated with better counseling skills and a more positive quality of counselor-client interactions. this article demonstrates the importance of paying attention to aspects of cognitive flexibility in counselor training and identifies strategies to increase cognitive flexibility. (sprinthall et al., 1966) couns-edu  the international journal of counseling and education vol. 7, no. 3, 2022 reconciling organic-medical and psychological paradigms … | 95 indonesian counselor association (iki) | doi: 10.23916/0020220739020 an investigation of multicultural counseling competence development among graduate-level counseling students through mindfulness, cognitive complexity, and cognitive flexibility martinez, jadelyn k., & dong, shengli 2020 international journal for the advancement of counselling 18 counseling students who were taught mindfulness methods as well as cognitive complexity and cognitive flexibility were more likely to be competent in multicultural counseling than the control group. the dominant element influencing the rise in students' multicultural competence is environmental conditioning. (gantman, ana; gomila, robin; martinez, joel e; matias, 2018) a study on impact of cognitive complexity and coping flexibility of the counselor on the countertransference management ability youngeun lee and chang h. lee 2011 journal of the korea academiaindustrial cooperation society 12 according to the findings of this study, cognitive complexity and handling flexibility add to counselor counter-transference management skills. counselors with greater cognitive complexity and handling flexibility tend to be better at countertransference control. the writers believe that training counselors in cognitive complexity and handling flexibility can help them improve their counter-transference management skills. (ridley et al., 2021) dimensions of effective counseling: cognitive flexibility and psychological openness in counselor selection by thomas w. allen and john m. whiteley 1968 american psychological association (apa) 48 the selection of a successful counselor is influenced by two dimensions: cognitive flexibility and psychological openness. cognitive flexibility is the ability to adapt to change and solve issues creatively, whereas psychological openness is the ability to embrace and acknowledge internal emotions and experiences. counselors with high levels of cognitive flexibility and psychological openness were deemed more successful in delivering quality counseling services by study participants. (macfarland & yates, 2016) couns-edu  vol. 7, no. 3, 2023 available online: http://journal.konselor.or.id/index.php/counsedu irani et al. reconciling organic-medical and psychological paradigms … | 96 indonesian counselor association (iki) | doi: 10.23916/0020220739020 the relationships between the big five personality traits and attitudes towards seeking professional psychological help in mental health counselor candidates: mediating effect of cognitive flexibility ferah çekici 2019 educational research and reviews 5 the findings revealed a positive relationship between neuroticism and a positive attitude toward seeking professional psychological help, while there was no significant relationship between the other four big five personality factors (familiarity, extroversion, willingness to experience new experiences, and cognitive flexibility). that is, participants in the study with higher levels of neuroticism had more positive attitudes toward seeking professional psychological assistance, which was explained by higher levels of cognitive flexibility. participants with greater levels of neuroticism (accuracy) and attitudes toward getting professional psychological help scored higher. (ferah, 2019) asian and european american cultural values, collective self-esteem, acculturative stress, cognitive flexibility, and general self-efficacy among asian american counseling college students bryan s. k. kim & michael m. omizo 2005 journal of psychology 346 the study's findings suggest a positive connection between asian cultural values and collective selfconfidence in counseling students of asian american origin, implying that students who practice more asian cultural values have a higher level of collective self-confidence. this research also discovered a link between collective self-confidence, cognitive flexibility, and general selfefficacy among asian american counseling students. that is, students with greater levels of collective selfconfidence have higher levels of cognitive flexibility and general selfefficacy. (kim et al., 2017) couns-edu  the international journal of counseling and education vol. 7, no. 3, 2022 reconciling organic-medical and psychological paradigms … | 97 indonesian counselor association (iki) | doi: 10.23916/0020220739020 the effect of cognitive style sets of flexibility upon counselor perception: field dependence and repression-sensitization in relation to emphatic accuracy richards, terry 1971 new york university library 4 the findings revealed a link between cognitive style and the counselor's perception of the client, with participants with low field dependence having greater empathy accuracy than participants with high field dependence. this research also discovered that cognitive flexibility moderated the relationship between field dependency and empathic accuracy, implying that the relationship was stronger in participants with lower levels of cognitive flexibility. (lapan et al., 2001) the relationship between cognitive flexibility, depression, and work perfomance: mployee asessment using cognitive flexibility test toshiki fukuzaki, shiya takeda 2022 journal of affective disoreders reports 1 the results showed that there was a significant negative relationship between depression and employee work performance. in addition, this study also found that there is a significant positive relationship between cognitive flexibility and employee work performance. that is, employees who are more cognitively flexible tend to have better work performance. (fukuzaki & takeda, 2022) cognitive flexibility as a counselor metacompetency yu, calvin and beckmann, jens f. and birney, damian p. 2019 estudios de psicología 12 cognitive flexibility predicts counselor competency positively and significantly. in addition, this study also shows that cognitive flexibility has a greater influence on several aspects of counselor competence, such as the ability to understand client perspectives and the ability to build effective counseling relationships. in conclusion, this study concluded that cognitive flexibility is one of the important meta-competencies for a counselor in carrying out his duties. couns-edu  vol. 7, no. 3, 2023 available online: http://journal.konselor.or.id/index.php/counsedu irani et al. reconciling organic-medical and psychological paradigms … | 98 indonesian counselor association (iki) | doi: 10.23916/0020220739020 fig 4. the intersection of organic-medical and psychological paradigms in assessing the cognitive flexibility of counselors discussion based on the content analysis of the 13 articles discussing the counselor's cognitive flexibility, the significance of cognitive flexibility for counselors can be inferred from how the organic-medical paradigm and the psychological paradigm view it (collins et al., 2010; önen & koçak, 2015). cognitive flexibility can be interpreted as a person's ability to adapt to change and different situations, which is related to the concept of urgency. cognitive flexibility is significant for a counselor because: a. improve counselors' ability to comprehend clients: counselors with cognitive flexibility skills can comprehend the diverse perspectives and points of view of their clients. counselors are able to comprehend how clients think and react to various situations in order to provide superior assistance. b. develop counselors' capacity to manage complex situations. counselors who possess cognitive flexibility are able to generate a greater number of solutions and alternatives when confronted with complex situations. this enables the counselor to address a variety of client issues and identify appropriate solutions. , c. enhance the counselor's communication skills: counselors with cognitive flexibility can also communicate more effectively with clients. this is because they are able to comprehend the client's perspective, adapt their communications to the client's communication style, and expand their communication approach to meet the client's needs. and couns-edu  the international journal of counseling and education vol. 7, no. 3, 2022 reconciling organic-medical and psychological paradigms … | 99 indonesian counselor association (iki) | doi: 10.23916/0020220739020 d. serve as a model and example for clients: counselors with cognitive flexibility can serve as role models for their clients. counselors can demonstrate to clients how to deal with and adapt to change, as well as inspire them to increase their cognitive flexibility. from an organic-medical perspective, cognitive flexibility is the physiological capacity of the brain to adapt to environmental changes. in this instance, physical brain changes, such as neurons and synapses, play a significant role in the development of cognitive flexibility (fröding & osika, 2015). counselors who adhere to the medical organic paradigm may employ techniques and therapies that stimulate the brain to increase the cognitive flexibility of their clients. in contrast, the psychological paradigm defines cognitive flexibility as the ability to adapt one's mindset and behavior to different situations. counselors who focus on psychological paradigms are able to assist clients in recognizing rigid thought or behavior patterns and developing more adaptable thought and behavior patterns (ritter et al., 2012). although there are differences in perspective between the organic medical paradigm and the psychological paradigm, both recognize the importance of cognitive flexibility in enhancing mental health. both aim to help clients develop cognitive flexibility so that they can better manage change and adapt to an ever-changing environment. in addition, to address the research objectives regarding the intersection of the organic-medical paradigm and the psychological paradigm in assessing counselor cognitive flexibility, the following three sub-discussions are presented. a. comparison of the counseling profession's notion of cognitive flexibility be a model and example for clients: counselors with cognitive flexibility can serve as role models for their clients. counselors can demonstrate to clients how to deal with and adapt to change, as well as inspire them to increase their cognitive flexibility (nazarzadeh et al., 2015; toraman et al., 2020). in contrast, the psychological paradigm defines cognitive flexibility as the ability to adapt one's mindset and behavior to different situations. counselors who focus on psychological paradigms are able to assist clients in recognizing rigid thought or behavior patterns and developing more adaptable thought and behavior patterns. the psychological paradigm emphasizes psychological factors that impact cognitive flexibility. both the medical organic paradigm and the psychological paradigm recognize the significance of cognitive flexibility in enhancing an individual's mental health. both aim to help clients develop cognitive flexibility so that they can better manage change and adapt to an ever-changing environment. the medical organic paradigm and the psychological paradigm differ, however, in their perspectives (colã© et al., 2014; spiro, 1987) on cognitive flexibility. the medical organic paradigm emphasizes physical brain changes, whereas the psychological paradigm places greater emphasis on psychological factors and environmental influences that affect cognitive flexibility. the following diagram illustrates how the organic-medical paradigm and the psychological paradigm correspond to the cognitive flexibility of the counselor. 4 b. the primary implications of counselors' cognitive flexibility problems on professional performance are based on research data from the literature research in the literature suggests that cognitive flexibility is an essential skill for counselors to possess to effectively meet the needs of diverse clients and navigate complex therapeutic situations (ritter et al., 2012). counselors who struggle with cognitive flexibility may experience a range of negative implications on their professional performance, including: 1. limited effectiveness: counselors who lack cognitive flexibility may have difficulty adapting their approach to meet the unique needs and perspectives of each client, which can lead to a lack of progress in therapy and potential negative outcomes for clients. 2. reduced scope of practice: counselors with limited cognitive flexibility may struggle to work with clients from diverse backgrounds or with complex mental health issues, which can limit their scope of practice and potentially reduce their effectiveness as a counselor. 3. burnout and stress: cognitive inflexibility may lead to stress and burnout for counselors, particularly when they encounter unexpected challenges or difficult client dynamics. a lack couns-edu  vol. 7, no. 3, 2023 available online: http://journal.konselor.or.id/index.php/counsedu irani et al. reconciling organic-medical and psychological paradigms … | 100 indonesian counselor association (iki) | doi: 10.23916/0020220739020 of cognitive flexibility can make it challenging for counselors to adapt to new situations and manage stress effectively. 4. ethical concerns: counselors who are not able to adapt to the needs and perspectives of their clients may encounter ethical concerns, particularly if they are not providing culturally responsive or evidence-based care. meanwhile, when viewed from the concept of the organic-medical paradigm, research suggests that individuals with certain neurological and developmental disorders may experience cognitive inflexibility. for example, individuals with autism spectrum disorder may have difficulty adapting to new situations or changes in routine (schneider, n.d.). in counseling, a counselor who experiences cognitive inflexibility may struggle to adapt their approach or interventions to meet the needs of a diverse range of clients, leading to a limited scope of practice or potential negative outcomes for clients who do not respond well to their preferred methods . on the other hand, a review of the psychological paradigm, is considered a crucial component of successful therapy, and research has demonstrated that it is positively associated with better outcomes for clients. counselors who struggle with cognitive flexibility may have difficulty adapting their approach to meet the unique needs and perspectives of each client, leading to a lack of progress or disengagement from the therapeutic process. additionally, cognitive inflexibility may hinder a counselor's ability to respond effectively to unexpected challenges or to navigate complex client dynamics. c. the most promising research topic for the future there are several promising research topics for counselor cognitive flexibility in both the organicmedical and psychological paradigms. here are some potential areas for future research: 1.) the relationship between cognitive flexibility and client outcomes: further research is needed to explore the relationship between counselor cognitive flexibility and client outcomes. specifically, studies could investigate whether counselors who are more cognitively flexible are more effective in helping clients achieve their therapeutic goals. 2.) the impact of cognitive flexibility training: researchers could investigate the effectiveness of cognitive flexibility training for counselors, particularly in terms of improving client outcomes and reducing counselor burnout and stress. 3.) the role of cognitive flexibility in cultural competency: studies could explore how cognitive flexibility relates to cultural competency in counseling. specifically, researchers could investigate whether counselors who are more cognitively flexible are better able to provide culturally responsive care to clients from diverse backgrounds. 4.) the influence of cognitive flexibility on counselor decision-making: researchers could investigate how cognitive flexibility influences counselor decision-making, particularly in challenging or complex therapeutic situations. 5.) the role of cognitive flexibility in counselor supervision: further research is needed to explore the impact of counselor cognitive flexibility on supervision. specifically, studies could investigate whether counselors who are more cognitively flexible are more receptive to feedback and more effective in implementing changes based on supervision. in more detail discussed further in table 2. table 2. future research agenda research areas future research question (1) counseling education • how does cognitive flexibility affect students' ability to master counseling theory? • what is the influence of cognitive flexibility in increasing the problem solving skills of prospective counselors in counseling practice? • how to increase the cognitive flexibility of prospective counselors in educational settings? • how to create an educational curriculum that can optimize the cognitive flexibility of prospective counselors? • what are the differences in cognitive flexibility activation between prospective counselors and junior counselors? couns-edu  the international journal of counseling and education vol. 7, no. 3, 2022 reconciling organic-medical and psychological paradigms … | 101 indonesian counselor association (iki) | doi: 10.23916/0020220739020 (2) cognitive flexibility measurement • how to measure the cognitive flexibility level of a valid and reliable counselor candidate? • how to combine the measurement of the level of cognitive flexibility in the concept of the organic-medical paradigm and the psychological paradigm? • how to create a measurement tool that can stimulate cognitive flexibility activation of prospective counselors? • what is the picture of the cognitive flexibility measurement tool revolution from year to year? • how to make a measuring tool that is affordable but has high validity in measuring the counselor's level of cognitive flexibility? (3) therapeutic process and outcome • how examine the role of counselor cognitive flexibility in the therapeutic process and its impact on client outcomes? • how counselor cognitive flexibility affects the quality of the therapeutic relationship, the effectiveness of interventions, and the satisfaction of clients? (4) cultural competence in psychology paradigm • where counselors need to be aware of and adaptable to cultural differences? • how elationship between cognitive flexibility and cultural competence and how to develop these skills among counselors? (5) neuroscience and cognitive psychology • how could investigate the neural mechanisms involved in cognitive flexibility, such as the neural circuits that support shifting attention, inhibiting prepotent responses, and updating mental representations? • how develop and test interventions designed to enhance cognitive flexibility in counselors. these interventions might involveg cognitive training exercises? conclusions according to the medical organic paradigm, cognitive flexibility in counselors is a condition associated with brain function and neurobiological processes. in this paradigm, cognitive flexibility in counselors is viewed as a mental ability dependent on the structure and function of the brain. neurological diseases or disorders that limit a person's cognitive flexibility and ability to adapt to various situations. consequently, cognitive flexibility may necessitate medication and medical intervention. the psychological paradigm, on the other hand, views cognitive flexibility in counselors as a psychological skill or ability that can be learned and developed. this paradigm views cognitive flexibility as a mental ability that is influenced by psychological factors including life experiences, learning, and environmental demands. training and psychological therapies, such as cognitive-behavioral therapy or adjustment therapy, are believed to enhance the cognitive flexibility of counselors. these two paradigms have different perspectives on the cognitive flexibility of counselors, but they can complement one another by highlighting different aspects of cognitive flexibility skills. as a counselor, it is important to understand that cognitive flexibility skills can be influenced by a variety of factors and enhanced through a variety of medical and psychological interventions. references asude, m., & zeynep, a. s. (2020). the relationship between emotional literacy, cognitive flexibility and counseling self-efficacy of senior students in psychology and psychological counseling and guidance. educational research and reviews, 15(1), 27–33. https://doi.org/10.5897/err2019.3848 aydin, f., & odaci, h. (2020). school counsellors’ job satisfaction: what is the role of counselling selfefficacy, trait anxiety and cognitive flexibility? journal of psychologists and counsellors in schools, 30(2), 202–215. https://doi.org/10.1017/jgc.2019.32 bilgin, m. (2009). developing a cognitive flexibility scale: validity and reliability studies. social behavior and personality, 37(3), 343–354. https://doi.org/10.2224/sbp.2009.37.3.343 buyruk genç, a., erdem, b., lisesi, a., türkiye, i̇. /, üniversitesi, y. t., fakültesi, e., & bilgisi öz, m. (n.d.). examining cognitive flexibility of counselors according to the effective counselor characteristics, counselor self efficacy and some variables * psikolojik danışmanların bilişsel esnekliklerinin etkili couns-edu  vol. 7, no. 3, 2023 available online: http://journal.konselor.or.id/index.php/counsedu irani et al. reconciling organic-medical and psychological paradigms … | 102 indonesian counselor association (iki) | doi: 10.23916/0020220739020 psikolojik danışman niteliklerine, psikolojik danışma. 794–825. https://doi.org/10.14812/cufej.742070 colã©, p., duncan, l. g., & blaye, a. (2014). cognitive flexibility predicts early reading skills. in frontiers in psychology (vol. 5). https://doi.org/10.3389/fpsyg.2014.00565 collins, s., arthur, n., & wong-wylie, g. (2010). enhancing reflective practice in multicultural counseling through cultural auditing. journal of counseling & development, 88(3), 340–347. https://doi.org/10.1002/j.1556-6678.2010.tb00031.x corteselli, k. a., hollinsaid, n. l., harmon, s. l., bonadio, f. t., westine, m., weisz, j. r., & price, m. a. (2020). school counselor perspectives on implementing a modular treatment for youth. evidence-based practice in child and adolescent mental health, 5(3), 271–287. https://doi.org/10.1080/23794925.2020.1765434 dennis, j. p., & vander wal, j. s. (2010). the cognitive flexibility inventory: instrument development and estimates of reliability and validity. cognitive therapy and research, 34(3), 241–253. https://doi.org/10.1007/s10608-009-9276-4/tables/1 ferah, ç. (2019). the relationships between the big five personality traits and attitudes towards seeking professional psychological help in mental health counselor candidates: mediating effect of cognitive flexibility. educational research and reviews, 14(14), 501–511. https://doi.org/10.5897/err2019.3706 fröding, b., & osika, w. (2015). cognitive flexibility. springerbriefs in ethics, february, 63–72. https://doi.org/10.1007/978-3-319-23517-2_4 fukuzaki, t., & takeda, s. (2022). the relationship between cognitive flexibility, depression, and work performance: employee assessments using cognitive flexibility tests. journal of affective disorders reports, 10(march), 100388. https://doi.org/10.1016/j.jadr.2022.100388 gantman, ana; gomila, robin; martinez, joel e; matias, j. n. e. l. p. (2018). a pragmatist philosophy of psychological science and its implications for replication. behavioral and brain sciences, 41(18). doi:10.1017/s0140525x18000626 goritz, a. s. (2003). mood and flexibility in categorization: a conceptual replication. perceptual and motor skills, 97(5), 107. https://doi.org/10.2466/pms.97.5.107-119 huang, j., siu, c. t. s., & cheung, h. (2022). longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement. early childhood research quarterly, 61, 179–189. https://doi.org/10.1016/j.ecresq.2022.07.009 kim, b. s. k., cartwright, b. y., asay, p. a., & d’andrea, m. j. (2017). a revision of the multicultural awareness, knowledge, and skills survey-counselor edition. http://dx.doi.org/10.1080/07481756.2003.11909740, 36(3), 161–180. https://doi.org/10.1080/07481756.2003.11909740 lapan, r. t., gysbers, n. c., & petroski, g. f. (2001). helping seventh graders be safe and successful: a statewide study of the impact of comprehensive guidance and counseling programs. journal of counseling and development, 79(3), 320–330. https://doi.org/10.1002/j.1556-6676.2001.tb01977.x macfarland, t. w., & yates, j. m. (2016). introduction to nonparametric statistics for the biological sciences using r. introduction to nonparametric statistics for the biological sciences using r. https://doi.org/10.1007/978-3-319-30634-6 martin, m. m., & anderson, c. m. (1998). the cognitive flexibility scale: three validity studies. international journal of phytoremediation, 21(1), 1–9. https://doi.org/10.1080/08934219809367680 nazarzadeh, r. s., fazeli, m., aval, m. m., & shourch, r. m. (2015). effectiveness of cognitivebehavior therapy on cognitive flexibility in perfectionist. psychology, 06(14), 1780–1785. https://doi.org/10.4236/psych.2015.614174 önen, a. s., & koçak, c. (2015). the effect of cognitive flexibility on higher school students’ study strategies. procedia social and behavioral sciences, 191(1987), 2346–2350. https://doi.org/10.1016/j.sbspro.2015.04.680 ridley, c. r., sahu, a., console, k., surya, s., tran, v., xie, s., & yin, c. (2021). the process model of multicultural counseling competenceψ: https://doi.org/10.1177/0011000021992339, 49(4), 534– 567. https://doi.org/10.1177/0011000021992339 ritter, s. m., damian, r. i., simonton, d. k., van baaren, r. b., strick, m., derks, j., & dijksterhuis, a. (2012). diversifying experiences enhance cognitive flexibility. journal of experimental social psychology, 48(4), 961–964. https://doi.org/10.1016/j.jesp.2012.02.009 salmer, l., ca√±as, j., & fajardo, i. (2006). cognitive flexibility. international encyclopedia of ergonomics and human factors, second edition 3 volume set, 296–301. couns-edu  the international journal of counseling and education vol. 7, no. 3, 2022 reconciling organic-medical and psychological paradigms … | 103 indonesian counselor association (iki) | doi: 10.23916/0020220739020 https://doi.org/10.1201/9780849375477.ch66 sapmaz, f., & doğan, t. (2013). bilişsel esnekliğin değerlendirilmesi: bilişsel esneklik envanteri türkçe versiyonunun geçerlik ve güvenirlik çalışmaları. ankara universitesi egitim bilimleri fakultesi dergisi, 46(1), 143–161. schneider, k. j. (n.d.). existential-integrative psychotherapy : guideposts to the core of practice. retrieved september 10, 2022, from https://www.routledge.com/existential-integrative-psychotherapyguideposts-to-the-core-of-practice/schneider/p/book/9781138969261 schryen, g., wagner, g., benlian, a., par´e, g. (2020). no tit a knowledge development perspective on literature reviews: validation of a new typology in the is field.le. spiro, r. j. (1987). knowledge acquisition for application: cognitive flexibility and transfer in complex domains. january, in b. c. britton & s. glynn (eds.), executive cont. spiro, r. j., collins, b. p., & ramchandran, a. r. (2006). modes of openness and flexibility in cognitive flexibility hypertext learning environments. flexible learning in an information society, 18–25. https://doi.org/10.4018/978-1-59904-325-8.ch002 sprinthall, n. a., whiteley, j. m., & mosher, r. l. (1966). cognitive flexibility: a focus for research on counselor effectiveness. counselor education and supervision, 5(4), 188–197. https://doi.org/10.1002/j.1556-6978.1966.tb00428.x tei, s., & fujino, j. (2022). social ties, fears and bias during the covid-19 pandemic: fragile and flexible mindsets. humanities and social sciences communications, 9(1), 1–7. https://doi.org/10.1057/s41599022-01210-8 toraman, ç., özdemir, h. f., aytug kosan, a. m., & orakci, s. (2020). relationships between cognitive flexibility, perceived quality of faculty life, learning approaches, and academic achievement. international journal of instruction, 13(1), 85–100. https://doi.org/10.29333/iji.2020.1316a wu, y., & koutstaal, w. (2020). charting the contributions of cognitive flexibility to creativity: selfguided transitions as a process-based index of creativity-related adaptivity. plos one, 15(6 june), 1–23. https://doi.org/10.1371/journal.pone.0234473 couns-edu the international journal of counseling and education vol. 7, no. 4, 2022 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: 10.23916/0020220740540 received on 16/10/2022; revised on 20/11/2022; accepted on 25/11/2022; published on 25/11/2022 138 peer counseling as a coping strategy for academic stress and burnout in final-year students kushendar kushendar*, aprezo pardodi maba institut agama islam ma'arif nu (iaimnu) metro lampung *) corresponding author, e-mail: ushenefrans@gmail.com abstract academic stress, which impact on students, was caused by academic demand and competition. the article reveals and analysis counseling technique (peer counseling) in order to effort decrease academic stress and burnout for final-year students. the research used pretest-posttest control group design. each group consist of 20 participants, with purposive sampling technique. each participant was placed by random assignment. the manova test results showed that peer counseling reduction academic stress (f (2.24) = 101.769; ηp2 = 0.85; p <0.01) and burnout (f (2.24) = 21.769; ηp2 = 0.55; p < 0.01). moreover, the wilcoxon test result indicated experimental group (peer counseling) decrease academic stress (z = -2.82; p <0.05) and burnout (z = -2.82: p <0.05). the control group showed increasing burnout (z = -2.17; p <0.05) but academic stress showed there was not enhancement (z = -0.34: p> 0.05). peer counseling (based on stress management) as a strategy for overcoming academic stress and burnout among metro city final-year students. keywords: peer counseling, final year student, academic stress, burnout how to cite: kushendar, k., & maba, a. p. (2023). peer counseling as a coping strategy for academic stress and burnout in final-year students. couns-edu: the international journal of counseling and education, 7(4). https://doi.org/10.23916/0020220740540 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction the duty and responsibility of the student to complete the term paper or dissertation completion report. this is what accustoms the student to adapt to assignments when later entering the working world. the role of students as individuals who continue to learn and increase their potential through learning methods and individual and social skills (salmon & young, 2011). these duties and responsibilities are also a reasonable hope for students, parents, and the surrounding environment. this becomes a complex problem where students face lecture material that is increasingly difficult to adapt to the social climate to fulfill expectations for academic achievement (fawns et al., 2019). if these duties and responsibilities are not carried out properly, then they contrary it will become a problem in the future. one indication of these problems is experiencing burnout (morse et al., 2012) and academic stress (reddy et al., 2018). burnout is defined as psychological or psychological fatigue due to the demands of work or study and not being optimistic. it even tends to be pessimistic about the tasks that are owned because of the powerlessness of the potential (dodek et al., 2016). in education, it is called academic burnout (backović et al., 2012). tendency to skip classes is reluctant to do assignments, doesn't care about exam results, and doesn't care that he will be dismissed (strayer, 2012). studies say that the number of students being expelled from their campuses is proven by (astuti & nio, 2022) research. at the beginning of 2022, it was recorded that 140 students were entering the grace period of lectures and were threatened with dropping out of the undergraduate program at the university of padang, indicating they were experiencing academic stress. ministry of research and technology of the mailto:ushenefrans@gmail.com https://doi.org/10.23916/0020220740540 couns-edu  the international journal of counseling and education vol. 7, no. 4, 2022 peer counseling as a coping strategy … | 139 indonesian counselor association (iki) | doi: 10.23916/0020220740540 republic of indonesia in the 2018 higher education statistics noted the percentage of drop-out students in 2018 was 3%. of the approximately 6.95 million students recognized by the ministry, 239,498 students have dropped out (wahyu wulandari et al., 2022). this problem possibly causes campus academics to understand the importance of maintaining mental health by creating a campus environment that not only gives tasks and responsibilities but recognizes the importance of maintaining mental health. the issue of dropping out for students and these problems indicate students experiencing academic burnout and stress. six factors influence whether or not burnout appears, namely workload, control, relationship among student rewards among school engagement, academic self-efficacy, and academic burnout, community, value, and fairness (zhou et al., 2022). in the context of lectures, the workload can be in the form of doing many lecture assignments, such as compiling papers, understanding journals, making presentations, and preparing for exams in a short time. control, such as difficulty making decisions about lecture assignments due to the influence of more dominant friends, lecturers, or campus regulations. for rewards, for example, students need to get appreciation from lecturers, classmates, or parents for their academic achievements. for example, students need better relations with classmates or lecturers, making them uncomfortable carrying out their lectures. value can be in the form of a discrepancy between the values students adhere to and the demands of lectures. fairness can be seen when students feel mistreated by campus parties (arlinkasari & akmal, 2017). education is an essential component for developing the potential and self-esteem of schoolchildren. members of the school's educational system can meet some of the student's needs and determine their future quality of life. however, the educational process in schools is often stressful for students due to their inability to adapt (rathakrishnan et al., 2021). in addition to student stress in the school environment, mental and physical disorders are on the rise (lichtmann & bodenmann, 2017). a stress that students often face is academic stress (bedewy & gabriel, 2015). school stress is a source of stress that occurs in the school environment (schulte-körne, 2016). several factors burden students, such as too high academic requirements, bad exam results, task accumulation, and social environment. academic stress falls under the category of distress (zuhdi et al., 2019). academic stress is when students cannot cope with the demands of school and perceive it as a distraction. academic stress is caused by academic stressors (science & behavior, 2021). academic stressors, d. h. stress caused by the learning process., 2022). high school performance expectations from parents, teachers, and classmates create stress. these expectations often contradict students' abilities and create psychological pressures that undermine academic performance. furthermore, according to (gabryśbarker & gałajda, 2016), students appear to fear their teachers because complex subjects can cause academic stress. students who are more resilient to stress achieve better learning outcomes. the pressures and demands that arise from schoolwork are known as academic stress. academic stress includes the knowledge that needs to be acquired and the student's perception that there is insufficient time to develop it. such situations often make young people an exclusive group. this phenomenon occurs due to the development of personal allegorical traits triggered by cognitive development during formal manipulation. closeness, openness, and a sense of shared destiny with other adolescents can be opportunities for efforts to advance youth development. on the other hand, some of the psychological characteristics of adolescents (emotional, insecure) pose challenges to the effectiveness of peer counseling services. based on the issues, phenomena, and above research findings in this field, the researcher proposed a peer counseling service model to reduce academic stress and academic burnout for final year students in metro he lampung, indonesia. took the initiative to create methods the experimental design of this study used a pre-test-post-test control group (before and after treatment) design that included two groups, an experimental group and a control group. the experimental group used peer counseling techniques as an intervention. the control group is in the form of a placebo group. research topics were selected using a targeted sampling technique by selecting her 20 students from maalif university, lampung. in addition, a random assignment of the 10 people into experimental and couns-edu  vol. 7, no. 4, 2022 available online: http://journal.konselor.or.id/index.php/counsedu kushendar & maba peer counseling as a coping strategy … | 140 indonesian counselor association (iki) | doi: 10.23916/0020220740540 control groups is performed so that the groups are equal. the tool used in this study adjusted for two measures of academic stress and burnout, thus requiring a back-translation process. the academic stress scale uses the manual student stress inventory (ssi) developed by mohammad aziz shah (2016). this tool consists of 40 high-confidence questions. so, the cronbach alpha is 0.85. in the meantime, the saturation scale of the maslach burnout instrument inventory-student survey (mbi-ss) was adopted. maslach burnout by schauferi, maslach, reiter, and jackson (2002) derived from maslach's burnout theory was developed from his inventory (mbi). the scale consists of 15 items with 7 scale levels. so, it was very strong, based on previous research results of his cronbach's alpha of 0.93 for the reliability of the mbiss instrument. data analysis techniques in this study used the manova test and his wilcoxon test using the imb spss 24 macroprocess software. the manova test was used to determine the effect and degree of contribution of peer counseling on academic stress and burnout. in contrast, the wilcoxon test is used to determine differences between experimental and control groups. results and discussion results wilcoxon test scores are used to study the relationship between academic stress and burnout. the results of the manova test are derived from a between-subjects efficacy analysis test and used to determine how peer counseling contributes to reducing academic stress and burnout. results of the manova test showed that peer counseling reduced academic f (2.24) = 101.769; ηp2 = 0.85; p <0.01) and burnout (f (2.24) = 21.769; ηp2 = 0.55; p <0.01). furthermore, the wilcoxon test results showed that in the experimental group, there was an enhancement in academic stress (z = -2.82; p <0.05) and burnout (z = -2.82: p <0.05). the control group showed an enhancement in burnout (z = -2.17; p <0.05), but academic stress showed there was no enhancement (z = -0.34: p> 0.05). the results describe the effect of peer counseling on increasing pretest and posttest scores and reducing academic stress and burnout. discussion based on these findings, stress is a condition caused by a mismatch between desirable situations and an individual's biological, psychological, or social systems (goswami et al., 2020) (robins & kashima, 2008) also define stress as the perception of a gap between environmental demands and an individual's ability to meet them. stress is an individual's response to situations and events that cause stress (the stressor) that threatens and impairs the individual's ability to cope (coping) (saleh baqutayan, 2015). based on some of the opinions above, stress is the pressure that arises due to a mismatch between undesired circumstances and expectations when there is a gap between environmental demands and an individual's ability to meet them, it can be concluded that it is considered potentially harmful. stress is considered threatening, destructive, and uncontrollable. in other words, it is beyond the capacity of an individual to cope. in line with the above research, the stress in school and educational settings is commonly referred to as academic stress (hakim et al., 2022). academic stress is caused by academic stressors (ce et al., 2011). academic stressors are stress experienced by students due to problems related to the learning process or learning activities, such as test anxiety or stress management. consistent with the opinion above (anju et al., 2021), they found that academic stress is a condition or situation in which there is a mismatch between table 1. the results of multivariate analysis test of variance (manova) and wilcoxon variable kelompok pretes postes z p m sd m sd academic stress experiment 15.80 1.033 20.00 0.843 -2.820 <0.05 control 15.40 0.843 15.50 0.527 -0.333 <0.05 f (2.24) 101.769* ῃ2p 0.850 burnout experiment 16.90 2.132 20.80 1.549 -2.818 <0.05 control 16.20 1.814 17.10 1.449 -2.165 >0.05 f(2.24) 21.769 ῃ2p 0.549 couns-edu  the international journal of counseling and education vol. 7, no. 4, 2022 peer counseling as a coping strategy … | 141 indonesian counselor association (iki) | doi: 10.23916/0020220740540 environmental demands and the considerable resources of students. as such, they are increasingly burdened with various restrictions and demands, and academic stress stems from the pressure to demonstrate performance and excellence in an increasingly competitive academic environment. is also known (chumacero et al., 2016). and the demands are becoming more and more burdensome. in addition, academic stress is related to educational factors such as (1) attending class, (2) completing many assignments, (3) achieving high test scores, and (4) student reactions to various requirements. and arise from the learning process.) making important decisions, (5) test anxiety, and (6) the need to manage study time. students who cannot handle lecture problems efficiently will make them vulnerable to burnout. burnout in academics or academic burnout is defined as feeling tired because of the demands of study (salahshour & esmaeili, 2021), having a cynical attitude towards lecture assignments, and feeling incompetent as a. states that burnout in individuals is related to the decline of interpersonal relationships and the development of negative behavior that can damage the individual concerned. students who experience burnout will miss classes (absence), do not do well on assignments, and get bad test results, which in turn has the potential to be expelled from college (de vibe et al., 2013). academic problems that are not immediately resolved can potentially cause academic burnout in students. six factors influence whether or not burnout appears, namely workload, control, the relationship between school engagement, academic self-efficacy and academic burnout in students reward, community, value dan fairness (zhou et al., 2022). in the context of lectures, the workload can be in the form of doing many lecture assignments, such as compiling papers, understanding journals, making presentations, and preparing for exams in a short time. difficulty making decisions regarding his lecture assignments due to the influence of more dominant friends, lecturers, or campus regulations. for rewards, for example, students do not get appreciation from lecturers, classmates, or parents for their academic achievements. for example, students do not have good relations with classmates or lecturers, making them uncomfortable carrying out their lectures. value can be in the form of a discrepancy between the values that students adhere to and the demands of lectures. fairness can be seen when students feel mistreated by campus parties. peer counseling strongly places communication skills to facilitate self-exploration and decisionmaking. peer “counselors” are not professional counselors. peer “counselors” are students who assist other students under the guidance of an expert counselor (malchodi et al., 2003). in peer counseling, the role and presence of an expert counselor are still needed. in essence, peer counseling is counseling through peers because most adolescents (students and students) often discuss their problems with their peers compared to their parents, counselors, or teachers at school. even for issues that are considered very serious, they talk about them with their peers (friends). even if there are teenagers who finally tell their parents, counselors, or teachers about the serious problems they are experiencing, it is usually because they are forced to (discussions and efforts to solve problems with peers experience dead ends). this happens because adolescents have very strong interests and commitments, and bonds with peers (chapman et al., 2010). the term ″peer counselor″ sometimes raises concerns for some people because they are worried about the connotation of a professional counselor (van der meulen et al., 2021). that's why some people call ″peer counselor″ ″facilitator″ or ″junior counselor″ (malchodi et al., 2003). regardless of the various terms used, what matters is how students relate to one another and in what ways these relationships can be used to enhance their development. peer counseling is important because most adolescents (students and students) often talk about their problems with their peers compared to their parents, counselors, or teachers at school. even for issues that are considered very serious, they talk about them with their peers (friends). even if there are teenagers who finally tell their parents, counselors, or teachers about the serious problems they are experiencing, it is usually because they are forced to (discussions and efforts to solve problems with peers experience dead ends). this happens because adolescents have powerful interests and commitments, and bonds with peers. teenagers feel that adults cannot understand them and believe that only their peers can understand each other. teenagers feel that adults cannot understand them and believe that only their peers can understand each other. such circumstances often make adolescents an exclusive group. couns-edu  vol. 7, no. 4, 2022 available online: http://journal.konselor.or.id/index.php/counsedu kushendar & maba peer counseling as a coping strategy … | 142 indonesian counselor association (iki) | doi: 10.23916/0020220740540 conclusion based on the obtained research results, it can be concluded that peer counseling effectively reduces learning stress and burnout. peer counseling still requires the role and presence of expert advisors. peer counseling is essentially peer counseling, and most young people (students and pupils) often discuss their problems with peers as opposed to parents, counselors, or teachers at school. based on the results of this study, it is suggested that counselors prioritize mental health (school stress and burnout). for further research, we recommend choosing more significant research topics, and more diverse and can use different research designs to find and enrich research on peer counseling, academic stress, and burnout. acknowledgment the researcher would like to thank the umala islamic education university guidance and counseling department for giving permission to conduct the research, several counseling guidance students batch 2020, especially members of the counseling group who have helped carry out this experimental research. references anju, a., amandeep, a., punia, b. k., punia, v., & garg, n. (2021). life dissatisfaction among students: exploring the role of intrapersonal conflict, insufficient efforts and academic stress. rajagiri management journal, 15(2), 113–128. https://doi.org/10.1108/ramj-09-2020-0058 arlinkasari, f., & akmal, s. z. (2017). hubungan antara school engagement, academic self-efficacy dan academic burnout pada mahasiswa. humanitas (jurnal psikologi), 1(2), 81. https://doi.org/10.28932/humanitas.v1i2.418 astuti, f. w., & nio, s. r. (2022). hubungan kebersyukuran dengan kesejahteraan psikologis pada mahasiswa yang terancam drop out (do). ranah research: journal of multidisciplinary research and development, 4(4), 27–33. https://ranahresearch.com. backović, d. v., živojinović, j. i., maksimović, j., & maksimović, m. (2012). gender differences in academic stress and burnout among medical students in final years of education. psychiatria danubina, 24(2), 175–181. bedewy, d., & gabriel, a. (2015). examining perceptions of academic stress and its sources among university students: the perception of academic stress scale. health psychology open, 2(2). https://doi.org/10.1177/2055102915596714 c.e., e., k.j., d., u.p., a., & n.e., d. (2011). academic stress and menstrual disorders among female undergraduates in uyo, south eastern nigeria the need for health education. nigerian journal of physiological sciences, 26(2), 193–198. http://ovidsp.ovid.com/ovidweb.cgi?t=js&page=reference&d=emed12&news=n&an=2254 7190 chapman, d. j., morel, k., anderson, a. k., damio, g., & pérez-escamilla, r. (2010). review: breastfeeding peer counseling: from efficacy through scale-up. journal of human lactation, 26(3), 314–326. https://doi.org/10.1177/0890334410369481 chumacero, r. a., gallegos mardones, j., & paredes, r. d. (2016). competition pressures and academic performance in chile. estudios de economía, 43(2), 217–232. https://doi.org/10.4067/s071852862016000200003 de vibe, m., solhaug, i., tyssen, r., friborg, o., rosenvinge, j. h., sørlie, t., & bjørndal, a. (2013). mindfulness training for stress management: a randomised controlled study of medical and psychology students. bmc medical education, 13(1). https://doi.org/10.1186/1472-6920-13-107 dodek, p. m., wong, h., norena, m., ayas, n., reynolds, s. c., keenan, s. p., hamric, a., rodney, p., stewart, m., & alden, l. (2016). moral distress in intensive care unit professionals is associated with profession, age, and years of experience. journal of critical care, 31(1), 178–182. https://doi.org/10.1016/j.jcrc.2015.10.011 fawns, t., aitken, g., & jones, d. (2019). online learning as embodied, socially meaningful experience. postdigital science and education, 1(2), 293–297. https://doi.org/10.1007/s42438-01900048-9 gabryś-barker, d., & gałajda, d. (2016). positive psychology perspectives on foreign language learning and teaching. in international journal of bilingual education and bilingualism. couns-edu  the international journal of counseling and education vol. 7, no. 4, 2022 peer counseling as a coping strategy … | 143 indonesian counselor association (iki) | doi: 10.23916/0020220740540 http://link.springer.com/10.1007/978-3-319-32954-3 goswami, s., ahmed, r., khan, s., doyley, m. m., & mcaleavey, s. a. (2020). shear induced nonlinear elasticity imaging: elastography for compound deformations. ieee transactions on medical imaging, 39(11), 3559–3570. https://doi.org/10.1109/tmi.2020.2999439 hakim, a. l., fajri, m. b., & faizah, e. n. (2022). evaluation of implementation of mbkm: does academic stress affect on student learning outcomes? international journal of educational research & social sciences, 3(1), 1–16. https://ijersc.org/index.php/go/article/view/246 leuchtmann, l., & bodenmann, g. (2017). interpersonal view on physical illnesses and mental disorders. swiss archives of neurology, psychiatry and psychotherapy, 168(6), 170–174. https://doi.org/10.4414/sanp.2017.00516 malchodi, c. s., oncken, c., dornelas, e. a., caramanica, l., gregonis, e., & curry, s. l. (2003). the effects of peer counseling on smoking cessation and reduction. obstetrics and gynecology, 101(3), 504– 510. https://doi.org/10.1016/s0029-7844(02)03070-3 morse, g., salyers, m. p., rollins, a. l., monroe-devita, m., & pfahler, c. (2012). burnout in mental health services: a review of the problem and its remediation. administration and policy in mental health and mental health services research, 39(5), 341–352. https://doi.org/10.1007/s10488-011-03521 rathakrishnan, b., singh, s. s. b., kamaluddin, m. r., ghazali, m. f., yahaya, a., mohamed, n. h., & krishnan, a. r. (2021). homesickness and socio-cultural adaptation towards perceived stress among international students of a public university in sabah: an exploration study for social sustainability. sustainability (switzerland), 13(9). https://doi.org/10.3390/su13094924 reddy, k. j., menon, k. r., & thattil, a. (2018). academic stress and its sources among university students. biomedical and pharmacology journal, 11(1), 531–537. https://doi.org/10.13005/bpj/1404 robins, g., & kashima, y. (2008). social psychology and social networks: individuals and social systems. asian journal of social psychology, 11(1), 1–12. https://doi.org/10.1111/j.1467-839x.2007.00240.x salahshour, f., & esmaeili, f. (2021). the causes of burnout among iranian efl academics: a case study. iranian journal of language teaching research, 9(1), 123–137. https://doi.org/10.30466/ijltr.2021.120979 saleh baqutayan, s. m. (2015). stress and coping mechanisms: a historical overview. mediterranean journal of social sciences, 6(2s1), 479–488. https://doi.org/10.5901/mjss.2015.v6n2s1p479 salmon, p., & young, b. (2011). creativity in clinical communication: from communication skills to skilled communication. medical education, 45(3), 217–226. https://doi.org/10.1111/j.13652923.2010.03801.x schulte-körne, g. (2016). psychische störungen bei kindern und jugendlichen im schulischen umfeld. deutsches arzteblatt international, 113(11), 1515–1525. https://doi.org/10.3238/arztebl.2016.0183 science, s., & behavior, h. (2021). social science & medicine educational stressors and secular trends in school stress and mental health problems in adolescents. 270(december 2020). https://doi.org/10.1016/j.socscimed.2020.113616 strayer, j. f. (2012). how learning in an inverted classroom influences cooperation, innovation and task orientation. learning environments research, 15(2), 171–193. https://doi.org/10.1007/s10984-0129108-4 van der meulen, k., granizo, l., & del barrio, c. (2021). emotional peer support interventions for students with send: a systematic review. frontiers in psychology, 12(december), 1–19. https://doi.org/10.3389/fpsyg.2021.797913 wahyu wulandari, p., stella, s., sarwilly, i., studi ilmu keperawatan stikes indonesia maju jlharapan nomor, p., & agung-jakarta selatan, l. (2022). hubungan ketidaksesuaian jurusan dengan stres mahasiswa dalam menjalankan kegiatan perkuliahan. jurnal interprofesi kesehatan indonesia, 1(2), 88–94. zhou, z., liu, h., zhang, d., wei, h., zhang, m., & huang, a. (2022). mediating effects of academic self-efficacy and smartphone addiction on the relationship between professional attitude and academic burnout in nursing students: a cross-sectional study. nurse education today, 116(may), 105471. https://doi.org/10.1016/j.nedt.2022.105471 zuhdi, m., majdi, z., purwanto, e., & sunawan. (2019). group counseling with self-talk technique and stress inoculation training to enhance students’ eustress article info. jurnal bimbingan konseling, 8(2), 125–133. 377-1425-1-ce couns-edu ¨the international journal of counseling and education vol.7, no.1, 2022, pp. 3247 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/0020220737710 received on 12/02/2022; revised on 29/02/2022; accepted on 20/03/2022; published on: 28/03/2022 32 students’ study pressures during the covid-19 global pandemic: exploration of the effects of workload, selfexpectation, grade worriness and despondency on college students in indonesia zadrian ardi*)1, chiedu eseadi2, abdul halim ade1, hendra hidayat1, yan guspriadi1 1universitas negeri padang, indonesia 2university of johannesburg, south africa *) corresponding author, +e-mail: zadrian@fip.unp.ac.id abstract pressure during the learning process is a common thing experienced by students. at some points, this pressure will be beneficial in increasing fighting power and motivation, but on the other hand, high-pressure conditions will affect students' mental health. this condition was also experienced when students entered the learning phase during the covid-19 pandemic. although several studies have revealed the effectiveness of distance learning during the pandemic, this study aims to reveal causal factors of learning pressure conditions during the pandemic such that it can trigger the emergence of academic stress. this study involved 750 students spread throughout indonesia. data gathering was through the use of a questionnaire with indicators developed from existing measuring tools. data analysis using structural equation model-partial least square (sem-pls) with model measurement analysis (mma) indicate loading, cronbach alpha, composite reliability, average variance extracted (ave) in fit conditions, and structural model testing also demonstrated valid condition and fit. the analysis shows a positive relationship between the predictors of the structural model consisting of self-expectation, despondency, grade worriness, and workload, which impact student learning pressures during the pandemic. there is an effect of workload mediation on the relationship between self-expectation and learning pressure. in reducing and controlling student learning pressures during a pandemic, it is necessary to consider these factors in learning activities. keywords: study pressures, global pandemic, college student, academic stress. how to cite: ardi, z., eseadi, c., ade, a., hidayat, h., & guspriadi, y. (2022). students’ study pressures during the covid-19 global pandemic: exploration of the effects of workload, selfexpectation, grade worriness and despondency on college students in indonesia. couns-edu: the international journal of counseling and education, 7(1). doi:http://dx.doi.org/10.23916/0020220737710 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2022 by author. introduction the covid-19 pandemic has caused extraordinary disruptions to the higher education landscape (clabaugh, duque, & fields, 2021). it was found that there were changes and adaptation needs of students in the last two years due to the covid-19 pandemic, such as changes in the implementation of learning in universities to online learning, where previously the learning process was carried out through face-to-face mode (hutchings et al., 2022; park, kim, & jeong, 2022; sucu & çakiroğlu, 2022a). not only that, students were also faced with various demands as the learning process progressed optimally. it is undeniable that various obstacles occur during the online lecture process (eko indrajit & wibawa, 2020; couns-edu ¨ the international journal of counseling and education vol.7, no.1, 2022 students’ study pressures during the covid-19 global pandemic...| 33 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020220737710 zubaidah et al., 2021). initially, this learning was responded to positively by some students, but as the learning process progressed, students experienced difficulties such as the presence of unstable signals and quotas,ome disturbances like interference when studying at home, learning difficulties because the material presented is challenging to understand due to the lack of direct interaction with lecturers and other students, as well as the lack of readiness of lecturers to prepare the material (karjo et al., 2022; rahayu et al., 2022; shareefa, muneez, hammad, & shihama, 2021). this condition is coupled with many students who complained of several assignments without sufficient materials and those that were a bit overwhelmed in following the learning process, especially in doing assignments and discussing minimal lectures (adams, chuah, sumintono, & mohamed, 2022; elberkawi, maatuk, elharish, & eltajoury, 2021; karjo et al., 2021). according to azizan, s.a., abu shamsi, n. (2021), students in this condition must adapt to a new system with several implementation challenges (azizan & abu shamsi, 2022; deniz, müller, steiner, & sergi, 2022; svatos, holub, fischer, & sobotka, 2022). students adaptation of the learning process provides new impacts and challenges. the impact of the changes experienced by students during the pandemic has the potential of causing mental health problems, and the impact that is most often encountered is the emergence of pressure in the learning process. a national survey in china (sun, dunne, hou, & xu, 2011) found that most children and adolescents (66.7%) perceive academic stress as the most significant stress in their lives. other studies have shown that covid-19 and its related disorders have resulted in significant increases in stress, anxiety, depression, and suicide in college students (aljhani, alateeq, alwabili, & alamro, 2022; arslan, yıldırım, & zangeneh, 2022; husky, kovess-masfety, & swendsen, 2020; y. li et al., 2021; mosleh, shudifat, dalky, almalik, & alnajar, 2022; stamatis, broos, hudiburgh, dale, & timpano, 2022; zhang, lin, peng, & li, 2021; zhu et al., 2022). the inability to manage the pressure that arises in learning often occurs among students. some of these students' pressures and academic burdens hinder their daily activities, both in self-development and other activities (ardi, daharnis, neviyarni, & ifdil, 2021). in general, the symptoms that appear in students are difficulty focusing on learning, difficulty remembering the material, difficulty understanding the subject matter, and negative thinking about themselves and their environment (aljhani et al., 2022; dutta, anand, gupta, kanchan, & parhi, 2022; ganji, alam, siddiqui, munisekhar, & alduraywish, 2022; stamatis et al., 2022; wang, zhang, ding, wang, & deng, 2022; zhen, yao, & zhou, 2022). the pressure on the learning process can have a negative impact and be one of the causes of learning loss. as stated by recent research, students tend to experience learning loss in distance learning (arciaga et al., 2022; dizon & errabo, 2022). in addition, if students are continuously under pressure, it will affect their academic achievement (ali homaid, 2022; alsabi et al., 2022). this pressure in learning can trigger academic stress.thus, pressure and demands originating in academic activities are referred to as academic stress. therefore, ardi, daharnis, neviyarni and ifdil (2021) reveal that the burden and pressure felt in the lecture process and campus life is quite disturbing to students, and there are still some students who have high-stress levels (ardi, 2021; ardi, daharnis, et al., 2021). students with higher capacities are expected to understand concepts, map problems, and choose the best solution for these problems (ardi, 2021; durán acevedo, carrillo gómez, & albarracín rojas, 2021; stubbe et al., 2021). nevertheless, in reality, students tend to have difficulty in managing various kinds of pressures that arise on them when learning. to be able to offer solutions to academic pressure, it is necessary to have an in-depth study of the factors that form pressure in learning. some contributing factors are excessive workload while undergoing online lectures, feelings of hopelessness, high self-expectation, and worries about grades (n. li, fan, wang, wang, & huang, 2022; sun et al., 2011). the workload is predicted to be a significant contributor to the academic pressure experienced by students. students generally face various tasks, such as coursework, papers, exams, and other assignments. many workloads can make students feel depressed and trigger stress. in a study investigating the main problems faced by young adolescents in singapore, 220 high school students in singapore were ranked as the top pressure to do schoolwork (ang & huan, 2006). elberkawi et al., (2021) in their research stated that when online learning is currently being done, lecturers give more assignments than learning in class (elberkawi et al., 2021; litam, ausloos, & harrichand, 2021; nguyen, 2021). a burden that is deemed too heavy will trigger memory impairment, concentration, decreased ability to solve problems, and academic ability. these student conditions, of course, impact the decline in student learning activities. couns-edu ¨ vol.7, no.1, month 2022 available online: http://journal.konselor.or.id/index.php/counsedu ardi, z., et al students’ study pressures during the covid-19 global…| 34 indonesian counselor association (iki) | doi: 10.1007/xxxxxx-xxx-0000-0 in addition, having hope for oneself can also be a double-edged sword. on the one hand, hope can be a source of individual motivation. on the other hand, it could be a factor that can increase burnout and, at the same time, trigger a decrease in learning activities. studies reveal that academic expectations are an influential source of stress among asian students (ang & huan, 2006; sun et al., 2011). students who often experience depression during online learning cannot be separated from the influence of high selfesteem and the surrounding environment, such as parents. research conducted by jun, wang, suh, and yeung (2022) explains that high parental expectations positively correlate with high levels of depression in students (fekih-romdhane, amri, & cheour, 2022; jun, wang, suh, & yeung, 2022; sælid et al., 2022). on the other hand, despair towards the learning process can be a factor causing pressure in learning activities (akdemir et al., 2022; geng et al., 2022; a. k. gupta, mathur, bijawat, & dadhich, 2022; roberts, henry, harvey, homer, & davis, 2022). despair is also referred to as a negative emotional response in individuals when they cannot achieve the goal/target, and naturally, they will feel a psychological collision within themselves. desperate individuals seem to behave sluggishly, rigidly, stupidly, and reluctantly to engaging in activities (cao et al., 2022; ganji et al., 2022). this feeling of hopelessness makes the individual's natural pressure increase. despair is seen when individuals lose their desire to learn, such as resigning themselves to online learning situations with various difficulties and low learning outcomes. studies show that students’ learning motivation in online learning during the covid19 pandemic tends to decrease (cao et al., 2022; durán acevedo et al., 2021; park et al., 2022). the individual should be able to get out of this situation, but on the contrary, the individual tends to drag on in this sense of despair. excessive worry about learning outcomes can be a significant trigger in forming learning pressure. it is found that nowadays, students perceive test scores or study results as very important, thus making students compete to achieve satisfactory results (burdzovic andreas & brunborg, 2022; chutipattana, le, & kaewsawat, 2022). in addition, during online learning, the demands that must be met by students increase, one of which is obtaining satisfactory learning outcomes (peng et al., 2022). this demand for high achievement also adds to the anxiety of individuals because they are afraid to disappoint parents and teachers when they get low learning outcomes (correia et al., 2022). for this reason, this study aims to analyze the factors that cause learning pressure on students during the pandemic. theoretical review study pressure in university study pressure is a condition that often becomes an obstacle for students in developing their potential and affects their learning process and performance (butterfield, price, woody, morris, & silk, 2021; n. li et al., 2022; majewska, denis, jarecka-bidzińska, jaroszewicz, & krupowicz, 2022). learning pressure occurs because of demands exceeding capacity and inappropriate ways of coping with students. there are many pressures experienced by students during their study period, some of which are an enormous task load, high expectations, worries about getting grades, and despair experienced by students (guldager, jervelund, & berg-beckhoff, 2021; meyer, doromal, wei, & zhu, 2017). in addition, difficulties in communicating with teachers, inappropriate learning methods, inharmonious relationships with family and peers and inability to manage time well are also triggers for this pressure (ciasullo, orciuoli, douglas, & palumbo, 2021; jailani et al., 2020; j. li & zhao, 2021). learning pressure is a significant source of stress for many students and is the tremendous pressure they face; when individuals feel pressure, their perception and evaluation of the situation will result in psychological experiences and emotional experiences, including anxiety, tension and frustration (guldager et al., 2021; novick et al., 2022; venuleo, ferrante, & rollo, 2021). there are many cases, especially asian students, who experience learning pressure which leads to mental health disorders (cao et al., 2022; jailani et al., 2020). if the academic pressure on students is high, it will affect their physical, mental and emotional health to various levels and are not conducive to their healthy development and growth. a report on china's educational development in 2019 indicated that excessive study pressure was the main reason for student suicide (ćosić et al., 2021; n. li et al., 2022). these obstacles or causes often come from conditions within students, such as perceptions, attitudes and behaviour towards these academic demands, school assignments, group work, and organisation participation. in addition, changes in learning patterns or approaches, self-discipline challenges, long study couns-edu ¨ the international journal of counseling and education vol.7, no.1, 2022 students’ study pressures during the covid-19 global pandemic...| 35 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020220737710 times, and lack of interaction with teachers and other students can also worsen things (askarizad & he, 2022; sucu & çakiroğlu, 2022b). disrupted feelings of despondency are prone to occur in students, leading to pressure during the learning process (cook et al., 2021). despondency or commonly referred to as hopelessness, and this term refers to a pessimistic attitude towards future results and the belief that the results obtained cannot be repaired. it also includes deep feelings of hopelessness, sadness, hopelessness or gloom and inadequacy. in this situation, individuals who experience it will feel abandoned and lonely and unable to decide anything and everything around them looks dark (laporte, soenens, brenning, & vansteenkiste, 2021). in the lecture environment, this despair often occurs in students. furthermore, the cause comes not only from the problems experienced but also the continuous failure when trying to achieve something desired, and the lack of ability to cope with stress multiplies this condition (al-hilawani, 2018; hall, liang, & riley, 2021; jakola, 2019). these conditions allow individuals to experience frustration and even develop more serious mental disorders like depression. the main trigger of depression is hopelessness which is defined by symptoms of decreased motivation, sadness, suicide, decreased energy, psychomotor retardation, sleep disturbances, poor concentration, and negative cognition (akdemir et al., 2022; cao et al., 2022; fuligni, chiang, & tottenham, 2021). according to hopelessness theory, low self-esteem or beliefs about a life event will have significant long-term consequences that can instil a sense of hopelessness, expressed in a specific set of depressive symptoms called hopelessness depression (cao et al., 2022; chutipattana et al., 2022; ganji et al., 2022). study pressure can also arise due to students' high workload and the limited capacity of individual abilities, both physically and psychologically (jailani et al., 2020; n. li et al., 2022; majewska et al., 2022). exacerbated by the emergence of a pandemic and changes in education and learning has patterns in almost all countries (ardi, hidayat, ifdil, guspriadi, & fauziyyah, 2021). this pandemic has caused disorders in almost every line of life, in this case, the mental health of individuals, because they have experienced psychological stressors such as high academic pressure. the high demands of lectures accompanied by workloads tend to add to the pressure that occurs in the learning process. in addition to feeling depressed, this enormous task load will also cause boredom and ultimately impact decreasing learning activities (guldager et al., 2021; swayamsiddha & mohanty, 2020). this excessive task load is a condition that occurs in the individual, where a task given or carried out exceeds the power or ability of the individual. heavy duty load contributes to the level of pressure or stress on the individual. when viewed from a developmental perspective, it is stated that high pressure and excessive expectations on students to get something will be able to eliminate their intrinsic motivation, curiosity and enjoyment of learning (durán acevedo et al., 2021; stubbe et al., 2021). h1: student despondency has a positively related with study pressure h3: student self-expectation has a positively related to study pressure h5: student workload has a positive related to study pressure impact of self-expectation and worriness in learning self-expectation is an essential dimension that impacts individual disturbances in the learning process (a. gupta, batra, & gupta, 2020; xiao, bowen, & lindsey, 2018). in this case, self-expectation is the individual's expectations in terms of academics. this expectation refers to the prediction of individual achievement in school/college, including short-term expectations such as test scores/achievements at the end of the academic year and long-term expectations such as final achievement, namely completing education in school or college (hall et al., 2021; haug & mork, 2021; kearney, akos, domina, & young, 2021). individual expectations in this academic tend to be influenced by their parents' expectations of themselves. for example, expectations that lead to their children's academic and career achievements in the future. a study conducted in china revealed that the higher the parents' expectations for their children's academics and careers, the higher the children's expectations for their academics and career in the future (jiang et al., 2018). expectations also come from academic institutions and individuals who participate in them, for example, teachers, students, and peers. although individuals have their expectations, it cannot be denied that there are external factors that influence them (fischer, nater, & laferton, 2016; kutty, 2014). self-expectations tend to be influenced by several factors such as self-esteem, couns-edu ¨ vol.7, no.1, month 2022 available online: http://journal.konselor.or.id/index.php/counsedu ardi, z., et al students’ study pressures during the covid-19 global…| 36 indonesian counselor association (iki) | doi: 10.1007/xxxxxx-xxx-0000-0 individual perceptions, rewards, support, the existence of clear goals and many more (fekih-romdhane et al., 2022; juusola & räihä, 2020). specific expectations of the learning process and results will provide essential contributions and manifestations that produce particular concerns in individuals. the expectations that individuals have affect themselves both now and, in the future, impacting their success and abilities in school or college. however, these different expectations can lead to pressure and worry in the individual. studies show that self-expectations can cause students pressure to carry out their studies. this perceived pressure certainly affects his academic achievement (baştemur & uçar, 2022; cohen-zamir, 2021; huang, saleh, & liu, 2021). the existence of high expectations of learning outcomes will impact how individuals respond to the workload of the lectures undertaken (alotaibi, 2016; guldager et al., 2021; meyer et al., 2017). in life as students, the existence of hope can lead them to choose learning goals and achievements, one of which is the hope to obtain satisfactory learning outcomes (ćosić et al., 2021; ning, 2018; sá, santos, serpa, & ferreira, 2021). so far, it seems that some students have high hopes for acquiring learning outcomes. this allows students to do various ways so that their expectations can be achieved. this can be observed when students have difficulty fulfilling the task load (cheung-blunden & khan, 2018; ning, 2018; stoll et al., 2017). however, excessive expectations of learning outcomes and pressure to excel in school can damage self-esteem and accelerate depressive symptoms over a long period. h2: student self-expectation has a positive correlation with grade worriness h4: student self-expectation has a positive correlation with workload method research design this research uses a purely quantitative approach with a survey method. specifically, the survey research design involves a cross-sectional study process with post-positivism assumptions. this study's design was adapted to analyze large amounts of data and draw conclusions from the data. this study used a quantitative approach to analyze the factors causing study pressure in learning in terms of workload, selfexpectation, grade worriness, and despondency. participants the research data was collected from respondents from the student segment throughout indonesia. there were 750 students involved in this study who were first asked for approval to take an online survey to maintain the integrity of the research. the sample comprised 567 (75.6%) females and 183 (24.4%) males. the number of samples has met the requirements in the test to produce a good structural equation modeling path analysis so that it can produce an accurate model with a minimal error level. before data collection was carried out, each respondent was asked for approval of data collection through an electronic form to maintain the ethics and treatment of research data. measurement instruments that have been adjusted for variables are used for data collection. to measure the conditions of study pressure (five items) and workload (four items) using the educational stress scale adolescent (essa) that developed by jiandong sun et al, which has been adapted to the indonesian language. this instrument has undergone several developments in various language versions (sun et al., 2011). the response to the instrument uses a 5-point likert scale with a range of strongly disagree to strongly agree, with the provision that the higher the score, the higher the indication of stress. as for the indicators of expectation (five items), despondency (four items), and grade worriness (four items), we usedthe academic expectation stress inventory (aesi) scale (ang & huan, 2006) which still has five alternative answers according to the likert scale model. both instruments were translated into indonesian so that the respondents easily understood them. in addition, the instrument was also tested for validity and reliability using the measurement model assessment (mma) so that all criteria obtained relevant results in terms of convergent and discriminant validity, including outer loading > 0.7, cronbach's alpha > 0.7, composite reliability > 0.7, and average variance. extracted (ave) > 0.5. couns-edu ¨ the international journal of counseling and education vol.7, no.1, 2022 students’ study pressures during the covid-19 global pandemic...| 37 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020220737710 data collection and data analysis the data collecting was using the questionnaire method by distributing links to respondents. first, respondents were given information about the purpose of the study and filled in their willingness to provide data in this study. the following data are sources related to the validated model from various reviews and previous research. the research data were analyzed using smartpls 3.0 software by considering this analysis's ability to build a measurement model from a predictive perspective. the next consideration is related to a large number of samples so that they meet the minimum sample requirements and automatically do not impose a normal distribution on the sample. the next consideration is regarding the ability of the structural equation model (sem) with the partial least square method to provide a causal explanation of the model with various factors on the variables (hair, sarstedt, & ringle, 2019; hair jr et al., 2021). in analyzing the data, this research uses path analysis to determine the direct and indirect impact or influence of exogenous variables on endogenous variables and their mediation. in addition, the analysis is intended to test the hypotheses that make up the model. in the analysis process, first testing is carried out on the direct impact between variables, and then indirect testing is carried out and determines the mediating variable. the indirect effect obtained must significantly confirm the existence of a mediating effect that forms the variable, in this case, concerning study pressure (sp). in terms of indirect effects, mediation can be positive or negative. in addition, to confirm exogenous constructs to get the relevance of predictions, the blindfolding technique (stone-geisser's q2) was used, and the bootstrapping method to confirm the predictions of the model. ethics statement all subjects gave their informed consent for inclusion before they participated in the study. the study was conducted in accordance with the declaration of helsinki, and the protocol was approved by the health research ethics committee, universitas negeri padang, west sumatra province, indonesia. results to examine the various impacts that shape study pressure on students, partial least squarestructural equation modeling (pls-sem) analysis was conducted to predict the correlation between latent constructs in the model and the multi-item multi-variable scale that was used in the measurement. plssem analysis was also used to examine causality and fit on a multi-item scale. model measurement analysis the first step in evaluating the model is to apply the model measurement assessment (mma). the composite loading or correlation weight is analyzed to obtain robust item reliability. hair et al. (2019) state that the recommended loading value for each indicator is above 0.708 (hair et al., 2019). in addition, loading testing ensures the communality of items to the construct. if this condition is met, the construct can automatically explain more than 50% of the variance of the indicator. based on this principle, if there is an item that does not meet the requirements, it will be dropped from the scale. furthermore, an evaluation of internal consistency reliability was carried out using cronbach's alpha as conservative reliability. to strengthen it, an analysis of composite reliability (cr) and rho_a analysis was carried out with an estimated value ranging from 0.7 to 0.95. the following assessment point in the model is the convergent validity value through the evaluation of the average variance extracted (ave) metric, which must be above the value of 0.5. table 1. loadings, reliability estimates, and convergent validity indicator loading c. alpha rho_a cr ave study pressure sp1 0.719 0.766 0.770 0.851 0.589 sp2 0.773 sp3 0.818 sp4 0.756 couns-edu ¨ vol.7, no.1, month 2022 available online: http://journal.konselor.or.id/index.php/counsedu ardi, z., et al students’ study pressures during the covid-19 global…| 38 indonesian counselor association (iki) | doi: 10.1007/xxxxxx-xxx-0000-0 indicator loading c. alpha rho_a cr ave self-expectation se1 0.904 0.892 0.894 0.933 0.823 se2 0.905 se3 0.912 despondency dd1 0.740 0.836 0.852 0.890 0.670 dd2 0.771 dd3 0.880 dd4 0.872 grade worriness gw1 0.867 0.861 0.862 0.906 0.707 gw2 0.872 gw3 0.804 gw4 0.818 workload wl1 0.825 0.856 0.860 0.902 0.698 wl2 0.854 wl3 0.867 wl4 0.794 table 1 shows an analysis of loading conditions on indicators, estimated reliability, and ave. all loading values on the indicators show that they are above 0.7, the value of the reliability estimate is in a good acceptance range, and the ave is above 0.5, following all acceptance of the model's measurement requirements. this condition indicates the formation of excellent indicator reliability, internal consistency, and convergent validity following the opinion of hair et al. (2019). figure 1. result of hypotheses tests. couns-edu ¨ the international journal of counseling and education vol.7, no.1, 2022 students’ study pressures during the covid-19 global pandemic...| 39 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020220737710 the results in figure 1 show that all indicators have a loading factor value above 0.7, and it can be concluded that all indicators have met convergent validity, which indicates a good validity condition. next in analyzing the measurement model is to evaluate discriminant validity through heterotrait-monotrait or htmt (hair et al., 2019) and fornell-larcker (fornell & larcker, 1981). the interpretation of the htmt is obtained from a coefficient of more than 0.9, which indicates a weak discriminant validity between the constructs and is related to the significant difference between the constructs. so the htmt value of less than 0.85 is highly recommended to indicate discriminant validity. meanwhile, for evaluating the fornell-larcker coefficient, it is indicated that the square root value of the ave in each construct must be higher than its correlation with other constructs. table 2. the heterotrait-monotrait ratio (htmt) despondency grade worriness selfexpectation study pressure workload despondency grade worriness 0.162 self-expectation 0.286 0.711 study pressure 0.522 0.516 0.467 workload 0.447 0.478 0.405 0.807 as described in table 2, all htmt values are less than 0.85; this indicates that the formation of discriminant validity is good and follows the criteria. table 3. the fornell-larcker criterion despondency grade worriness self-expectation study pressure workload despondency 0.818 grade worriness 0.117 0.841 self-expectation 0.259 0.625 0.907 study pressure 0.423 0.423 0.389 0.767 workload 0.392 0.411 0.355 0.730 0.836 in addition, table 3 also explains that all correlations in the fornell-larcker criteria analysis have a more negligible correlation than the square root of the ave. the test results showed high scores on despondency (0.818), grade worriness (0.841), self-expectation (0.907), study pressure (0.767), and workload (0.836) compared to correlations with other variables. the condition of obtaining the fornelllarcker criterion value indicates a good discriminant validity on the variable structural model assessment evaluation of the structural model involves assessing collinearity on exogenous constructs, testing significance, the relevance of path coefficients, and indirect effects on variables. in addition, measurements of the model's predictions were also carried out, followed by an assessment of the model's out-of-sample predictive power. the assessment of the collinearity between the constructs was carried out by evaluating the vif value of the exogenous construct. in the evaluation process, the vif value is not recommended to be above five, and it is highly recommended/ideally below 3. the analysis of the vif value shows that all indicators show values in the range of 1-2, so there is no indication of problems related to collinearity. when the test requirements have been met, the next step to assess the structural model is to test the strength of the model in predicting causality between variables through the bootstrapping method. couns-edu ¨ vol.7, no.1, month 2022 available online: http://journal.konselor.or.id/index.php/counsedu ardi, z., et al students’ study pressures during the covid-19 global…| 40 indonesian counselor association (iki) | doi: 10.1007/xxxxxx-xxx-0000-0 bootstrapping testing was carried out at a significance level of 5% and 1000 subsamples to check the significance of the developed path. then, decision-making is also carried out by testing the fit model through the values on the nfi, effect size (f2), srmr, and rms theta, as presented in table 4. the test results on the model structure show that all of the test indicators the model built have met the requirements and passed the test. in addition to the effect size, it can be seen that self-expectation and workload have a large effect in predicting the model. the test in table 4 shows that the model is robust and able to explain the relationship between predictors very well. table 4. structural model testing predictor nfi srmr rms theta f2 effect size despondency 0.841 0.077 0.159 0.040 small grade worriness 0.033 small self-expectation 0.641 large study pressure 0.144 medium workload 0.711 large decision model fit (84.1%) model fit model fit structural model in evaluating the relationship between the latent constructs described in figure 1, a structural model or inner model was tested. this model is evaluated by using r-square for endogenous constructs, path analysis values and t-value statistics on each indicator that makes up the latent variable construct. table 5. r-square value r square grade worriness 0.391 study pressure 0.569 workload 0.126 table 5 explains that the worriness grade has an r-square of 0.391, which indicates that the predictor variance can be explained by 39.1% of self-expectation. meanwhile, the study pressure predictor has an r-square of 0.569, which indicates that a self-expectation of 56.9% can explain this variance. in this condition, it can be said that the learning pressure is relatively high, which is predicted by the existence of self-expectation in students. furthermore, the workload predictor has an r-square value of 0.126, so it can be interpreted that the external predictor explains 87.4% of the variance. table 6 summarizes the path analysis and hypothesis testing results. based on the explanation in table 6, it can be seen that all research hypotheses are accepted. this is obtained from the p-value on each path coefficient which has a value of <0.005 with t statistics >0.05. based on the values presented in table 6, it can be interpreted that all hypotheses are supported and can be accepted. couns-edu ¨ the international journal of counseling and education vol.7, no.1, 2022 students’ study pressures during the covid-19 global pandemic...| 41 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020220737710 table 6. summary of path analysis results and hypothesis testing path analysis path coefficient (β) standard deviation (stdev) t statistics p values hypotheses result (α=0.05) dd -> sp 0.144 0.029 4.938 0.000 h1 accepted se -> gw 0.625 0.031 20.064 0.000 h2 accepted se -> sp 0.222 0.029 4.467 0.000 h3 accepted se -> wl 0.355 0.040 8.882 0.000 h4 accepted wl -> sp 0.627 0.028 22.596 0.000 h5 accepted discussion the results of the path analysis show that there is a significant effect on study pressure due to despondency conditions in students (hypothesis 1) with a coefficient value of 0.144 (p-value: 0.000). this is in line with studies in previous research which indicated that feelings of hopelessness and lack of confidence in one's abilities could have an impact on pressure and stress on students (ghahremani, nazari, changizi, & kaveh, 2021; wilkins, clayton, jones, & brown, 2021). this condition could ultimately hinder students' ability to develop according to their potential. although it has weak relevance, the effects of despondency on students in forming learning pressure can be considered. the condition of despondency is also a direct manifestation of feelings of hopelessness during distance learning during the covid-19 pandemic (cao et al., 2022; chutipattana et al., 2022; jailani et al., 2020). in addition, in hypothesis 2, it is also explained that concerns about grades (gw) can occur because of students' self-expectations of themselves. the achievement coefficient obtained in this path is 0.625 (p-value: 0.000), which is one of the most robust relevance in this model. this condition follows research findings that explain that a strong level of self-expectation will be able to raise specific concerns in students related to the grades they will get at the end of the lecture session (khan et al., 2022; sunindijo & kamardeen, 2020). the end of this feeling of worry can lead to excessive anxiety and even academic stress, which will reduce academic achievement (weber, skodda, muth, angerer, & loerbroks, 2019). another concern that is also felt is very closely related to the fear of the future that arises due to the covid19 pandemic (khan et al., 2022). next, learning pressure is given a strong impact by self-expectation when student workload (hypothesis 4) conditions first passed it with a coefficient value of 0.627 (p-value: 0.000). this condition is a prevailing situation following previous research which states that learning pressure can occur due to a relatively large task load and is experienced by many students (şimşek, taş, gülşen, savran, & durmuş, 2016). this condition can trigger academic stress that is detrimental to students. coupled with the existence of expectations that are too high for academic achievement, the workload that is passed will be felt quite heavy by students (jackson et al., 2022; kotini-shah et al., 2022). learning pressure due to the high workload is exacerbated by online learning during the covid-19 pandemic, which requires distance learning (hypothesis 5). the impossibility of students to consult directly with lecturers and the implementation of large-scale social restrictions in indonesia are factors that trigger the emergence of this condition (daryanto et al., 2022; moll et al., 2022; novick et al., 2022). various studies also show that the increase in academic stress experienced by students is a manifestation of the inability to manage and manage time and the workload given during lecture sessions (e.g. courses/subjects with field practice assignments and case reports that require in-depth observations). couns-edu ¨ vol.7, no.1, month 2022 available online: http://journal.konselor.or.id/index.php/counsedu ardi, z., et al students’ study pressures during the covid-19 global…| 42 indonesian counselor association (iki) | doi: 10.1007/xxxxxx-xxx-0000-0 however, the direct relationship between self-expectation and learning pressure appears to have a coefficient value that is not too high (β= 0.222 and p-value= 0.000). although it still has a high significance value and good hypothesis acceptance (hypothesis 3), this condition can also be explained by previous research, which explained that learning pressure is a negative feeling experienced by msany students as a result of expectations that are sometimes beyond what students can achieve (cao et al., 2022; n. li et al., 2022; peng et al., 2022). this expectation condition could give rise to irrational beliefs such that it will be able to have an impact on perceptions and how students cope with the stress that arises. the inability to cope will weaken student resources, resulting in increased pressure in undergoing studies; the following research conducted show that in asian students, the tendency of expectations of learning outcomes is a source of stress that significantly impacts psychological conditions (cao et al., 2022; jailani et al., 2020; litam et al., 2021). along with the acceptance of all proposed hypotheses, it can be said that the four variables developed in the model were significantly able to predict the emergence of learning stress experienced by students during the pandemic. conclusions pressure in the learning process is a condition that can arise as a result of various interrelated variables. this condition is one of the triggers for students' emergence of academic stress. moreover, online learning due to the emergence of the covid-19 pandemic is an extreme situation that students must face. concerns about grades, despondency, self-expectation, and workload during the learning process during a pandemic have a significant impact on the emergence of learning pressure. this condition is a manifestation that will continue to exist in the learning process, but its level and appearance are something that various related parties must control. mental health services are an alternative to reducing the occurrence of this condition. the limitation of this research lies in need for a more in-depth study of the systemic impact of the emergence of learning pressure which has not yet been studied. besides, the study has not explained the possibility of moderating variables that bridge the emergence of learning pressure on students during the covid-19 pandemic references adams, d., chuah, k. m., sumintono, b., & mohamed, a. (2022). students' readiness for e-learning during the covid-19 pandemic in a south-east asian university: a rasch analysis. asian education and development studies, 11(2), 324-339. doi:10.1108/aeds-05-2020-0100 akdemir, m., aktekin, m. r., şenol, y. y., sönmez, y., baysal, ö. d., mamakli, s., . . . gürpinar, e. (2022). depression and psychological distress in medical students, a prospective study. noropsikiyatri arsivi, 59(2), 116-122. doi:10.29399/npa.27799 al-hilawani, y. a. (2018). the quality of life of normal-achieving and low-achieving participants: is it associated with iq and metacognition? international journal on disability and human development, 17(2), 279-293. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085062766284&partnerid=40&md5=22bc13c6d105a40bc1c8f6efa53a6116 ali homaid, a. (2022). problematic social media use and associated consequences on academic performance decrement during covid-19. addictive behaviors, 132. doi:10.1016/j.addbeh.2022.107370 aljhani, s., alateeq, d., alwabili, a., & alamro, a. (2022). mental health and online learning among medical students during the covid-19 pandemic: a saudi national study. journal of mental health training, education and practice, 17(4), 323-334. doi:10.1108/jmhtep-04-2021-0037 alotaibi, k. n. (2016). the learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of saudi nursing and medical emergency students. nurse education today, 36, 249-254. doi:10.1016/j.nedt.2015.11.003 alsabi, r. n. s., zaimi, a. f., sivalingam, t., ishak, n. n., alimuddin, a. s., dasrilsyah, r. a., . . . jamil, a. a. m. (2022). improving knowledge, attitudes and beliefs: a cross-sectional study of postpartum depression awareness among social support networks during covid-19 pandemic in malaysia. bmc women's health, 22(1). doi:10.1186/s12905-022-01795-x ang, r. p., & huan, v. s. (2006). academic expectations stress inventory: development, factor analysis, reliability, and validity. educational and psychological measurement, 66(3), 522-539. arciaga, p. l., calmes, d., windokun, a., pan, d., dev, p., ruff, h., & bazargan-hejazi, s. (2022). distance learning during covid-19 mitigates learning loss for interprofessional education. simulation in healthcare : journal of the society for simulation in healthcare, 17(1), 68-69. doi:10.1097/sih.0000000000000600 couns-edu ¨ the international journal of counseling and education vol.7, no.1, 2022 students’ study pressures during the covid-19 global pandemic...| 43 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020220737710 ardi, z. (2021). development of solution focused brief counseling online counseling model to reduce student academic stress. (doctoral dissertation). universitas negeri padang, padang. ardi, z., daharnis, d., neviyarni, n., & ifdil, i. (2021). the analysis of solution focused brief counseling contribution in reducing first-year students academic stress symptoms. paper presented at the 2nd progress in social science, humanities and education research symposium (psshers 2020). ardi, z., hidayat, h., ifdil, i., guspriadi, y., & fauziyyah, s. a. (2021). the development of potensia; the android-based psychological application for mapping and assessments of student mental health during the covid-19 pandemic. international journal of interactive mobile technologies, 15(16). arslan, g., yıldırım, m., & zangeneh, m. (2022). coronavirus anxiety and psychological adjustment in college students: exploring the role of college belongingness and social media addiction. international journal of mental health and addiction, 20(3), 1546-1559. doi:10.1007/s11469-020-00460-4 askarizad, r., & he, j. (2022). post-pandemic urban design: the equilibrium between social distancing and social interactions within the built environment. cities, 124. doi:10.1016/j.cities.2022.103618 azizan, s. a., & abu shamsi, n. (2022). design-based learning as a pedagogical approach in an online learning environment for science undergraduate students. frontiers in education, 7. doi:10.3389/feduc.2022.860097 baştemur, ş., & uçar, s. (2022). mixed method research on effective psychological counselor characteristics and empowerment needs of turkish school counselors. participatory educational research, 9(1), 1-21. doi:10.17275/per.22.1.9.1 burdzovic andreas, j., & brunborg, g. s. (2022). individual, family, and community characteristics associated with covid-19-specific worry and lack of worry among norwegian high school students in first pandemic year. jama network open, 5(2). doi:10.1001/jamanetworkopen.2022.0337 butterfield, r. d., price, r. b., woody, m. l., morris, a. s., & silk, j. s. (2021). adolescent girls’ physiological reactivity to real-world peer feedback: a pilot study to validate a peer expressed emotion task. journal of experimental child psychology, 204. doi:10.1016/j.jecp.2020.105057 cao, c., wang, l., fang, r., liu, p., bi, y., luo, s., . . . olff, m. (2022). anxiety, depression, and ptsd symptoms among high school students in china in response to the covid-19 pandemic and lockdown. journal of affective disorders, 296, 126-129. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085116015488&doi=10.1016%2fj.jad.2021.09.052&partnerid=40&md5=0d12d294e2af23672df87d02b3b6856c cheung-blunden, v., & khan, s. r. (2018). a modified peer rating system to recognise rating skill as a learning outcome. assessment & evaluation in higher education, 43(1), 58-67. doi:10.1080/02602938.2017.1280721 chutipattana, n., le, c. n., & kaewsawat, s. (2022). depression, anxiety, and stress during covid-19 epidemic among public health students in thailand. trends in sciences, 19(4). doi:10.48048/tis.2022.2577 ciasullo, m. v., orciuoli, f., douglas, a., & palumbo, r. (2021). putting health 4.0 at the service of society 5.0: exploratory insights from a pilot study. socio-economic planning sciences. doi:10.1016/j.seps.2021.101163 clabaugh, a., duque, j. f., & fields, l. j. (2021). academic stress and emotional well-being in united states college students following onset of the covid-19 pandemic. frontiers in psychology, 12, 628787. cohen-zamir, a. (2021). learning to track: how do teachers learn sorting practices? teaching and teacher education, 103. doi:10.1016/j.tate.2021.103362 cook, e. j., crane, l., kinash, s., bannatyne, a., crawford, j., hamlin, g., . . . richardson, s. (2021). australian postgraduate student experiences and anticipated employability: a national study from the students' perspective. journal of teaching and learning for graduate employability, 12(2), 148-168. doi:10.21153/jtlge2021vol12no2art1030 correia, k. m., bierma, s. r., houston, s. d., nelson, m. t., pannu, k. s., tirman, c. m., . . . henning, j. a. (2022). education racial and gender disparities in covid-19 worry, stress, and food insecurities across undergraduate biology students at a southeastern university. journal of microbiology and biology education, 23(1). doi:10.1128/jmbe.00224-21 ćosić, k., popović, s., šarlija, m., kesed�ić, i., gambira�a, m., dropuljić, b., . . . jovanovic, t. (2021). ai-based prediction and prevention of psychological and behavioral changes in ex-covid-19 patients. frontiers in psychology, 12. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085122722666&doi=10.3389%2ffpsyg.2021.782866&partnerid=40&md5=2f13b6a957a7469a56eee2a1a2cf4dc8 daryanto, b., rahmadiani, n., amorga, r., kautsarani, i., susilo, h., & persada isma, s. p. (2022). burnout syndrome among residents of different surgical specialties in a tertiary referral teaching hospital in indonesia during covid-19 pandemic. clinical epidemiology and global health, 14. doi:10.1016/j.cegh.2022.100994 deniz, s., müller, u. c., steiner, i., & sergi, t. (2022). online (remote) teaching for laboratory based courses using "digital twins" of the experiments. journal of engineering for gas turbines and power, 144(5). doi:10.1115/1.4053323 couns-edu ¨ vol.7, no.1, month 2022 available online: http://journal.konselor.or.id/index.php/counsedu ardi, z., et al students’ study pressures during the covid-19 global…| 44 indonesian counselor association (iki) | doi: 10.1007/xxxxxx-xxx-0000-0 dizon, r. j. j., & errabo, d. d. r. (2022). compensating learning losses in online learning: teachers and students' performance in virtual classrooms. durán acevedo, c. m., carrillo gómez, j. k., & albarracín rojas, c. a. (2021). academic stress detection on university students during covid-19 outbreak by using an electronic nose and the galvanic skin response. biomedical signal processing and control, 68. doi:10.1016/j.bspc.2021.102756 dutta, p., anand, s., gupta, s., kanchan, r. k., & parhi, k. k. (2022). assessment of post-traumatic stress disorder symptoms during covid-19 pandemic among medical students. biomedicine (india), 42(1), 117-121. doi:10.51248/.v42i1.921 eko indrajit, r., & wibawa, b. (2020). portrait of higher education in the covid-19 period in a digital literacy perspective: a reflection on the online lecture process experience. elberkawi, e. k., maatuk, a. m., elharish, s. f., & eltajoury, w. m. (2021). online learning during the covid-19 pandemic: issues and challenges. fekih-romdhane, f., amri, a., & cheour, m. (2022). suicidal ideation, suicide literacy and stigma, disclosure expectations and attitudes toward help-seeking among university students: the impact of schizotypal personality traits. early intervention in psychiatry, 16(6), 659-669. doi:10.1111/eip.13211 fischer, s., nater, u. m., & laferton, j. a. c. (2016). negative stress beliefs predict somatic symptoms in students under academic stress. international journal of behavioral medicine, 23(6), 746-751. doi:10.1007/s12529-0169562-y fornell, c., & larcker, d. f. (1981). structural equation models with unobservable variables and measurement error: algebra and statistics. in: sage publications sage ca: los angeles, ca. fuligni, a. j., chiang, j. j., & tottenham, n. (2021). sleep disturbance and the long-term impact of early adversity. neuroscience and biobehavioral reviews, 126, 304-313. doi:10.1016/j.neubiorev.2021.03.021 ganji, k. k., alam, m. k., siddiqui, a. a., munisekhar, m. s., & alduraywish, a. (2022). covid-19 and stress: an evaluation using beck's depression and anxiety inventory among college students and faculty members of jouf university. work (reading, mass.), 72(2), 399-407. doi:10.3233/wor-210346 geng, y., fei, w., tang, z., wang, s., yu, j., zhang, m., & zhang, t. (2022). parental care and depressive symptoms among chinese medical students: roles of empathy and gender. bmc medical education, 22(1). doi:10.1186/s12909-022-03524-2 ghahremani, l., nazari, m., changizi, m., & kaveh, m. h. (2021). high-risk behaviors and demographic features: a cross-sectional study among iranian adolescents. international journal of adolescent medicine and health, 33(4). doi:10.1515/ijamh-2018-0212 guldager, j. d., jervelund, s., & berg-beckhoff, g. (2021). academic stress in danish medical and health science students during the covid-19 lock-down. danish medical journal, 68(7). retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085109038676&partnerid=40&md5=7143835c774758e2a79912832b20079f gupta, a., batra, s., & gupta, v. k. (2020). gender, culture, and implicit theories about entrepreneurs: a crossnational investigation. small business economics. doi:10.1007/s11187-020-00434-9 gupta, a. k., mathur, p., bijawat, s., & dadhich, a. (2022). a novel work on analyzing stress and depression level of indian population during covid-19. recent advances in computer science and communications, 15(6), 822-831. doi:10.2174/2666255813999201022113918 hair, j. f., sarstedt, m., & ringle, c. m. (2019). rethinking some of the rethinking of partial least squares. european journal of marketing. hair jr, j. f., hult, g. t. m., ringle, c. m., sarstedt, m., danks, n. p., & ray, s. (2021). partial least squares structural equation modeling (pls-sem) using r: a workbook. in: springer nature. hall, k. s., liang, y. w. m., & riley, l. j. (2021). best practices of principals to increase attendance in lowsocioeconomic status rural high schools. nassp bulletin, 105(2), 65-83. doi:10.1177/01926365211012453 haug, b. s., & mork, s. m. (2021). taking 21st century skills from vision to classroom: what teachers highlight as supportive professional development in the light of new demands from educational reforms. teaching and teacher education, 100. doi:10.1016/j.tate.2021.103286 huang, j., saleh, s., & liu, y. (2021). a review on artificial intelligence in education. academic journal of interdisciplinary studies, 10(3), 206-217. doi:10.36941/ajis-2021-0077 husky, m., kovess-masfety, v., & swendsen, j. (2020). estresse e ansiedade entre estudantes universitários na frança durante o confinamento obrigatório covid-19. psiquiatria compr, 102, 152191. hutchings, m., mclarnon, n., mcdermott, j., watson, a., power, a., anderson, e. s., & owens, m. (2022). practice-based learning and the impacts of covid-19: doing it for real? british journal of midwifery, 30(6), 333344. doi:10.12968/bjom.2022.30.6.333 couns-edu ¨ the international journal of counseling and education vol.7, no.1, 2022 students’ study pressures during the covid-19 global pandemic...| 45 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020220737710 jackson, j., almos, h., karibian, n., lieb, c., butts-wilmsmeyer, c., & aranda, m. l. (2022). identifying factors that influence student perceptions of stress in biology courses with online learning modalities. journal of microbiology and biology education, 23(1). doi:10.1128/jmbe.00233-21 jailani, o., adli, a. h. t., amat, m. a. c., othman, s. m., deylami, n., & rahim, n. s. a. (2020). the selfperceived problems among malaysian pre-university students: implications for college counselling. asian journal of university education, 16(3), 112-124. doi:10.24191/ajue.v16i3.11075 jakola, f. (2019) culture, institutions and power: institutionalisation of cross-border co-operation as a development strategy in northern finland. in: vol. 48. nordia geographical publications (pp. 1-114): geographical society of northern finland. jiang, d., zhang, d., chen, y., he, z., gao, q., gu, r., & xu, p. (2018). trait anxiety and probabilistic learning: behavioral and electrophysiological findings. biological psychology, 132, 17-26. doi:10.1016/j.biopsycho.2017.10.010 jun, h. h., wang, k. t., suh, h. n., & yeung, j. g. (2022). family profiles of maladaptive perfectionists among asian international students. counseling psychologist, 50(5), 649-673. doi:10.1177/00110000221089643 juusola, h., & räihä, p. (2020). quality conventions in the exported finnish master’s degree programme in teacher education in indonesia. higher education, 79(4), 675-690. doi:10.1007/s10734-019-00430-3 karjo, c. h., andreani, w., herawati, a., ying, y., yasyfin, a. p., & marie, k. (2021). teachers' challenges and needs in e-learning environment. karjo, c. h., andreani, w., herawati, a., ying, y., yasyfin, a. p., & marie, k. (2022). technological challenges and strategies in implementing e-learning in higher education. kearney, c., akos, p., domina, t., & young, z. (2021). student-to-school counselor ratios: a meta-analytic review of the evidence. journal of counseling and development, 99(4), 418-428. doi:10.1002/jcad.12394 khan, a., sriyanto, s., baranovich, d. l., tahir, l. m., panatik, s. a., sasmoko, s., . . . jabor, m. k. (2022). the relationship between positive mental health, academic stress and suicide ideation among malaysian adolescents residing in johor bahru. current psychology. doi:10.1007/s12144-022-02885-7 kotini-shah, p., man, b., pobee, r., hirshfield, l. e., risman, b. j., buhimschi, i. a., & weinreich, h. m. (2022). work-life balance and productivity among academic faculty during the covid-19 pandemic: a latent class analysis. journal of women's health, 31(3), 321-330. doi:10.1089/jwh.2021.0277 kutty, f. m. (2014). mapping their road to university: first-generation students' choice and decision of university. international education studies, 7(13), 49-60. doi:10.5539/ies.v7n13p49 laporte, n., soenens, b., brenning, k., & vansteenkiste, m. (2021). adolescents as active managers of their own psychological needs: the role of psychological need crafting in adolescents’ mental health. journal of adolescence, 88, 67-83. doi:10.1016/j.adolescence.2021.02.004 li, j., & zhao, y. (2021). construction of innovation and entrepreneurship platform based on deep learning algorithm. scientific programming, 2021. doi:10.1155/2021/1833979 li, n., fan, l., wang, y., wang, j., & huang, y. (2022). risk factors of psychological distress during the covid-19 pandemic: the roles of coping style and emotional regulation. journal of affective disorders, 299, 326-334. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.085121222718&doi=10.1016%2fj.jad.2021.12.026&partnerid=40&md5=776293be9c17cdd718ec8ea2bc6d7882 li, y., zhao, j., ma, z., mcreynolds, l. s., lin, d., chen, z., . . . liu, x. (2021). mental health among college students during the covid-19 pandemic in china: a 2-wave longitudinal survey. journal of affective disorders, 281, 597-604. doi:10.1016/j.jad.2020.11.109 litam, s. d. a., ausloos, c. d., & harrichand, j. j. s. (2021). stress and resilience among professional counselors during the covid-19 pandemic. journal of counseling and development, 99(4), 384-395. doi:10.1002/jcad.12391 majewska, a., denis, m., jarecka-bidzińska, e., jaroszewicz, j., & krupowicz, w. (2022). pandemic resilient cities: possibilities of repairing polish towns and cities during covid-19 pandemic. land use policy, 113. doi:10.1016/j.landusepol.2021.105904 meyer, j. p., doromal, j. b., wei, x., & zhu, s. (2017). a criterion-referenced approach to student ratings of instruction. research in higher education, 58(5), 545-567. doi:10.1007/s11162-016-9437-8 moll, v., meissen, h., pappas, s., xu, k., rimawi, r., buchman, t. g., . . . coopersmith, c. m. (2022). the coronavirus disease 2019 pandemic impacts burnout syndrome differently among multiprofessional critical care clinicians a longitudinal survey study. critical care medicine, 50(3), 440-448. doi:10.1097/ccm.0000000000005265 mosleh, s. m., shudifat, r. m., dalky, h. f., almalik, m. m., & alnajar, m. k. (2022). mental health, learning behaviour and perceived fatigue among university students during the covid-19 outbreak: a cross-sectional multicentric study in the uae. bmc psychology, 10(1). doi:10.1186/s40359-022-00758-z couns-edu ¨ vol.7, no.1, month 2022 available online: http://journal.konselor.or.id/index.php/counsedu ardi, z., et al students’ study pressures during the covid-19 global…| 46 indonesian counselor association (iki) | doi: 10.1007/xxxxxx-xxx-0000-0 nguyen, h. t. t. (2021). boosting motivation to help students to overcome online learning barriers in covid-19 pandemic: a case study. 15(10), 4-20. doi:10.3991/ijim.v15i10.20319 ning, h. k. (2018). singapore primary students' pursuit of multiple achievement goals: a latent profile analysis. journal of early adolescence, 38(2), 220-237. doi:10.1177/0272431616665214 novick, p. a., lee, j., wei, s., mundorff, e. c., santangelo, j. r., & sonbuchner, t. m. (2022). maximizing academic integrity while minimizing stress in the virtual classroom. journal of microbiology and biology education, 23(1). doi:10.1128/jmbe.00292-21 park, y. h., kim, i. h., & jeong, y. w. (2022). stress, and coping strategy of university students during covid-19 in korea: the mediating role of ego-resiliency. acta psychologica, 227. doi:10.1016/j.actpsy.2022.103615 peng, x., liang, s., liu, l., cai, c., chen, j., huang, a., . . . zhao, j. (2022). prevalence and associated factors of depression, anxiety and suicidality among chinese high school e-learning students during the covid-19 lockdown. current psychology. doi:10.1007/s12144-021-02512-x rahayu, w., putra, m. d. k., faturochman, meiliasari, sulaeman, e., & koul, r. b. (2022). development and validation of online classroom learning environment inventory (oclei): the case of indonesia during the covid-19 pandemic. learning environments research, 25(1), 97-113. doi:10.1007/s10984-021-09352-3 roberts, l., henry, a., harvey, s. b., homer, c. s. e., & davis, g. k. (2022). depression, anxiety and posttraumatic stress disorder six months following preeclampsia and normotensive pregnancy: a p4 study. bmc pregnancy and childbirth, 22(1). doi:10.1186/s12884-022-04439-y sá, m. j., santos, a. i., serpa, s., & ferreira, c. m. (2021). digitainability—digital competences post-covid-19 for a sustainable society. sustainability (switzerland), 13(17). doi:10.3390/su13179564 sælid, g. a., czajkowski, n. o., aarø, l. e., andersen, j. r., idsøe, t., helleseter, m. d., & holte, a. (2022). effects of a school-based intervention on levels of anxiety and depression: a cluster-randomized controlled trial of the mindpower program in ten high schools in norway. bmc psychology, 10(1). doi:10.1186/s40359-02200721-y shareefa, m., muneez, m., hammad, a., & shihama, m. (2021). enhancing virtual learning during the crisis of covid-19 lockdown a case study of a higher education institution in maldives. international journal of learning, teaching and educational research, 20(11), 476-493. doi:10.26803/ijlter.20.11.26 şimşek, c., taş, b., gülşen, c., savran, m., & durmuş, y. e. (2016). comparing higher educational students levels on educational stress management. turkish online journal of educational technology, 2016(novemberspecialissue), 468-479. retrieved from https://www.scopus.com/inward/record.uri?eid=2s2.0-85007193612&partnerid=40&md5=a5470373aea78bfa05bf0cd90d8d6645 stamatis, c. a., broos, h. c., hudiburgh, s. e., dale, s. k., & timpano, k. r. (2022). a longitudinal investigation of covid-19 pandemic experiences and mental health among university students. british journal of clinical psychology, 61(2), 385-404. doi:10.1111/bjc.12351 stoll, g., rieger, s., lüdtke, o., nagengast, b., trautwein, u., & roberts, b. w. (2017). vocational interests assessed at the end of high school predict life outcomes assessed 10 years later over and above iq and big five personality traits. journal of personality and social psychology, 113(1), 167-184. doi:10.1037/pspp0000117 stubbe, j. h., tiemens, a., keizer-hulsebosch, s. c., steemers, s., van winden, d., buiten, m., . . . van rijn, r. m. (2021). prevalence of mental health complaints among performing arts students is associated with covid-19 preventive measures. frontiers in psychology, 12. doi:10.3389/fpsyg.2021.676587 sucu, f., & çakiroğlu, ü. (2022a). ict teachers’ adaptations to online instruction during covid-19 pandemic. international journal of information and learning technology, 39(3), 209-226. doi:10.1108/ijilt-09-2021-0149 sucu, f., & çakiroğlu, ü. (2022b). ict teachers’ adaptations to online instruction during covid-19 pandemic. international journal of information and learning technology. retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-85129609673&doi=10.1108%2fijilt-09-20210149&partnerid=40&md5=2ea35ae430cdf2a0355886fcd6357736 sun, j., dunne, m. p., hou, x.-y., & xu, a.-q. (2011). educational stress scale for adolescents: development, validity, and reliability with chinese students. journal of psychoeducational assessment, 29(6), 534-546. sunindijo, r. y., & kamardeen, i. (2020). psychological challenges confronting graduate construction students in australia. international journal of construction education and research, 16(3), 151-166. doi:10.1080/15578771.2018.1431741 svatos, j., holub, j., fischer, j., & sobotka, j. (2022). online teaching of practical classes under the covid-19 restrictions. measurement: sensors, 22. doi:10.1016/j.measen.2022.100378 swayamsiddha, s., & mohanty, c. (2020). application of cognitive internet of medical things for covid-19 pandemic. diabetes metab syndr, 14(5), 911-915. doi:10.1016/j.dsx.2020.06.014 venuleo, c., ferrante, l., & rollo, s. (2021). facing life problems through the internet. the link between psychosocial malaise and problematic internet use in an adolescent sample. journal of gambling issues, 46, 107131. doi:10.4309/jgi.2021.46.7 couns-edu ¨ the international journal of counseling and education vol.7, no.1, 2022 students’ study pressures during the covid-19 global pandemic...| 47 indonesian counselor association (iki) | doi: https://doi.org/10.23916/0020220737710 wang, f., zhang, l., ding, l., wang, l., & deng, y. (2022). fear of covid-19 among college students: a systematic review and meta-analysis. frontiers in public health, 10. doi:10.3389/fpubh.2022.846894 weber, j., skodda, s., muth, t., angerer, p., & loerbroks, a. (2019). stressors and resources related to academic studies and improvements suggested by medical students: a qualitative study. bmc medical education, 19(1). doi:10.1186/s12909-019-1747-z wilkins, n. j., clayton, h., jones, c. m., & brown, m. (2021). current prescription opioid misuse and suicide risk behaviors among high school students. pediatrics, 147(4). doi:10.1542/peds.2020-030601 xiao, y., bowen, n. k., & lindsey, m. a. (2018). racial/ethnic measurement invariance of the school success profile (ssp)'s future orientation scale. journal of school psychology, 71, 85-107. doi:10.1016/j.jsp.2018.10.003 zhang, k., lin, z., peng, y., & li, l. (2021). a longitudinal study on psychological burden of medical students during covid-19 outbreak and remission period in china. european journal of psychiatry, 35(4), 234-241. doi:10.1016/j.ejpsy.2021.06.003 zhen, b., yao, b., & zhou, x. (2022). pandemic exposure, post-traumatic stress disorder, conflict behaviors, and online aggressive behaviors among college students during the covid-19 pandemic: examining the moderating role of gender. frontiers in psychiatry, 13. doi:10.3389/fpsyt.2022.809173 zhu, x. m., yan, w., sun, j., liu, l., zhao, y. m., zheng, y. b., . . . lu, l. (2022). patterns and influencing factors of covid-19 vaccination willingness among college students in china. vaccine, 40(22), 3046-3054. doi:10.1016/j.vaccine.2022.04.013 zubaidah, kardena, a., shalihah, s., hodijah, o., afrida, y., & safitri, l. (2021). web-based e-learning application for learning arabic language. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 48-56 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017028920received on 04/06/2017; revised on 05/08/2017; accepted on 05/19/2017; published on: 06/30/2017 48 the construction and validation of solution-focused group work (sfgw) for malaysian adolescents ratnadevi r. shunmugam*)1 & sidek mohd noah2 12faculty of educational studies, university of putra malaysia *)corresponding author,  e-mail: ratnadevirshunmugam@gmail.com abstract solution-focused group work (sfgw) approach is proven to be effective in resolving adolescents’ life struggles and assist them to lead a successful adolescence hood. common practices of developing the intervention module and assessing the module are presented in this study. the data was collected by two stages: (i) validation process by 4 counseling module development experts; and (ii) a total of 30 samples aged 14-15 years old was piloted to obtain the reliability score of sfgw. the collected data were subjected to descriptive test. the result yielded that sfgw have good validity and high reliability with cronbach’s alpha of .87 and .94 respectively. hence, it is concluded that sfgw is a valid and reliable module for adolescents who increases their self-efficacy, achievement motivation and goalsetting behaviors. keywords: solution-focused group work (sfgw), adolescents how to cite: shunmugam, r.r., & noah, s.m. (2017). the construction and validation of solutionfocused group work (sfgw) for malaysian adolescents. couns-edu: international journal of counseling and education, 2(2): pp. 48-56. doi: https://doi.org/10.23916/002017028920 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction it is timely that ministry of education has had introduced national educational blueprint 2013 – 2025 with one of the focus is to produce a well-informed students, be it academically or non-academically. schools are encouraged to create a harmonious environment for students to explore themselves and provide opportunities for them to correct their behavior. since adolescence is a crucial stage to develop their strengths towards positive living, they need to be empowered with confidence and ability to figure out solutions for their own problems (morton & montgomery, 2013). mahzam (2013) suggested that students should be given a continuous guidance and assistance to develop their life skills. borhan, l., hashim f., & othman j (2014) recommended schools to provide support and opportunities to adolescents to explore and form their identity through co-curricular and instructional approach. acquiring adequate skills will empower students to face challenges in life positively. ultimately, students with stable mental state will contribute to the wellness of themselves as well as their environment like schools. students who have a clear understanding on themselves and equipped with necessary skills to face challenges will later increase their academic achievement and decrease disciplinary problems in school setting (mahzam, 2013). engaging in group work and role playing activities will provide a platform for adolescents to make real-world decisions on matters like sex and drugs (santrock, 2013). couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 48-56 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017028920received on 04/06/2017; revised on 05/08/2017; accepted on 05/19/2017; published on: 06/30/2017 48 the construction and validation of solution-focused group work (sfgw) for malaysian adolescents ratnadevi r. shunmugam*)1 & sidek mohd noah2 12faculty of educational studies, university of putra malaysia *)corresponding author,  e-mail: ratnadevirshunmugam@gmail.com abstract solution-focused group work (sfgw) approach is proven to be effective in resolving adolescents’ life struggles and assist them to lead a successful adolescence hood. common practices of developing the intervention module and assessing the module are presented in this study. the data was collected by two stages: (i) validation process by 4 counseling module development experts; and (ii) a total of 30 samples aged 14-15 years old was piloted to obtain the reliability score of sfgw. the collected data were subjected to descriptive test. the result yielded that sfgw have good validity and high reliability with cronbach’s alpha of .87 and .94 respectively. hence, it is concluded that sfgw is a valid and reliable module for adolescents who increases their self-efficacy, achievement motivation and goalsetting behaviors. keywords: solution-focused group work (sfgw), adolescents how to cite: shunmugam, r.r., & noah, s.m. (2017). the construction and validation of solutionfocused group work (sfgw) for malaysian adolescents. couns-edu: international journal of counseling and education, 2(2): pp. 48-56. doi: https://doi.org/10.23916/002017028920 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction it is timely that ministry of education has had introduced national educational blueprint 2013 – 2025 with one of the focus is to produce a well-informed students, be it academically or non-academically. schools are encouraged to create a harmonious environment for students to explore themselves and provide opportunities for them to correct their behavior. since adolescence is a crucial stage to develop their strengths towards positive living, they need to be empowered with confidence and ability to figure out solutions for their own problems (morton & montgomery, 2013). mahzam (2013) suggested that students should be given a continuous guidance and assistance to develop their life skills. borhan, l., hashim f., & othman j (2014) recommended schools to provide support and opportunities to adolescents to explore and form their identity through co-curricular and instructional approach. acquiring adequate skills will empower students to face challenges in life positively. ultimately, students with stable mental state will contribute to the wellness of themselves as well as their environment like schools. students who have a clear understanding on themselves and equipped with necessary skills to face challenges will later increase their academic achievement and decrease disciplinary problems in school setting (mahzam, 2013). engaging in group work and role playing activities will provide a platform for adolescents to make real-world decisions on matters like sex and drugs (santrock, 2013). couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 48-56 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017028920received on 04/06/2017; revised on 05/08/2017; accepted on 05/19/2017; published on: 06/30/2017 48 the construction and validation of solution-focused group work (sfgw) for malaysian adolescents ratnadevi r. shunmugam*)1 & sidek mohd noah2 12faculty of educational studies, university of putra malaysia *)corresponding author,  e-mail: ratnadevirshunmugam@gmail.com abstract solution-focused group work (sfgw) approach is proven to be effective in resolving adolescents’ life struggles and assist them to lead a successful adolescence hood. common practices of developing the intervention module and assessing the module are presented in this study. the data was collected by two stages: (i) validation process by 4 counseling module development experts; and (ii) a total of 30 samples aged 14-15 years old was piloted to obtain the reliability score of sfgw. the collected data were subjected to descriptive test. the result yielded that sfgw have good validity and high reliability with cronbach’s alpha of .87 and .94 respectively. hence, it is concluded that sfgw is a valid and reliable module for adolescents who increases their self-efficacy, achievement motivation and goalsetting behaviors. keywords: solution-focused group work (sfgw), adolescents how to cite: shunmugam, r.r., & noah, s.m. (2017). the construction and validation of solutionfocused group work (sfgw) for malaysian adolescents. couns-edu: international journal of counseling and education, 2(2): pp. 48-56. doi: https://doi.org/10.23916/002017028920 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction it is timely that ministry of education has had introduced national educational blueprint 2013 – 2025 with one of the focus is to produce a well-informed students, be it academically or non-academically. schools are encouraged to create a harmonious environment for students to explore themselves and provide opportunities for them to correct their behavior. since adolescence is a crucial stage to develop their strengths towards positive living, they need to be empowered with confidence and ability to figure out solutions for their own problems (morton & montgomery, 2013). mahzam (2013) suggested that students should be given a continuous guidance and assistance to develop their life skills. borhan, l., hashim f., & othman j (2014) recommended schools to provide support and opportunities to adolescents to explore and form their identity through co-curricular and instructional approach. acquiring adequate skills will empower students to face challenges in life positively. ultimately, students with stable mental state will contribute to the wellness of themselves as well as their environment like schools. students who have a clear understanding on themselves and equipped with necessary skills to face challenges will later increase their academic achievement and decrease disciplinary problems in school setting (mahzam, 2013). engaging in group work and role playing activities will provide a platform for adolescents to make real-world decisions on matters like sex and drugs (santrock, 2013). couns-edu  the international journal of counseling and education vol.2, no.2, 2017 manuscript title the construction and validation of solution-focused group work (sfgw)... | 49 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028920 as to assist and uphold the importance of counseling, numerous studies conducted in school setting. in recent years, research on counselors’ competency, effectiveness of counseling and various intervention modules were validated and tested its reliability in school setting (bavani & sorooshian 2012; mohamad, z., hj, a., & rahman, a., 2011; mahzam, 2013; amalie madihie & sidek mohd noah, 2013). with this progress in mind, counselors may reach more students to assist them in their positive personal development. programs based on group works found to be effective as adolescents are more contented to express themselves in the peer groups (corey, 2012). as to laud the need for interventions, current move to develop an intervention program using sfgw in malaysian context is much welcomed. intervention using sfgw approach proven to be effective in resolving adolescents struggles in life like low self-esteem and depression (javanmiri l. et.al, 2013; mahzam, 2013; reddy et.al, 2015). hence, integration between solution-focused approach and group work will definitely be anticipated in providing a solid intervention in malaysian schools. theoretical foundation of sfgw solution-focused is a post-modern therapeutic approach which emerged in 1980s. the approach strongly influenced by the work of milton erikson and the mri group in palo alto, ca. the distinguish aspect of the approach is the use of artful vague language and well-crafted statements to allow the client to come up with their own understanding. steve de shazer and insoo kim berg spent more than 25 years with clients by observing and paying attention to what was most useful to promote solutions. they are in the opinion that sessions are meant to help satisfy what clients wanted and subsequently creating solutions within the short period of time. following tenets explain the reasons behind the selection of the theory as a guideline in development of sfgw. one of the solution-focused basic tenets is the identification of positive signs in individual. clients are seen as the nuclease of the session that always cooperative. they are viewed as the expert of their own life and change happens as client experience themselves as competent and successful. counselor and client identify exceptions to most problems put forward and look for solutions. problems are viewed as a way of describing things rather than pathology and complex problems not necessarily needs complex solutions. this approach ought to facilitate changes in clients, in the way chosen by them. small change in thought or act can lead to larger change in client life. this is a straight forward, time effective, efficient, and positive psychological approach towards solutions for any situations faced by clients. the approach is differed from traditional counseling psychotherapy approaches in that it shifts the focus from problem solving to solution focus (sobhy & cavallaro, 2010; saadazaade & khalili, 2012). counselors do not necessarily need to know the pathology of clients but to collaborate on signs of when the problem has been solved (sobhy & cavallaro, 2010). hence, this positive based orientation views people as competent and has the strength to construct solutions for their well-being. solution-focused theory interpret that people have all the capability to find solution but sometimes tend to lose awareness of their competencies. the therapeutic tasks provided in the session aimed to shift from past-oriented focused to present and future. the belief here is that of clients are able to identify and specifically present the problems and goals and also pronounce the positive changes encountered during the process. the emphasis on the positive changes actually leads towards solutions in the session. this simple, fast and client centered theory views clients as always cooperating in the sessions. the clients are recognized as the expert in their own life. this futuristic based theory focuses on the positive side of life, and always looks for solution. in addition, the theory facilitates and guides a person towards a positive change in their desired direction. it assumes that a small change may lead to larger change in a persons’ life. this assumption based on the facts that change happens as people experience themselves as competent and successful. and, its view about problem significantly differentiates it from other theories. complex problems not necessarily need a complex solution. it focuses on how to solve the problem rather that questioning the reason on why the problem occurs. exceptions to most problems can be identified by counselors and clients. here, the duty of solution-focused counselors is, help the clients to recover their lost awareness by using the techniques in theory. the techniques used are goal setting, the miracle question, exception questions, scaling questions, coping questions, relationship questions and the therapeutic feedback. the reaction couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu ratnadevi r. shunmugam & sidek mohd noah the construction and validation of solution-focused group work (sfgw)... | 50 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028920 towards the techniques builds an active and directive approach (sobhy & cavallaro, 2010). the utilization of the techniques based on seven principles of solution focus approach. they are 1) to change the interaction pattern and aware the limitation in relationship with others; 2) to encourage a person to do something differently; 3) to establish an accommodating relationship with clients; 4) to derive new and useful meaning from client’s complaints; 5) to look for clients’ small changes; 6) the emerge of small changes is enough to create changes in the whole system of the clients’ life; and 7) it is not a mandate for counselors to know deep about the clients’ problems. corey (2008) modified the basic assumption of sf to suit the group counseling. they are (1) changes are expected to occur with the focus on the future and solution bases; (2) group members are blocked with negative thought for progress despite their high capability of resolving issues; (3) exceptions exist for every problems, thus focus on exceptions will lead to solutions; (4) clients given opportunity to present their other sides of the self; (5) a small changes recognized as this will lead to other changes; (6) group leaders should facilitate clients desire to change; and (7) groups members can be trusted in their intention to find solution that uniquely suits themselves. gerald b.s. (2005) concluded that adolescents do not have the cognitive skills needed to understand where and how they get into the problem as the way adults are able to grasp the nature of the problem. as the sf uses the clients’ words, counseling became easier for adolescents to comprehend. counseling becomes more personalized and met the needs of students as the counselors use students language. students’ ability to communicate at their level and to recognize that they are understood creates and ideal situation. another aspect is the focus on language that directs them to take positive actions (gerald b.s., 2005). the qualitative data of conversation analysis revealed sfgw influenced and gradually changes adolescents’ problem based speeches to a more solution focused and hope for success conversation. he further said that specific sfgw techniques like miracle questions, scaling questions, and exceptions able to bring a solution for clients. the research proved that low self-esteem clients could utter high self-esteem speeches after sfbt intervention (mulawarman, 2014). the above discussion clearly stated that adolescents are able to lead a constructive lifestyle with guidance from adults through education. group work activity, based on well researched modules would benefits adolescents a lot. sf tenets found to be adequately assist adolescents to create their life purpose and built a solid life foundation. the goal-setting, exception and change variables derived from sf will be used in this study. the development of sfgw module would be a great platform for all the stakeholders for empowering adolescents in malaysia. a good module development should be based on theoretical background (rozubi & lau p.l., 2015). as for the study, solution-focused theory will ground the sfgw module development. the module grounded by solution-focused tenets could explain the empowerment of adolescents to focus on solutions to their problems. adolescents would be empowered by encouraging them to plan, set goals, to experience, to review goals, reframed obstacles and celebrate little change observed by them. on the whole, solution-focused literature can be categorized into two broad themes. these are, firstly, solution construction using the goal-setting and selfregulation. secondly, create exceptions to the problem and utilizing of strengths available within individuals (grant, 2011). grant (2012) focused on three key factors: (1) goal orientation; (2) resource activation and (3) problem disengagement in the development of solution-focused inventory. henceforth, current study suggests fourth theme focusing on the capacity of the person to recognize positive change. the notification of positive change in individuals will motivate and encourage them to pursue life positively. such encouragement is seemed a must for adolescents to see life positively. this would empower them with the sense of objectiveness, self-efficacy and motivation to achieve successful and healthier life. in conclusion, the study will develop a personal development module based on four core themes drawn from literature review of solution-focused theory. the themes are named as (1) goal-setting (gs); (2) resource activation (ra); (3) solution-focused (sf) and (4) positive change (pc). the need to develop the sfgw module the need to develop the module was felt, mainly for three reasons. firstly, study by local researchers suggests more preventive programs being developed for malaysian adolescents so that, malaysia can couns-edu  the international journal of counseling and education vol.2, no.2, 2017 manuscript title the construction and validation of solution-focused group work (sfgw)... | 51 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028920 produce a better future generation (abdul hamid et.al., 2015). there is a gap in youth programs that focus on values and moral’s education and life competency skills on how to behave (abdullah et.al., 2015). secondly, adolescents are viewed as competent and full of ability to endure their lives journey (moshman, 2011 & santrock, 2013). they have inner strength for achievement to lead their life. to lead a successful adolescence hood, they need psychological, social and other related supports from adult (santrock, 2013). all they need is affirmation on their capability in accomplishing given tasks, ability to construct goals of their own and constant motivation to achieve goals. the integration of self-efficacy and goal-setting techniques would be beneficial to increase achievement motivation among adolescents (zimmerman, 1992). hence, the module developed will look into adolescent’s self-efficacy, goal-setting behavior and achievement motivation grounded by solution-focused theory. thirdly, to date, in attempt to address issues related to adolescents, local researchers documented numbers of studies which mainly pay attention to the outcome of interventions using various theories and approaches like cognitive-behavioral therapy and rational emotive therapy (mahzam, 2013; madihie, a., & mohd noah, s., 2013) most of these studies focused on the effectiveness of such approaches on adolescents’ academic achievement, self-esteem and self-efficacy. unfortunately, only handful of these studies focused on the effectiveness of solution-focused group work intervention among adolescents, especially academic achievement. thus, current study is in the hope to fill in such a loop in counseling intervention field. the study will reveal the effectiveness of solution-focused group work on adolescence goal-setting behavior, self-efficacy and achievement motivation. method as to determine the validity and reliability of the drafted module, validation and reliability processes involved. the processes are explained as follows: process 1 – validation process. experts in the field of counseling and module development were identified. the experts have more than 10 years’ experience in module development and two of them have the competency in solutionfocused theory. the other two experts were involved extensively in counseling development in malaysia. researchers identified 6 potential counseling experts and sent an email to seek willingness to evaluate the module. all 5 of them responded and agreed to become the evaluator. an appointment letter was prepared by the second author and sent to respective evaluator with the module draft and the validation form. after two weeks, researcher sent an email to remind about the evaluation, and after a month 3 evaluators returned the module. in between that period of time, evaluators provided feedback via phone calls and emails. one of the evaluator asked the researcher to meet personally to get the feedback and collect the module and validation form. within a month 3 evaluators responded and return the module with validation form. the fourth evaluator sent in the module after two months but the fifth evaluator unable to accomplish the evaluation due to some personal reason. finally, data were collected from 4 experts and analysis to get the validation percentage. the analysis was performed and calculated by using percentage (%). the formula was formulated by sidekmohd noah and jamaludin ahmad (2005) and presented below: a good content validity should score more than 70% and if the less than that, the module does not have a good validity result and it is advisable to recheck the content according to the objective of study. apart from percentage, the result can be presented in a point form, where 100% as 1.00 and 0 % as 0.00. this way of writing is similar to a correlation index (sidekmohd noah and jamaludin ahmad, 2005). process ii – reliability measuring process pilot test was carried out to reveal the relevancy, appropriateness and usability of the module on intended participants (arip, m. a. et.al., 2013). pilot test also provides feedbacks on the aspects that need total score from experts (x) _______________________ x 100% = content validity achievement maximum score (100) couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu ratnadevi r. shunmugam & sidek mohd noah the construction and validation of solution-focused group work (sfgw)... | 52 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028920 improvement in the module constructed (ahmad, j., amat, m. a. c., yahaya, s. n., yusof, r., & alias, s. r., 2011). a number of 30 adolescents participated for the pilot study. permission was obtained from the ministry of education to conduct the pilot study and research in schools. permission letter from ministry of education was sent out to participating school principals and upon obtaining the permission, the researcher visited the schools. with the assistance of school counselors, list of participants was obtained. the participants were given explanation about the sfgw program and their consents were secured. a total of 30 samples were used in this pilot study. permission from the parents obtained and the participants were made aware that their participation was completely voluntary and that they could withdraw from the study at any time. the usual time to complete the form was about 20 minutes. after the recruitment of participants, they went through the following activities: 1. activity 1 i know you, you know me; and yes!! this is my hope. activity 1 focus on ice-breaking session, where facilitator and members are get to know each other. then, group members construct their own rules and goals of being in the group. 2. activity 2 provides more opportunities to build confidence and competency among members. 3. activity 3 keys to solution. activity 3 focuses on finding solutions for obstacles brought by members. members are expected to be instilled with positive thoughts about self, utilize their strengths and provide exceptions to obstacles. 4. activity 4 members will continue to exercise finding solutions for obstacles and start to scale their progress. 5. activity 5 members are to point out positive change in them. members are expected to analysis the change by eliciting, amplifying and reinforcing (ear). 6. activity 6 anticipated to support members to reframe their obstacles and lead them to solution building. the validity and reliability of the instruments is mandate in research. 7. activity 7 let’s party. the aim is to celebrate members’ new understanding, achievement and positive change. this activity expected to affirm the success achieved and also to minimize the relapse among members. the emphasis on the positive changes actually leads towards solutions in the session. after each session, participants were asked to respond to the reliability instrument that developed from objectives of each activity. the evaluation instrument which was adapted from smdm consists of 20 items. the items in reliability measuring form are on a likert-scale of 1strongly disagree to 5 – strongly agree. finally, module is ready to use after the validity and reliability is determined. results and discussions validation analysis table 2 division of validity achievement according percentage of four counseling experts evaluators evaluators score (x/25) total of validity achievement (%) validity index evaluator 1 18 72 .72 evaluator 2 23 92 .92 evaluator 3 25 100 .100 evaluator 4 21 84 .84 total achievement average .870 = .9 (1 d.p.*) *d.p.: decimal point the result shows that, overall validity of the module scored is 87%. the highest percentage was given by evaluator 3 (100%), followed by evaluator 2 (92%), evaluator 4 (84%) and lowest percentage by evaluator 1 (72%). the sfgw validity index obtained an overall total of .9 (1 d.p.). the overall comments and suggestions from the evaluators are (i) the module is suitable for the intended samples; (ii) to conduct pilot test prior the actual research to avoid any possible hiccups; (ii) steps in activity 1 and 2 looks similar; (iv) to provide sample dialogues in every activity as to guide others especially the module users. in sum, all evaluators agreed that the content of sfgw is related to the couns-edu  the international journal of counseling and education vol.2, no.2, 2017 manuscript title the construction and validation of solution-focused group work (sfgw)... | 53 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028920 objective and suitable for adolescents. reliability analysis the module reliability instrument can be developed by referring the objectives of activities involved or steps in the activities (jamaludin ahmad & sidek mohd noah, 2005). in this study, the reliability instrument was developed using the objectives of the activities. a total of 20 objectives were identified from all 7 activities, hence the reliability instrument consists of 20 items. the statistical packages for social sciences (spss) version 21 was used to determine the cronbach’s alpha of the module. the analysis revealed that sfgw module score .938 for 20 items. othman mohamed (2000) suggests that a module can be accepted only and if the module obtains .90. hence, the analysis proved that sfgw module has a high reliability which is .94. this suggests that the module has a consistency and reliable forbe used in school setting. this study has proven that sfgw module contains good content validity and has high reliability and suitable to be used in school setting. the module too can be conducted for adolescents’ especially secondary school students. therefore, the module can provide insights to counselors in schools to conduct a properly planned and researched module for adolescents. besides that, (schunk, 1995) raised concern on the need to conduct research to examine the relationship between motivation, performance and selfefficacy. training and skills teaching are common practice in school settings but such activities considered insufficient without assessing its effectiveness on students’ self-efficacy and their performance. due to importance should be given for the effect on the training and skills teaching where self-efficacy and performance be measured. thus, sfgw intervention module not only teaches students skills, but measures how it impacts students’ efficacy, and performance. well planned guidelines like sfgw enable adolescents to cope with life challenges especially negative thoughts that nailed in them since young. most of the studies in malaysia focused on the development and effectiveness of approaches focus upon adolescents’ academic achievement, self-esteem and self-efficacy. unfortunately, only handful of these studies focused on the effectiveness of solution-focused group work intervention among adolescents, especially academic achievement. thus, the development of sfgw module is in the hope to fill in such loop in counseling intervention field. programs based on group works found to be effective as adolescents are more contented to express themselves in the peer groups (corey, 2012). as to laud the need for group interventions, the development of intervention program using sfgw module in malaysian context is needed. conclusions the development of sfgw module went through a proper validation and reliability process as suggested by the experts in the field. the skills thought in the module will enable adolescents to be ready to start a successful adulthood. thus, the current module will enhance adolescents’ self-efficacy, achievement motivation and goal-setting behavior. acknowledgments the earlier version of this article was presented in seminar guidance and counseling, 2nd march 2017, padang indonesia. we would like to thank universiti putra malaysia for support and research grant. references a, c. l., & sunde, j. (2009). a solution-focused approach to resolving conflict among dutch school. journal of systemic therapies fall, 28(1). abd hamid, s. r., ismail, k., saad, s., ibrahim, m. b., & mansur, n. (2015). are the malaysian adolescents’ behavior at-stake? mediterranean journal of social sciences, 6(2), 328–346. http://doi.org/10.5901/mjss.2015.v6n2s5p328. abdullah, h., ortega, a., ahmad, n., &ghazali, s. (2015). aggressive and delinquent behavior among high risk youth in malaysia.asian social science, 11(16), 62–73. http://doi.org/10.5539/ass.v11n16p6. couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu ratnadevi r. shunmugam & sidek mohd noah the construction and validation of solution-focused group work (sfgw)... | 54 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028920 aida idris, sedigheh moghavvemi & ghazali musa. (2015). selected theories in social science research. university of malaya press. alderman, m.kay. (2008). motivation for achievement : possibilities for teaching and learning.3rd edition. routledge, taylor & francis group. asbah razali, farimah dokoushkani, kogilavani rajendran. (2013). what does literature bakar, a. r., mohamed, s., & n. s. zakaria. (2011). work values of malaysian school counselors: it’ s implication on school counseling. journal of sosial sciences, 7(3), 456–461. bandura, a. (1986). social foundations of thoughts and action: a social cognitive theory. bavani, s., mohan, v. r., & sorooshian, s. (2012). counseling in the context of malaysian living style.… journal of basic and applied sciences, 6(10), 292–296. retrieved from http://www.ajbasweb.com/ajbas/2012/october/292-296.pdf. che rozaniza azizan, asbah razali, & rajalingam pillai. (2013). promoting positive mental health among students in malaysia. psychology and behavioral science. vol. 2. no. 2, pp. 73 – 82. doi: 10.11648/j.pbs.20130202.18. corey, m.s., corey, g., & corey, c,. (2010). groups: process and practice. 8th edition. brooks/cole, cengage learning.. daki, j., & savage, r. s. (2010). solution-focused brief therapy: impacts on academic and emotional difficulties. the journal of educational research, 103, 309–326. http://doi.org/10.1080/00220670903383127. dale h. schunk. (1984). enhancing self-efficacy and achievement through rewards and goals: motivational and informational effects. journal of educational research, 78, 29–34. http://doi.org/10.1080/00220671.1984.10885568. david r. shaffer & katherine kipp. (2010). developmental psychology: childhood and adolescence. 8th edition. wadsworth, cengage learning. devswaroop upadhyay. (2012). research methodology in education. wisdom press, india. feldman, s. robert. (2011). development across the life span. 6th edition. prentice hall, new jersey. elias, h., mustafa, s. m. s., roslan, s., & noah, s. m. (2011). motivational predictors of academic performance in end year examination. procedia social and behavioral sciences, 29(2010), 1179–1188. http://doi.org/10.1016/j.sbspro.2011.11.352. fadlelmula, f. k. (2010). educational motivation and students’ achievement goal orientations.procedia social and behavioral sciences, 2(2), 859–863. http://doi.org/10.1016/j.sbspro.2010.03.116. franklin, moore, c., hopson, k., & laura.(2008). effectiveness of solution-focused brief therapy in a school setting.children & schools, 30 (1). franklin, streeter, c., kim, c. l., tripodi, j. s., & stephen j. (2007).the effectiveness of a solution focused, public alternative school for dropout prevention and. children & schools, 29 (3). gerald b.sklare. (2005). brief counseling that works: a solution-focused approach for school counselors and administers. 2nd edition. corwin press. gladding, samuel t. (2012).groups: a counseling specialty. 6th edition. pearson education, inc javanmiri, l., kimiaee, s. a., bahram, &, ghanbari, a., & abadi, h. (2013). the study of solutionfocused group counseling in decreasing depression among teenage girls. international journal of psychological studies, 5(1). http://doi.org/10.5539/ijps.v5n1p105. jerrold lee shapiro, lawrence s.peltz and susan bernadettshapiro. (1998). brief group treatment; practical training for therapist and counselors. brooks/cole publishing company. kvarme, l. g. l., monsen, k. a., & eboh, w. o. (2014). evidence-based solution-focused care for school-age children experiencing cyberbullying: using the omaha system to guide and document psychiatric nursing interventions. journal of psychosocial nursing and mental health services. http://doi.org/10.3928/02793695-20131029-02. low suet fin. (2011). pembinaandan pengujian model pencapaian akademik pelajar tingkatan empat di daerah klang. thesis submitted for doctoral degree. faculty of education.university of malaya, kuala lumpur. lunenburg, fred c. (2011). goal-setting theory of motivation. international journal of management, business, and administration. volume 15, number 1, 2011. m. muthee, jessina & thomas, i. (2009). predictors of achievement motivation among kenyan adolescents.the psychespace. vol. 3, no. 2, 39-44, july 2009. couns-edu  the international journal of counseling and education vol.2, no.2, 2017 manuscript title the construction and validation of solution-focused group work (sfgw)... | 55 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028920 madihie, a., & mohd noah, s. (2013). an application of the sidek module development in rebt counseling intervention module design for orphans.procedia social and behavioral sciences, 84, 1481– 1491. http://doi.org/10.1016/j.sbspro.2013.06.777 mahzam bt mohd saad. (2013). the effects of cognitive behavioral approach in group counseling towards social anxiety and self focus attention among adolescents. thesis submitted for doctoral degree. faculty of education.university of malaya, kuala lumpur. malaysia education blueprint, m. (2013). malaysia education blueprint 2013 2025. education, 27(1), 1– 268. http://doi.org/10.1016/j.tate.2010.08.007. moeller, a. j., theiler, j. m., & wu, c. (2012). goal setting and student achievement: a longitudinal study. the modern language journal, 96(2), 153–169. http://doi.org/10.1111/j.1540-4781.2011.01231.x mohamad, z., hj, a., & rahman, a. (2011). counseling practitioners in malaysia: socio-demographic profile and theoretical approcahes in counseling process, 2 (22), 184–188. mohd noah, s. & ahmad j. ( 2005). pembinaan modul: bagaimana membina modul latihan dan modul akademik. university putra malaysia. morton, m. h. & montgomery, p. (2013). youth empowerment programs for improving adolescents’ self-efficacy and self-esteem: a systematic review. research on social work practice, 23 (1), 22-33. doi: 10.1177/104973151245996. moshman, d. (2011). adolescent rationality and development: cognition, morality and identity. 3 rd edition.,pychology press, new york. mulawarman soedjito taathadi. (2014). application of solution-focused brief therapy (sfbt) to enhance high school students self-esteem: an embedded experimental design. internatioinal journal of psychological studies; vol. 6, no.3. najeemah mohd yusof, . (2006). patterns of social interaction between different ethnic groups in malaysian secondary schools. jurnal pendidik dan pendidikan, 21, 149–164. pajares f. (2005). self-efficacy during childhood and adolescence: implications for teachers and parents. in …………… self-efficacy beliefs of adolescents, 339 – 367, information age publishing. pajares, f., & usher, e. l. (2008). self-efficacy, motivation, and achievement in school from the perspective of reciprocal determinism. advances in motivation and achievement. vol. 15: social psychological perspectives. palfrey, j., gasser, u., maclay, c., &beger, g. (unicef). (2011). digital natives and the three divides to bridge. adolescence -an age of opportunity. rahman, a., zubaidah, s., jais, s., & isa, n. (2014). competency level of the counselor in secondary schools in malaysia. pensyarah. ined. uitm. edu. my, 2(2), 1–12. retrieved from http://pensyarah.ined.uitm.edu.my/nfsshared/upload/courses/edu405/forum/20140401085222 competency level of the counselor in secondary. pdf reddy, p. d., thirumoorthy, a., vijayalakshmi, p., & hamza, m. a. (2015). effectiveness of solutionfocused brief therapy for an adolescent girl with moderate depression. indian journal of psychological medicine, 37 (1). http://doi.org/10.4103/0253-7176.150849. reiter, m. d. (2010). solution-focused marathon 33 33 solution-focused marathon sessions. journal of systemic therapies, 29(1), 33–49. robert l.smith. (2015). a contextual measure of achievement motivation: significance for research in counseling. vistas project sponsored by the american counseling association. http://www.counseling.org/knowledge-center/vistas. rooholla saadatzaade & shiva khalili. (2012). effects of solution-focused group counseling on student’s self-regulation and academic achievement. international journal for cross-disciplinary subjects in education (ijcdse), volume 3, issue 3, september 2012. rozubi, n. c., & li, l. p. (2015). full length review article the development of psychological wellbeing programme based on six factormodel psychological well-being ryff ( 1989 ), 2 (1989), 1176– 1180. rubenstein, e. d., & thoron, a. c. (2014). setting goals to promote academic and personal achievement 1, 1–3. ifas extension.university of florida. santrock, john w. (2007). adolescence.11th edition. mcgraw-hill international edition. santrock, john w. (2013). life-span development.14th edition. mc graw-hill international edition. say about student at risk? psychology and behavioural sciences. vol. 2, no. 2, pp. 51-58. doi:10.11648/j.pbs.20130202.15. couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu ratnadevi r. shunmugam & sidek mohd noah the construction and validation of solution-focused group work (sfgw)... | 56 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028920 see, c. m., & ng, k. (2010). counseling in malaysia : history , current status , and future trends malaysia: the country, 88, 18–22. seffetullah kuldas, shahabuddin hashim & hairul nizam ismail. (2015). malaysian adolescents student’ needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. international journal of adolescence and youth, vol. 20, no. 1, 32 – 47, http://dx.doi.org/10.1080/02673843.2014.973890. singh, k. (2011). study of achievement motivation in relation to academic achievement of students. international journal of educational planning & administration, 1(2), 161–171. sita chetri. (2014). achievement motivation of adolescents and its relationship van den bergh, l., denessen, e., hornstra, l., voeten, m., & holland, r. w. (2010). the implicit prejudiced attitudes of teachers: relations to teacher expectations and the ethnic achievement gap. american educational research journal, 47 (2), 497–527. http://doi.org/10.3102/0002831209353594. violeta enea & ion dafinoiu. (2009). motivational solution-focused intervention for reducing school truancy among adolescents. journal of cognitive and behavioral psychotherapies, 9 (2), 185–198. with academic achievement. international journal of humanities and social science invention, issn (online): 2319 -7722, issn (print): 2319-7714, www.ijhssi.org., volume 3 issue 6, june 2014, pp. 08 15. yusni mohamad yusop, melati sumari, fatanah mohamad, ahmad fathy ibrahim and krishnamoorty muniandy (2015). kebolehgunaan modul bimbingan kelompok konsep kendiri terhadap pelajar pengenalan; jurnal bitara edisi khas (psikologi kaunseling) vol 8, 157–170. zahra houshmand neghabi & sudabesh morshedian rafiee. (2013). mediating effect of academic engagement in relationship between academic self-efficacy and academic achievement among adolescent in tehran. life science journal 2013; 10 (5s): 393-399. (issn: 1545-1003). http://www.americanscience.org. 71. zainudin abu bakar, lee mei yun, ng siew keow, tan hui li. (2014). goal-setting learning principles. journal of education and learning. volume 8(1), pp.41-50. zimmerman, bandura & martinez-pons. (1992). self-motivation for academic attainment the role of self-efficacy beliefs and personal goal setting. american education research journal, fall 1992, vol. 29, no.3, pp. 663-676. couns-edu  the international journal of counseling and education vol.2, no.3, month 2017, pp. 112-118 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/002017026930 received on 02/27/2017; revised on 03/13/2017; accepted on 07/21/2017; published on: 09/30/2017 112 assisting the government in the implementation non-formal education: a case study of the indonesian kasih bundo institute for the care and development among the disables children eka pasca surya bayu*)1, mira meilisa 2 12universitas muhammadiyah sumatera barat *) corresponding author,  e-mail: ekapascha.suryabayu@gmail.com abstract poverty is still a serious issue worldwide, including in indonesia. one important way to address it is by providing education by the government. however, the government alone cannot address the problem satisfactorily and, therefore, it needs non-governmental organisations (ngos) to assist. one of these types of ngos is yayasan penyantun dan pembina anak cacat (yppac) kasih bundo. this ngo assists the government by providing a non-formal education by establishing pusat kegiatan belajar masyarakat (pkbm) kasih bundo (the kasih bundo study centre for the community). this article reports a study on this ngo, focusing on what it has done and what it has successfully achieved by looking at the social and economic background of their families. the result suggests that the ngo has successfully assisted the government in a significant manner. keywords: non-formal education, disable children how to cite: bayu, e. p. s., meilisa, m. (2017). assisting the government in the implementation non-formal education: a case study of the indonesian kasih bundo institute for the care and development among the disables children. couns-edu: international journal of counseling and education, 2(3): pp. 112-118. doi: https://doi.org/10.23916/002017026930 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017. indonesian counselor association (iki). introduction the indonesian ‘kasih bundo’ institute for the care and development of disable children (yppac) was established in 1988 with the main task to assist and support the implementation of the indonesian government policy regarding disable children, including in providing accommodation (boarding), care and education for disabled children, abandoned children, children from poor families and children from remote areas, in particular, to provide compulsory education. a major issue faced by this ngo since 2001 is the fact that all the inmates are dropouts from formal (non-special) schools. social conditions of inmate's low educational background did not even finish primary school influence in realizing the objectives of social services humanitarian foundation in terms of the welfare of citizens social patronage. with low levels of education, the future access to jobs that could be pursued guided the citizens will be low, as a result of their income in later to be low as well. thus increasing the degree of social and social welfare will be difficult social inmates sought. referring to these conditions, the implementation of the activities of the foundation needs to be developed to support the policy program of school education department of education bukittinggi in village of manggis ganting be coordinating and providing the program package a, package b and package c are considered appropriate and conducive to citizens patronage social foundations. making mailto:ekapascha.suryabayu@gmail.com http://dx.doi.org/10.23916/002017026930 couns-edu  the international journal of counseling and education vol.2, no.3, 2017 assisting the government in the implementation… | 113 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026930 education as one integrative solutions in the implementation of social welfare in order to break the chain of poverty.the foundation must play an active role in managing and developing the non-formal education through especially equal education access services that exist in an integrative way, planned and sustainable. social welfare problems that grow and thrive due to the absence of most citizens of indonesia unmet basic rights / basic needs adequately due to unserved by the state. neglected and non-fulfillment of the rights of citizens in the field of education is a field of social development should be done with the community, family, and government. meeting the needs of education services for children who have problems (who dropped out of school) is an early prevention occurrence of many new social problems (purwanto, e. a., 2007; mumford, m. d., zaccaro, s. j., harding, f. d., jacobs, t. o., & fleishman, e. a., 2000; wilkinson, r., & pickett, k., 2010; best, j., 2003) for children and the community. in accordance with act no. 20 of 2003 article 26, paragraph 1 of the national education system state that the non-formal education organized for citizens who require educational services that act as substitutes, adders, and or complementary non-formal education in order to support lifelong education. non-formal education (nfe) (gee, k. a., 2015; yasunaga, m., 2014; kaufmann, k., 2015; nieto, s., & ramos, r., 2013; olcott, d., 2013; souto-otero, m., ulicna, d., schaepkens, l., & bognar, v., 2013; preece, j., 2013; stromquist, n. p., 2015) can be seen as an educational approach which may act in a complementary way with the formal educational system. we need a community learning center (clc) known pkbm as an educational unit that will hold non-formal education according to the needs of society assuming the initiative of, by, and for the public as the government regulation no. 17 of 2010 article 1, paragraph 33. therefore, since the academic year, 2004/2005 yppac bukittinggi via institution of social services "kasih bundo" develop alternative education as non-formal education units, to meet the needs of school dropouts and children who experience other problems in bukittinggi. environmental conditions pkbm kasih bundo is one brick-producing areas in bukittinggi. work are for the people of lower economic. though the condition is now developing housing sites, colleges, shops that will help change the economic community, but there are still plenty of people around who are having problems in the economic field, causing the child from the family dropped out of school. based on data from the last 3 years is known to occur an increase in the number of learners who access non-formal education in the education program equality package a, package b and package c with various backgrounds causes of dropouts. the number of people learning each year has increased. one thing of concern is the age of the learners who access education mostly school-age children who naturally must obtain formal education. based on the above, researchers interested in conducting a case study on the role of community institutions in organizing non-formal education. the purpose of this study is to analyze how the role of non-formal education in an effort to break the chains of poverty by knowing the background of children who have dropped out of school and their family's economic background. method according to the purpose of research which has been described previously, then this type of research is descriptive qualitative research. qualitative descriptive study is meant here is to view, review, and a portrait of the object under study as it is without controlling towards a treatment and finally draws a conclusion about it. the data obtained from the field will be described through words by researchers. can also be said that a qualitative descriptive study was intended to elevate the facts, circumstances, variables and phenomena that occur (when the research is ongoing) and presents what it is. thus, in this study do not need to test hypotheses and make predictions result. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu e.p.s.bayu & mira meilisa assisting the government in the implementation… | 114 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026930 in collecting the data in this study used triangulation method arikunto, s. (2002). the data collection instruments used in this study are: 1. observation observations conducted to determine the various activities undertaken in the implementation of nonformal education for the last five years. observations carried out continuously during the four months of data collection. 2. technical documentation technical documentation was conducted to determine information about the background of the learners and their families so that the economy dropped out of school. additionally, it will examine all measures taken in achieving the objectives of pkbm kasih bundo. 3. interview the interview is data collection through the oral debriefing process that goes in one direction, meaning that the question came from parties who interviewed and the answers given by the interviewee. in this study interviewed was three resource persons who have set up and manage pkbm kasih bundo. from a standing start from the present. interviews were also intended to determine further details on the results of observation and analysis of documentation done. the results obtained will be reported well in order to be known by others. the results obtained should be analyzed by qualitative data analysis. according to the model of miles and huberman (in sugiyono, 2005), qualitative data analysis is' activity in qualitative data analysis performed interactively and runs continuously until complete, so that the data is already saturated ''. based on this, the inner workings of data analysis techniques starting from data reduction, data presentation, and then verified. this activity is performed at the time of the study. furthermore, if there is a lack of data or there is an error that the data obtained are less in accordance with what is expected, then do the process again with the same stage. the steps in the data analysis are as follows: data reduction 1. reduction of data in this research is done in the form of the electoral process, focusing of attention, selection, editing and simplification obtained from field notes. 2. presentation of data in this research is done in the form of narrative text based on the observation, video taping, and interviews, which were reduced during the study. 3. verification of data, verification or drawing conclusions in this paper are to review or validate the data that has been obtained previously. drawing conclusions drawn based on theories regarding content standards, standardized processes, and assessment standards. results and discussions integrating social foundations of education as a development pattern in addressing issues that focus poverty requires thinking and continuous innovation. social homes not in the beginning it is needed in the handling of social problems. however, according to the development of science to do various kinds of new methods in handling social problems. social institutions that provide services to specialist educational options on a special line that is at a special school (slb). this is the primary education is helpful, but not all types of specificity should always be at the school. nationally also developed their inclusive education, to enable children in special need's education in addition to slb. further life after school time can be passed well, of course, with the skills and knowledge more. development of the role of social institutions not only providing accommodation for children with disabilities to be able to stay in a rehabilitation center, but also displaced. therefore, the diverse backgrounds of children in social institutions need to be handled more especially for their education. in addition, the environmental conditions of the social institutions that have low economic cause's parlors open access shelter for children from local residents. with that in mind, of course, is also needed container for education that can be accessed to improve the quality of self. therefore, an attempt to make gradual in the end is educational equality that originally cooperated with the village. however, due to the distance couns-edu  the international journal of counseling and education vol.2, no.3, 2017 assisting the government in the implementation… | 115 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026930 from home is quite far away, causing poor results as well. came the initiative to provide access to education itself under yppac called pkbm kasih bundo. all efforts were made based on experience and observation of the needs within the community. for that we need a pattern developed to improve the welfare of society. it was stated in a pattern diagram empowerment as a potential source of social welfare development strategy pkbm independence in the management of kasih bundo yppac bukittinggi runs until now. this diagram is also likely to be a pattern of breaking the cycle of poverty be pursued can be implemented optimally. diagram 1. concept of clc kasih bundo to break the chain of poverty in the chart is known, one way is to improve public education. implementation of the education equality is one alternative education that can be followed to obtain the right to education. notch education and graduates equated with formal education equivalent. based on data obtained known that from the beginning of the number of learners has increased. residents learn not only from the city of bukittinggi, but also from the area around bukittinggi. based on the data collected, the number of people studying the past five years can be seen in table 1 below: table 1. the number of people studying the past five years program 2012/2013 2013/2014 2014/2015 2015/2016 2016/2017 total package a 35 60 70 64 111 340 package b 116 143 129 115 117 620 package c 114 92 116 101 99 522 total 265 295 315 280 327 1.482 based on the above table it is known that the number of people learning a whole can be said to increase. this should be a concern for all of us, because of the large number of school dropouts who are at the age of compulsory and should have access to education equality. this is due to several factors, among others, the discipline in which people learn to fail to comply to the rules on formal schooling, a policy area in which to be able to access the education required proof of residency and population data, so that the learners who find it difficult in urban administration. in addition, education in the city of bukittinggi not only accommodates students from singapore, but also from outside london, so the capacity of the school to accommodate school-age citizens is also reduced. bukittinggi town that has a good-quality education, indirectly attract the attention of people who live outside the city of bukittinggi. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu e.p.s.bayu & mira meilisa assisting the government in the implementation… | 116 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026930 formerly, educational equality education be a substitute, but now it can be said that equality of education could be an alternative education that is accessible if it cannot proceed to formal education. although the guidelines are there still no reference to the age of the learners who can join the program equality. besides getting out of the economic problems, there are still about 20% of those studied who dropped out of school because of this factor. not just because their parents are less capable, but also the custom in the area that teaches children an early age to earn so forget the importance of education. at the time no longer sufficient income, educational needs began to be felt, and finally follow the equivalency education program. implementation of educational equality in pkbm kasih bundo consists of several programs. a program package consists of one level is the ground level where they are composed of grade 4, 5 and six primary school. in the reference, the voter's equal learning is a group. however, in pkbm kasih bundo, they split into two classes to optimize learning and prepare citizens to learn the final level to be more focused on national exams (un). the program package is composed of two groups: one skilled similar class vii and viii and ix equivalent grade skilled 2. whereas c according to the rule's package is of two similar groups: advanced 1 and advanced 2 has class x, xi and xii grade equivalents. mahir 2 in pkbm kasihbundo is majoring in social studies. implementation of learning in the package c is somewhat different from the package a and package b. the group that should have been in the application are merged into one class. although residents remain differentiated for group learning. c-face somewhat less than other programs. residents learn c packets that have passed school age prosecute them should seek their own money and in addition to families. it is difficult for a maximum attendance. nevertheless, they remain saddled with the task independently in the reference credit competency standards (skk). facing a variety of backgrounds, residents learned that there needed tutors as teachers are strong mentally, because of school children in most cases have a habit that is freer than his age. the difficulties encountered are in terms of discipline, courtesy, and lifestyle habits that are less control of the family against their religion. for that all tutors are responsible to grow the character of students in various ways that feel right for each field of science. as pkbm piloting to character education, perceived difficulties in the development and formation of the character itself. modeling is becoming one of the powerful weapons were sometimes unable to successfully maximize. this is because the characteristics of the education equality learning itself that residents cannot be forced to always be present and follow formal learning such as schools. residents learn that change from individual each year is also a cause of trouble. residents learn new ones following study at clc will require more attention to be formed character corresponding existing programs. in recent years, the focus of clc in shaping the character of the learners focused on religious, honest, responsibility, tolerance, and 5s (smiles, greetings, greetings, polite and courteous). changes made to the participants in the knowledge, and character cannot be done only in the clc only. however, support should also be provided by parents at home. the clc provides books for liaison between teachers and parents to control the activities of citizens to learn every day. however, the liaison book does not get a response that is too good. many parents who do not pay attention to the teacher's notes in the book, so that communication cannot be established properly. it also conducted regular meetings with parents or guardians of learners to provide information on the progress of their child for at pkbm kasih bundo. non-formal education (nfe) consists in a gathering of educational practices which are not included in the formal system of education (romi, s., & schmida, m., 2009; kuenzi, m., 2005; thompson, e. j., 2001; kedrayate, a., 2012; mfum-mensah, o., 2003; morton, m. h., & montgomery, p., 2012). given knowledge cannot only through the material without practice. however, not all subjects could practice the activities designed by the tutors because of the limitations of existing facilities. however, the practice is focused in the field of worship. because based on the results of data collection conducted by tutors in pkbm in their respective classes in general the study. this is because there is the family of the learners who did not introduce and exemplify it. so that other activities such as the practice of prayer, prayer congregation, reading the verses of the qur'an and deposited verse also charged to the learners. couns-edu  the international journal of counseling and education vol.2, no.3, 2017 assisting the government in the implementation… | 117 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026930 according to the rules required the implementation of education equality debriefing in the field of skills. for that, residents learn according to their interests given the freedom to choose the desired skills program. the skills that are taught in the form of patchwork fabric processing into items that can be sold as a brooch veil, a former magazine paper is used as bracelets and necklaces, as well as culinary skills. it is given so that learners can improve creativity, able to conduct entrepreneurial activities. handicraft goods marketed either in a specific exhibition and the visitors who come to pkbm kasih bundo. whereas the cookery activities are already people learning to make food and sale at the canteen in pkbm kasih bundo. in addition, learners also given the opportunity to show your creations outside of the skills taught in the clc and asked to share with colleagues to foster self-confidence and the spirit of a more optimal work again in the future. achieving the goal of the integration is done pkbm seen output of alumni who was there several years. based on the information that is not all the learners who participate in education equality leads to job seekers. however, most of them continue their education at a higher level. indirectly development of logic by the tutor and also structural pkbm broadens citizens to learn to be a person with new thinking. with increased education or less will bring changes to the family economy. because eligible for employment seen from the quality of education that has been resolved. not only that, clc has also helped government officials that need assistance for the improvement of education, because the requirement to become an employee is to have at least high school education. so that government employees continue their education through the program package c with permission from the relevant authorities. based on the above, it can be seen that the required educational alternative educational path that is consistent in its implementation. each city or county must have at least one education provider equality every district so that learners gain the ease of access to education when experiencing difficulties in the formal channels. however, keep in mind that a good management to the management in order to achieve the fullest. it can be said that the pkbm kasihbundo has been able to perform tasks as a container that equal education in the city of bukittinggi, but it must be anticipated also that non-formal education to remain high as the first major educational paths. however, in the future it is possible that the role of education equality will be a major focus for the fulfillment of compulsory education launched by the government. conclusions education is the handle of four humans to be able to earn a better livelihood. various educational paths are provided to the fulfillment of the right to education. to be able to carry out good education outside formal education, the need for sanctioning body is consistently and continuously. because though education is increasing social welfare, standard weighs jobs requiring minimal education requirements. so far the role of institutions that move from social activities, one of which pkbm kasih bundo has brought good results. references arikunto, s. (2002). metode penelitian. jakarta: rineka cipta, 89-71. best, j. (2003). killing the messenger: the social problems of sociology. social problems, 50(1), 1-13. gee, k. a. (2015). achieving gender equality in learning outcomes: evidence from a non-formal education program in bangladesh. international journal of educational development, 40, 207-216. kaufmann, k. (2015). non-formal education in international comparison: patterns of participation and investment in selected european countries. international journal for research in vocational education and training, 2(4), 239-267. kedrayate, a. (2012). non-formal education: is it relevant or obsolete. international journal of business, humanities and technology, 2(4), 1-5. kuenzi, m. (2005). non-formal education and community development in senegal. community development journal, 41(2), 210-222. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu e.p.s.bayu & mira meilisa assisting the government in the implementation… | 118 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017026930 mfum-mensah, o. (2003). fostering educational participation in pastoral communities through nonformal education: the ghanaian perspective. international journal of educational development, 23(6), 661-677. morton, m. h., & montgomery, p. (2012). empowerment-based non-formal education for arab youth: a pilot randomized trial. children and youth services review, 34(2), 417-425. mumford, m. d., zaccaro, s. j., harding, f. d., jacobs, t. o., & fleishman, e. a. (2000). leadership skills for a changing world: solving complex social problems. the leadership quarterly, 11(1), 11-35 nieto, s., & ramos, r. (2013). non-formal education, overeducation and wages. revista de economía aplicada, 21(61). olcott, d. (2013). new pathways to learning: leveraging the use of oers to support non-formal education. international journal of educational technology in higher education, 10(1), 327-344. nomor, u. u. r. i. (20). tahun 2003.(2003). sistem pendidikan nasional preece, j. (2013). africa and international policy making for lifelong learning: textual revelations. international journal of educational development, 33(1), 98-105. purwanto, e. a. (2007). metode penelitian kuantitatif untuk administrasi publik dan masalah-masalah sosial. gava media. romi, s., & schmida, m. (2009). non‐ formal education: a major educational force in the postmodern era. cambridge journal of education, 39(2), 257-273. souto-otero, m., ulicna, d., schaepkens, l., & bognar, v. (2013). study on the impact of non-formal education in youth organisations on young people’s employability. in brussels: european youth forum. stromquist, n. p. (2015). women's empowerment and education: linking knowledge to transformative action. european journal of education, 50(3), 307-324. sugiyono. 2014. metode peneltitian kuantitatif, kualitatif dab r&d. bandung: alfabeta thompson, e. j. (2001). successful experiences in non-formal education and alternative approaches to basic education in africa. wilkinson, r., & pickett, k. (2010). the spirit level. why equality is better for. yasunaga, m. (2014). non-formal education as a means to meet learning needs of out-of-school children and adolescents. background paper prepared for fixing the broken promise of education for all: findings from the global initiative on out-of-school children. montreal: unesco institute for statistics, 120. couns-edu  the international journal of counseling and education vol.2, no.3, 2017, pp. 92-105 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/002017029430 received on 05/23/2017; revised on 06/01/2017; accepted on 07/07/2017; published on: 09/30/2017 92 does coping strategies have a significant relationship with quality of life among caregivers of chronic illness patients? merican aren *)1 , nurlatifah rahim 2 , jati kasuma 3 123universiti malaysia sarawak, malaysia * ) corresponding author, e-mail: amerikan@fcs.unimas.my abstract the present study aimed to investigate the coping strategies and quality of life among caregivers of chronic illness patients. the study was conducted among the caregivers from five (5) villages in sibu district of sarawak by using a survey research design. a total of sixty seven (67) participants were participated in this study. two different instruments were used to measure different types of variables. research data collected was tested and analyzed by using a descriptive statistic and pearson correlation. the result revealed that there was a significant relationship between the coping strategies and the quality of life among caregivers of chronic illness patients. the relationship between both coping strategies and domains of quality of life was in a moderate level. as an implication, counselors should be more aware of the types of coping strategies used by the caregivers because it can affect the individual‟s quality of life indirectly. keywords: coping strategies, quality of life, caregivers, chronic illness, counselors how to cite: aren, m., rahim,n., & kasuma, j. (2017). does coping strategies have a significant relationship with quality of life among caregivers of chronic illness patients. couns-edu: international journal of counseling and education, 2(3): pp. 92-105. doi:https://doi.org/10.23916/002017029430 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author. introduction chronic illnesses can be defined as illnesses that are prolonged, do not resolve spontaneously, are rarely cured completely, and may involve in some types of long-term disability that are irreversible (sperry, lewis, carlson & englar-calrson, 2005). there are more than 100 chronic illnesses but only five are quite common among adults in united states, which are arthritis, cardiovascular disease, cancer, chronic obstructive lung disease and diabetes (national center for chronic disease prevention and health promotion, 2000). patients with chronic illnesses often struggle with a decrease in their quality of life, a concomitant decrease in their overall functionality, and an increase in attempts to cope with a life which has often been prolonged. coping with chronic illness can be a major challenge to the patient and his or her family. this situation can be even more challenging if the patient tries to cope with the illness over a long period (compas, b. e., jaser, s. s., dunn, m. j., & rodriguez, e. m. 2012; sadigh, m. r. 2012). according to sperry, lewis, carlson & englar-calrson (2005), patient with chronic illness may need assistance in making emotional, behavioral and social adaptations. it is proven that the interventions involving social support, improved self-efficacy, problem solving or coping skills have a positive impact or outcomes for chronic illness (rotondi, a. j., anderson, c. m., haas, g. l., eack, s. m., spring, m. b., ganguli, r., ... & rosenstock, j. 2010). http://dx.doi.org/10.23916/002017029430 couns-edu  the international journal of counseling and education vol.2, no.3, 2017 does coping strategies have a significant relationship… | 93 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 family members are typically referred to as „informal caregivers‟ (given, given and sherwood, 2012). the task of caregiving is probably not a simple task. caregiver would have an additional responsibility in their lives; between managing other‟s life and their lives as well. caregiving will occupy the caregiver‟s time, energy and attention which probably can reduce their quality of life; domains often included are physical, social and psychological domains. end-of-life care for many patients with advanced disease is provided at home by a family member who assumes and or coordinates the majority of care. in the country, the increase in the rate of cancer has rose sharply with the large increase in the incidence as well as a mortality rate (mortality). a total of 21,773 cases of cancer among residents of peninsular malaysia in 2006 were registered with the cancer council of malaysia, consists of 9974 cases in men and 11 799 cases among women (low, w. y., ng, c. j., ng, c. w., choo, w. y., & tong, w. t. 2012). the types of cancer that top the list of highest number of cases are breast, colon, lung, and cervix. in general, caregivers‟ family represents a significant portion of the population. national surveys (2007) estimated that there were adults between 24 to 27.6 million providing care to a family member or friend with a chronic, disabling, or terminal illness. statistics survey (2006) reported that approximately 2.7 million adults, or 1 in eight adults, were providing such care; between women aged of 45 and 64, this number increased to 1. unfortunately, the stress of providing care often results in the caregivers‟ family as, they are experiencing elevated levels of emotional distress. the current study examined lifestyle interference as a possible factor contributing to emotional distress in caregivers (mazanec, s. r., daly, b. j., douglas, s. l., & lipson, a. r. 2011; adelman, r. d., tmanova, l. l., delgado, d., dion, s., & lachs, m. s. 2014). providing care can interfere with the caregiver‟s ability to participate in valued activities such as work, recreation and social outings, and this disruption to lifestyle, as shown in patient studies, can result in emotional distress. cancer patients‟ caregivers may be affected by various stressors such as psychological, social, or physical health functioning (bevans, m., & sternberg, e. m. 2012; ownsworth, t., henderson, l., & chambers, s. k. 2010). behaviors such as diminished rest or exercise and neglecting their own due to care for a patient who has breast cancer, can influence their health and quality of life. on the other hand, caregiver‟s mentality and quality of life are significantly affected by a patient‟s stage of illness. caring for an ailing family member can be a great burden and is usually portrayed as such in public and private discourse. the care work in itself may be physically, mentally, and financially challenging. by caregiving a patient may also restrict the caregivers‟ participation in personal, family, and labor market activities. in addition, the caregiver may worry about the care recipient, their own ability to meet future care needs, and prospects of receiving public support. not surprisingly therefore, much of the literature indicates that caregiving is associated with psychological distress (hansen, t., slagsvold, b., & ingebretsen, r. 2013; bachner, y. g., o'rourke, n., & carmel, s. 2011). caregiving is an occupation that can be short-lived, or, with an increasingly chronically ill population, can last after many years. while making an important contribution to society by supporting the disabled persons at home, caregivers are making significant sacrifices, in order to care for relatives and friends (sheets, c., & mahoney-gleason, h. 2010; pusey-murray, a., & miller, p. 2013). in addition, so much of their energy and attention is directed toward their caregiving occupation, that it changes or diminishes their quality of life (collins, swartz, college, & jefferson, 2011). reinhard, given, petlick and bemis (2000) state that caregiver‟s burden and depressive symptoms are the most common negative outcomes of providing care for the elderly and chronically illness patients. caregiver‟s burden is defined as the negative reaction as an impact in the caregiver‟s social, occupational, and personal roles and appears to be a precursor to depressive symptoms when providing a care period (king, b. a. 2015; roach, l. v. (2013; dawson, s. 2013). it is found that in further research is needed to identify further strategies to offset caregiver stress, depression, and poor health outcomes. (collins, swartz, college, & jefferson, 2011). according to ekwall, sivberg and hallberg (2007), higher quality of life were predicted by using self-sustaining coping strategies and high sense of coherence. in reducing the caregiver‟s burden and offset their stress, coping strategies are suggested ways because it can make life less overwhelming and easier to bear. in a conclusion, this research will be conducted to see how the caregivers‟ cope with their responsibilities which lead to their effectiveness quality of life. this study hopes to bridge that gap by couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu m. aren, n. rahim, & jati kasuma does coping strategies have a significant relationship… | 94 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 studying the coping strategies of caregivers in caregiving the patients with chronic illness and by identifying which coping strategies are effective and which is not and perhaps the relationship between the coping strategies and perceived quality of life among the caregivers of chronic illness patients. thus, the purpose of this research is to identify the relationship between coping strategies of quality of life among caregivers of chronic illness patients. concept of coping strategies the word‟s skill is often paired with coping, which shows an active process that can be learned. the word coping with itself is defined as thoughts and behavior used to manage the internal and external demands of situations that are appraised as stressful. there are three classic models introduced to explain aspects of coping skills which are appraisal-focused coping, problem-focused coping and emotion-focused coping (hofseth, e. 2016; xue, x. 2012; russell, l. m. 2011).this model has been used in many research and modified. however, in this research, problem-focused coping and emotion-focused coping will be addressed. problem focused coping drench, noonan, sharby and ventura (2012) states that problem-focused coping is the practical aspects of a situation and is directed in problem solving by hand and altering situation that client‟s view as controllable and can be amended. first, the problem must be identified, then followed by recognizing the alternative option for futher action. next, the action that would be selected and implemented will be indentified (mitchell, b. 2013; krupka, e. l., & weber, r. a. 2013). emotional-focused coping emotional-focused coping involves in managing the emotions associated with a critical situation. these coping skill is used to reduce emotional distress and can make life less overwhelming and easier to bear (drench, noonan, sharby and ventura, 2012). in their research states that emotion-focused can be effective when an individual perceives that there is nothing that can be done to alter the stressor (tenenbaum, l. s., varjas, k., meyers, j., & parris, l. 2011; skinner, e. a., & zimmer-gembeck, m. j. 2011). caregivers everyone can be a caregiver. alecxih, zeruld & olearczyk (n.d) states that based on the caregiver selfidentified process, the sipp estimates that there are 9.4 million caregivers providing regular assistance for individuals of all ages. the research found that among the 9.4 million caregivers, 15 percent or nearly twothirds of caregivers are women and women are 1.8 times more likely to be caregivers‟ relative to men. majority of the caregivers are women, approximately age 46, with some college education. wolff and kasper (2006) states that spouses also providive caregiving although the majority of family caregivers are adult children. drench, noonan, sharby and ventura (2012) in their research state that caregivers time commitments range from a few hours per week to 40 or more hours per week, essentially providing constant care. hebertz and schulz (2006) in their research found that there are currently 44 million people, or 21% of the adult population aged 18 years or older, providing unpaid care to an ill or disabled family member. seventy-nine percent of care recipients are 50 years of age or older (mean age, 75).this situation tends to become worst when at least 12 million people care for loved ones with serious limitations in activity that prevent them from attending school, work, or caring for themselves (hebertz and schulz, 2006) the typical caregiver with some college experience, provides more than 20 hours of care per week. according to hebertz and schulz (2006) although the majority (61%) are women, the numbers of male caregivers will likely increase as more women delay childbearing and enter the labor force. one report documents states a 50% increased in men becoming the primary caregivers between 1984 and 1994. however, according to hussain, abdullah & esa (2014) states that out of 10 to 15% of 25.7 millions of malaysians are caregivers by which it is common that family members provide most of the assistance in activities of daily living (adl). caring for their sick family members has been a part of their roles and responsibilities. couns-edu  the international journal of counseling and education vol.2, no.3, 2017 does coping strategies have a significant relationship… | 95 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 caregivers responsibilities caregivers have many responsibilities. according to stajduhar (2013) besides providing caregiving, caregiver family have many functions including, but not limited to, domestic chores and household tasks, providing personal care and assisting the dying person with activities of daily living. in caregiving the patients, caregiver family will manage symptoms such as pain and constipation, providing emotional and social support to the dying person, being a spokesperson, advocate and proxy decision maker and coordinating all aspects of the dying person‟s care (stajduhar, 2013). reihard, given, petlick et al (2000) in their study states that caregivers spend a substantial amount of time interacting with their care recipients, while providing care in a wide range of activities. caregiving can last for a short period of post acute care, especially after a hospitalization, to more than 40 years of ongoing care for a person with chronic care needs. on average, informal caregivers devote 4.3 years to this work. four out of 10 caregivers spend 5 or more years providing support, and 2 out of 10 have spent a decade or more of their lives caring for their family member. this is a day-in, and day-out responsibility. more than half of caregivers‟ family provide eight hours of care or more every week, and one in five spends more than 40 hours per week (olivares-tirado, p., & tamiya, n. 2013; lipton, a. m., & marshall, c. d. 2012; bruhn, j. g., & rebach, h. m. 2014). reihard, given, petlick et al (2000; petty, m. g. 2011; mcghan, g. e. 2014) states that most researchers in the caregiving field conceptualize that family members assist in activities of daily living (adls) and instrumental activities of daily living (iadls), but those concepts do not adequately capture the complexity and stressfulness of caregiving. for examples, assistance with bathing does not capture bathing a person who is resisting a bath. helping with medications does not adequately capture the hassles of medication administration, especially when the care recipient is receiving multiple medications several times a day, including injections, inhalers, eye drops, and crushed tablets. the need to make decisions on behalf of family members who are unable to do so is stressful, as this is contrary to the caregivers‟ normal role, and they are concerned that the decisions are correct. being responsible for medical and nursing procedures like managing urinary catheters, skin care around a central line, gastrostomy tube feedings, and ventilators is anxiety provoking for the novice nursing student, but it becomes a routine for the family of patients with chronic illnesses who are living at home (strassburger, z. 2016; lewenson, s. b., & trugliolondrigan, m. 2014; stanley, v. j. 2011). caregiver families are often to feel unprepared to provide care, have inadequate knowledge to deliver proper care, and receive little guidance from the formal health care providers (feinberg, l., reinhard, s. c., houser, a., & choula, r. 2011; kaakinen, j. r., coehlo, d. p., steele, r., tabacco, a., & hanson, s. m. h. 2014; brown, c. e., jecker, n. s., & curtis, j. r. 2016). nurses and caregivers‟ family are rarely agree about specific needs or problems during hospital admission or discharge, in part because nurses are often row be unaware of the strengths and weaknesses of both patient and caregiver. due to inadequate knowledge and skill, family caregivers may be unfamiliar with the type of care that they must provide or the amount of care needed by the patient under their care (linderholm, m., & friedrichsen, m. 2010; stenberg, u., ruland, c. m., & miaskowski, c. 2010; dalvandi, a., ekman, s. l., khankeh, h. r., maddah, s. s. b., lutzen, k., & heikkilä, k. 2011). family caregivers may not know when they need community resources, and then they may not know how toaccess and best utilize the available resources. as a result, caregivers often neglect their own health care needs in order to assist their family member, causing deterioration in the caregiver‟s health and well-being (bauer, j. m., & sousapoza, a. 2015; yang, x., wang, l., he, j., ge, c., chang, y., fu, j., ... & zhou, y. 2012). while family caregiving has considerable rewards, including allowing caregivers to facilitate closure after death and helping them find meaning in their experiences, it is physically exhausting, difficult to recover from, and fraught with emotional and financial burdens (stajduhar, k. i. 2013). therefore, it is not surprising that the health and well-being of caregivers‟ family often suffer as well when they provide end of life care at home. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu m. aren, n. rahim, & jati kasuma does coping strategies have a significant relationship… | 96 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 method this research used two instruments which are coping strategies inventory and quality of life index. self-administered questionnaires were distributed among the caregivers of chronic illness patients at 5 villages in sibu district of sarawak; namely caregivers in kampung bandong, kampung barieng, kampung nangka, kampung dato‟ and kampung hilir. the population from which the sample will be drawn is that the person (ages 20 to 50 years old) who provides caregiving which would be a family member or, less often, a friend. other inclusion criteria that were considered in this research were caregivers who had provided the caregiving to the patient before and the caregiver that is still providing the caregiving to the patient. there are 125 houses involve in providing caregiving to chronic illness patients. only one person from each house was required to participate in this research. therefore, the minimum sample assumed for this research was 95 persons which 19 persons were involved in each village. results and discussions descriptive statistic based on table 1, majority of the respondents were 42 females (62.7%) and the rest of the respondents were 25 males (37.3%). the total respondents involved in this study were 67 respondents.31of the respondents who participated in this study were in the range of 30 years old and above (46.3%). there were only 11 respondents (16.4%) were adolescents who aged 20 years old and below. the respondents who participated in this study weremultiracial. 34 respondents (50.7%) were malay, and 24 respondents (35.8%) were bumiputera sarawak, mostly melanau and iban. there were only 9 respondents (13.4%) who were chinese. finally, there was no indian and bumiputera sabah participated in this study. there were 44 respondents (65.7%) who were unmarried and only 23 respondents (34.3%) were married. for periods of caregiving, 37 of the respondents (55.2%) had provided the caregiving less than 6 months to the patients. it was followed by 14 (20.9%) respondents who provided caregiving in the range of 6 months to 1 year. 5 respondents (7.5%) involved in caregiving for 1 to 2 years and 2 to 5 years respectively. finally, there were only 6 respondents (9.0%) had provided caregiving for 5 years and above. couns-edu  the international journal of counseling and education vol.2, no.3, 2017 does coping strategies have a significant relationship… | 97 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 table 1. distribution of respondents based on demographic characteristic relationship with problem-focused coping and health functioning domain based on table 2, the result indicated that there is a moderate relationship between problem-focused coping and health functioning domain (r= 0.454, p-value= 0.000). hence, it can be concluded that there was a positive significant relationship between problem-focused coping and health functioning domain. table 2. results of the correlation between problem-focused coping and health functioning domain problem-focused coping health functioning domain problem-focused coping pearson correlation 1 0.454** sig. (2-tailed) 0.000 n 67 67 health functioning domain pearson correlation 0.454** 1 sig. (2-tailed) 0.000 n 67 67 **. correlation is significant at the 0.01 level (2-tailed). demographic frequency percent (%) sex male 25 37.3 female 42 62.7 age 20 years old and below 11 16.4 21 to 29 years old 25 37.3 30 years old and above 31 46.3 race malay 34 50.7 chinese 9 13.4 indian 0 0.0 bumiputera sarawak 24 35.8 bumiputera sabah 0 0.0 marriage status single 44 65.7 married 23 34.3 periods of caregiving less than 6 months 37 55.2 6 months to 1 year 14 20.9 1 year to 2 years 5 7.5 2 years to 5 years 5 7.5 5 years and above 6 9.0 couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu m. aren, n. rahim, & jati kasuma does coping strategies have a significant relationship… | 98 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 research had proven that the caregiving role have negative implications on the physical health of caregivers. in providing the caregiving, there will beinterference inthe caregivers‟ preventive health behaviors which in turn may impede a caregiver‟s ability to cope in caregiving role (dupuis, epp & smale, 2004). it was also proven in lai (2012) which states that according to the caregivers, an overwhelming 99.1% of care receivers reported at least one type of major health problem or illness. examples of major health problems within the sample of care receivers included problems with joints, the back, and arthritis (74.4%); physical mobility problem (63.2%); high blood pressure (46.6%); eye problems (37.6%); problems with hearing (36.8%); heart disease (33.2%); and problems with depression (32.9%).based on the result, using problem-focused coping will improve the caregivers‟ health related quality of life. the result was consistent to some literatures in which according to ekwall, sivberg & hallberg (2006), almost 70% of caregivers provided help every day. higher health-related quality of life was predicted by using selfsustaining coping strategies and by highsense of coherence. relationship between problem-focused coping and psychological or spiritual domain based on table 3, the result indicated that there is a moderate relationship between problem-focused coping and psychological or spiritual domain (r= 0.462, p-value= 0.000). the significance value was smaller than the alpha value (α), (p<0.01). hence, it can be concluded that there was a significant positive relationship between problem-focused coping and psychological or spiritual domain table 3. correlation between problem-focused coping and psychological or spiritual domain problem-focused coping psychological/spiritual domain problem-focused coping pearson correlation 1 0.462** sig. (2-tailed) 0.000 n 67 67 psychological/ spiritual domain pearson correlation 0.462** 1 sig. (2-tailed) 0.000 n 67 67 **. correlation is significant at the 0.01 level (2-tailed). the result of the findings showed that when the caregivers practiced the problem-focused coping in providing caregiving, it improved the spiritual well-being in which the spiritual well-being is best defined as a state of being, reflecting positive feelings, behaviors that in turn provide the individual with positive attitudes, harmony and direction of life (amjad & bokharey, 2014). however, the result is parallelwith the findings by which suggested that spirituality is associated with the acquisition of adaptive coping strategies relationship between problem-focused coping and social and economic domain result on table 4 indicated that there is a weak relationship between problem-focused coping and social and economic domain (r= 0.339, p-value= 0.000). the significance value was smaller than the alpha value (α), (p<0.01).the national survey (2007) stated that caregiving had effected in their overall financialsituation with nearly half (43%) reports had increased financial worries and 53% reports had been no change in their financial concerns when caregiving patients with chronic illnesses. couns-edu  the international journal of counseling and education vol.2, no.3, 2017 does coping strategies have a significant relationship… | 99 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 table 4. correlation between problem-focused coping and social and economic domain problem-focused coping social and economic domain problem-focused coping pearson correlation 1 0.339** sig. (2-tailed) 0.005 n 67 67 social and economic domain pearson correlation 0.339** 1 sig. (2-tailed) 0.005 n 67 67 **. correlation is significant at the 0.01 level (2-tailed). lai (2012) in his research also states that while providing the caregiving, it impacted the economic quality of life of the caregivers. the results of the individual‟s items indicated 40% of the family caregivers indicated that they and their families could not afford those little extras because of the expenses to care for the care receiver. another similar proportion (36.8%) of the caregivers indicated that caring for the care receiver was too expensive. hence, it can be concluded that while providing the caregiving, economic is a big matter for the caregivers. relationship betweenproblem-focused coping and family relationship domain based on table 5, the result indicated that there is a very weak relationship between problem-focused coping and social and economic domain (r= 0.227, p-value= 0.065). the significance value was greater than the alpha value (α ), (p<0.05). sanders (2003) states that family caregivers, is the first line of support to an elder in need from the beginning phase of caregiving to the transition phase of caregiving. the stress of caregiving, the need for decision-making, and the conflicts that might arise can affect the relationships of the caregiver with both the elder receiving care and with the other family members. conflicts involving family members‟ attitudes and action towards the caregivers are associated with increased risk of depression among caregivers. by strengthening the quality of family interaction both reduces the stress and increases the rewards of caregiving. hence, unfriendly and poor relationship can lead to greater stress, poorer care, and an increased likelihood of abuse and neglect. table 5. correlation between problem-focused coping and family relationship domain problem-focused coping family/relationship domain problem-focused coping pearson correlation 1 0.227 sig. (2-tailed) 0.065 n 67 67 family/relationship domain pearson correlation 0.227 1 sig. (2-tailed) 0.065 n 67 67 based on table 5, result showed using the problem-focused coping strategies seemed to not improve the family related quality of life. it was consistent with a literature in which according to ratanen, mauno, kinnunen & rantanen (2011) in their research states that they did not find any direct association between problem-focused coping and family satisfaction because well-being in the family domain depends more on the family. besides that, another contributor that led to this result was most of the respondents of this research were unmarried. based on the observation, the unmarried respondents tend to ignore the questions regarding the family related quality of life. hence, the result was lower compared to other domain. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu m. aren, n. rahim, & jati kasuma does coping strategies have a significant relationship… | 100 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 relationship between emotion-focused coping and health functioning domain table 6. correlation between emotion-focused coping and health functioning domain emotion-focused coping health functioning domain emotion-focused coping pearson correlation 1 0.310* sig. (2-tailed) 0.011 n 67 67 health functioning domain pearson correlation 0.310* 1 sig. (2-tailed) 0.011 n 67 67 *. correlation is significant at the 0.05 level (2-tailed). relationship between emotion-focused coping and psychological o spiritual domain pearson correlation was used to determine the relationship between types of coping strategies and domains of quality of life among caregivers of chronic illness patients. based on the table 7, the result indicated that there is a weak relationship between emotion-focused coping and psychological/spiritual domain (r= 0.304, p-value= 0.012). table 7. correlation between emotion-focused coping and psychological/spiritual domain emotion-focused coping psychological or spiritual domain emotion-focused coping pearson correlation 1 0.304* sig. (2-tailed) 0.012 n 67 67 psychological/ spiritual domain pearson correlation 0.304* 1 sig. (2-tailed) 0.012 n 67 67 *. correlation is significant at the 0.05 level (2-tailed). relationship between emotion-focused economic domain pearson correlation was used to determine the relationship between types of coping strategies and domains of quality of life among caregivers of chronic illness patients table 8. correlation between emotion-focused coping and social and economic domain emotion-focused coping social and economic domain emotion-focused coping pearson correlation 1 0.482** sig. (2-tailed) 0.000 n 67 67 social and economic domain pearson correlation 0.482** 1 sig. (2-tailed) 0.000 n 67 67 **. correlation is significant at the 0.01 level (2-tailed). couns-edu  the international journal of counseling and education vol.2, no.3, 2017 does coping strategies have a significant relationship… | 101 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 relationship between emotion-focused coping and family relationship domain pearson correlation was used to determine the relationship between types of coping strategies and domains of quality of life among caregivers of chronic illness patients. based on table 9, the result indicates that there is a very weak relationship between emotion-focused coping and family/relationship domain (r= 0.220, p-value= 0.073). the significance value was greater than the alpha value (α), (p<0.01). table 9. correlation between emotion-focused coping and family relationship domain emotion-focused coping family/relationship domain emotion-focused coping pearson correlation 1 0.220 sig. (2-tailed) 0.073 n 67 67 family/relationship domain pearson correlation 0.220 1 sig. (2-tailed) 0.073 n 67 67 hence, it can be concluded that there isno significant relationship between emotion-focused coping and family/relationship domain.according to ratanen, mauno, kinnunen & rantanen (2011) in their research states that they did not find any direct association between emotion-focused coping and family satisfaction because well-being in the family domain depends more on family. moreover, emotion-focused coping was also seen as the harmful coping strategy in a high family conflict in terms of family satisfaction. relationshipbetween problem-focused coping and total quality of life among caregivers of chronic illness patients pearson correlation was used to determine the relationship between types of coping strategies and total quality of life among caregivers of chronic illness patients. based on table 10, the result indicated that there is a moderate strong relationship between problem-focused coping and total quality of life (r= 0.425, pvalue= 0.000). the significance value was smaller than the alpha value (α), (p<0.01). table 10. correlation between problem-focused coping and total quality of life problem-focused coping total quality of life problem-focused coping pearson correlation 1 0.425** sig. (2-tailed) 0.000 n 67 66 total quality of life pearson correlation 0.425** 1 sig. (2-tailed) 0.000 n 66 66 **. correlation is significant at the 0.01 level (2-tailed). hence, it can be concluded that there isa significant relationship between problem-focused coping and total quality of life.problem-focused coping is defined as task-focused coping seeks to actively perform a task that will remove the problem or make the problem better; typically, if the frequency of task-focused coping increases, the distress decreases. coping styles of caregivers are important determinants for their own psychosocial functioning, but not for the patients. to enhance caregivers‟ psychosocial functioning, rehabilitation should focus on changing their coping styles into ones that are less passive (gregório, stapert, brands & heugten, 2011). furthermore, distinct or additional interventions may be needed to change the patient‟s coping style.when task-oriented strategies is used and a positive attitude is maintained, it can lead to higher ratings of quality of life than those who use coping approach through couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu m. aren, n. rahim, & jati kasuma does coping strategies have a significant relationship… | 102 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 being emotionally pre-occupied or using a passive, self-comforting approach. (the parkinson alliance‟s coping report, n.d). relationship between emotion-focused coping and total quality of life among caregivers of chronic illness patients based on table 11, the result indicated that there is a weak relationship between emotion-focused coping and total quality of life (r= 0.362, p-value= 0.000). the significance value was smaller than the alpha value (α), (p<0.01). thus, the null hypothesis could be rejected. hence, it can be concluded that there isa significant relationship between emotion-focused coping and total quality of life. emotion-focused coping is used to regulate the emotion. table 11. correlation between emotion-focused coping and total quality of life emotion-focused coping total quality of life emotion-focused coping pearson correlation 1 0.362** sig. (2-tailed) 0.003 n 67 66 total quality of life pearson correlation 0.362** 1 sig. (2-tailed) 0.003 n 66 66 **. correlation is significant at the 0.01 level (2-tailed). this result is inconsistent with the the parkinson alliance‟s coping report (n.d) states that individuals who were emotionally preoccupied or who used passive, comfort-seeking coping techniques were negatively related to quality of life. in otherwords, people who were emotionally preoccupied or those who used a more passive approach to coping tended to report lower levels of quality of life. however, the present study shows that when the caregivers used the emotion-focused coping, the quality of life increases but in a moderate way. besides that, the result was also inconsistent with research by panthess, kritpracha and chinnawong (2011) which stated that emotion-focused coping strategy had a non-significant relationship with both overall quality of life and each dimension of quality of life. however, the research was conducted among the patients of myocardial infarction. for our knowledge, this is the first study to report about the relationship between coping strategies and quality of life in malaysia, especially in sarawak. hence, the results of this study can be considered as preliminary information, but they are sufficiently indicative of the importance of assessment of coping strategies by health care professionals. conclusions this study showed that there was a positive significant relationship between both types of coping strategies (problem-focused coping and emotion-focused coping) and health functioning domain, psychological or spiritual domain and social and economic domain of quality of life. this study also showed a positive significant relationship between both types of coping strategies and total quality of life among caregivers of chronic illness patients. caregivers himself or herself must recognize the importance of better quality of life. they need to understand that sometime problems that they face can affect their quality of life indirectly if they do not have proper coping strategies. the caregivers also must be provided with support in terms of guidance for the usage of proper coping strategies. psycho education can be provided as well so that they will have the knowledge of how to cope to certain situation.guidance from the counseling practitioners can be the key in helping the caregivers to achieve better quality of life. this is because when the caregivers encountered problems or issues in their life, counselors can be the person who they can rely for guidance. if needed,counseling practitioners may provide intervention to the caregivers on ways to cope with situations as the coping strategies is associated to better the quality of life. couns-edu  the international journal of counseling and education vol.2, no.3, 2017 does coping strategies have a significant relationship… | 103 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 references adelman, r. d., tmanova, l. l., delgado, d., dion, s., & lachs, m. s. (2014). caregiver burden: a clinical review. jama, 311(10), 1052-1060. amjad, f., & bokharey, i. z. (2014). the impact of spiritual wellbeing and coping strategies on patients with generalized anxiety disorder. journal of mental health muslim. 8(1). 21-37 bachner, y. g., o'rourke, n., & carmel, s. (2011). fear of death, mortality communication, and psychological distress among secular and religiously observant family caregivers of terminal cancer patients. death studies, 35(2), 163-187. bauer, j. m., & sousa-poza, a. (2015). impacts of informal caregiving on caregiver employment, health, and family. journal of population ageing, 8(3), 113-145. bevans, m., & sternberg, e. m. (2012). caregiving burden, stress, and health effects among family caregivers of adult cancer patients. jama, 307(4), 398-403. brown, c. e., jecker, n. s., & curtis, j. r. (2016). inadequate palliative care in chronic lung disease. an issue of health care inequality. annals of the american thoracic society, 13(3), 311-316. bruhn, j. g., & rebach, h. m. (2014). the sociology of caregiving. springer. collins, l. g., & swartz, k. (2011). caregiver care. american family physician, 83(11), 1309. compas, b. e., jaser, s. s., dunn, m. j., & rodriguez, e. m. (2012). coping with chronic illness in childhood and adolescence. annual review of clinical psychology, 8, 455-480. dalvandi, a., ekman, s. l., khankeh, h. r., maddah, s. s. b., lutzen, k., & heikkilä, k. (2011). lack of continuity of rehabilitation care for stroke survivors: iranian family caregivers' experience. middle east journal of age & ageing, 8(4). dawson, s. (2013). self-care for caregivers of adults with asd: an adlerian support group. saint mary's college of california. drench, m. e., noonan, a, c., sharby, n., & ventura, s, h. (2012). psychological aspects of health care (3rd ed.). united states of america: pearson. dupuis, s. l., epp, t., smale, b. (2004). caregivers of persons with dementia: roles, experiences, supports and caring. a literatue review. 1-74. ekwall, a. k., sivberg, b., & hallberg, i. r. (2007). older caregivers‟ coping strategies and sense of coherence in relation to quality of life: jan original research. doi:10.1111/j.13652648.2006.03994.x feinberg, l., reinhard, s. c., houser, a., & choula, r. (2011). valuing the invaluable: 2011 update, the growing contributions and costs of family caregiving. washington, dc: aarp public policy institute, 32. given, b. a., given, c. w., & sherwood, p. (2012, november). the challenge of quality cancer care for family caregivers. in seminars in oncology nursing (vol. 28, no. 4, pp. 205-212). wb saunders. gregório, g. w., stapert, s., brands, i., & heugten, c. van. (2011). coping styles within the family system in the chronic phase following acquired brain injury  : its relation to families‟ and patients‟ functioning: original report. (12), 190–196. doi:10.2340/16501977-0633 hansen, t., slagsvold, b., & ingebretsen, r. (2013). the strains and gains of caregiving: an examination of the effects of providing personal care to a parent on a range of indicators of psychological well-being. social indicators research, 114(2), 323-343. hebert, r. s., schulz, r., & ph, d. (2006). caregiving at the end of life. palliative care reviews ,9(5), 1174–1187. hofseth, e. (2016). stress, emotions, and coping in elite football players: a study of negative emotions, defensive self-presentation strategies, and their relationships to skill and performance level. hussain, n. a., abdullah, m. r., & esa, a. r. (2014). predictors of life satisfaction among family caregivers of hospitalized first-ever stroke patients in kelantan. asian journal psychiatry,15, 164– 175. kaakinen, j. r., coehlo, d. p., steele, r., tabacco, a., & hanson, s. m. h. (2014). family health care nursing: theory, practice, and research. fa davis. king, b. a. (2015). grief experience among family caregivers following traumatic brain injury: the role of survivor personality change, perceived social support, and meaning reconstruction. krupka, e. l., & weber, r. a. (2013). identifying social norms using coordination games: why does dictator game sharing vary?. journal of the european economic association, 11(3), 495-524. couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu m. aren, n. rahim, & jati kasuma does coping strategies have a significant relationship… | 104 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 lai, d. w. l. (2012). effects of financial costs on caregiving burden of family caregivers of older adults. sage open. 1-14. doi: 10.1177/2158244012470467 http://sgo.sagepub.com lewenson, s. b., & truglio-londrigan, m. (2014). decision-making in nursing. jones & bartlett publishers. linderholm, m., & friedrichsen, m. (2010). a desire to be seen: family caregivers' experiences of their caring role in palliative home care. cancer nursing, 33(1), 28-36. lipton, a. m., & marshall, c. d. (2012). the common sense guide to dementia for clinicians and caregivers. springer science & business media. low, w. y., ng, c. j., ng, c. w., choo, w. y., & tong, w. t. (2012). 11 learning from the past. health transitions and the double disease burden in asia and the pacific: histories of responses to noncommunicable and communicable diseases, 197. mazanec, s. r., daly, b. j., douglas, s. l., & lipson, a. r. (2011). work productivity and health of informal caregivers of persons with advanced cancer. research in nursing & health, 34(6), 483-495. mcghan, g. e. (2014). caregiver outcomes and the impact of resources for family members providing care to community dwelling older adults. mitchell, b. (2013). resource & environmental management. routledge. national center for chronic disease prevention and health promotion (2000). chronic disease and their risk factor: the nation‟s leading causes of death, 1999. washington, dc: author. national survey (2007). caregiverswhat they spend, what they sacrifice: evercare, 1987. minnetonka, mn olivares-tirado, p., & tamiya, n. (2013). trends and factors in japan's long-term care insurance system: japan's 10-year experience. springer science & business media. ownsworth, t., henderson, l., & chambers, s. k. (2010). social support buffers the impact of functional impairments on caregiver psychological well‐ being in the context of brain tumor and other cancers. psycho‐ oncology, 19(10), 1116-1122. panthess, b., kritpracha, c., & chinnawong, t. (2011). correlation between coping strategies and quality of life among myocardial infarction patients in nepal. nurse media journal of nursing, 1(2), 187194 petty, m. g. (2011). left ventricular assist device therapy: family caregivers' stress, perceived burden and quality of life. university of minnesota. pusey-murray, a., & miller, p. (2013). „i need help‟: caregivers' experiences of caring for their relatives with mental illness in jamaica. mental health in family medicine, 10(2), 113. ratanen, m., mauno, s., kinnunen, u., & rantanen, j., (2011). do individual coping strategies help or harm in the work–family conflict situation? examining coping as a moderator between work– family conflict and well-being. international journal of stress management. 18(10, 24-48 reinhard, s. c., given, b., petlick, n. h., & bemis, a. (2000). chapter 14 . supporting family caregivers in providing care. patient safety and quality: an evidence-based handbook for nurses. roach, l. v. (2013). guilt, dysfunctional thought processes and depression in caregivers of people with dementia. rotondi, a. j., anderson, c. m., haas, g. l., eack, s. m., spring, m. b., ganguli, r., ... & rosenstock, j. (2010). web-based psychoeducational intervention for persons with schizophrenia and their supporters: one-year outcomes. psychiatric services, 61(11), 1099-1105. russell, l. m. (2011). high risk occupations: employee stress and behavior under crisis. university of north texas. sadigh, m. r. (2012). autogenic training: a mind-body approach to the treatment of chronic pain syndrome and stress-related disorders. mcfarland. sanders, g. (2003). family relations and caregiving. the journey through caregiving. 1-21 sheets, c., & mahoney-gleason, h. (2010). caregiver support in the veterans health administration: caring for those who care. generations, 34(2), 92-98. sperry, l., lewis, j., carlson, j., & englar-carlson, j. (2005). health promotion and health counseling: effective counselling and psychotherapeutic strategies. (2nd ed.). united states of america: pearson education. stajduhar, k. i. (2013). burdens of family caregiving at the end of life. clinical & investigative medicine, 36(3), 121-126. stanley, v. j. (2011). decision-making processes of primary informal caregivers regarding care recipients' moves to memory care. http://sgo.sagepub.com/ couns-edu  the international journal of counseling and education vol.2, no.3, 2017 does coping strategies have a significant relationship… | 105 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017029430 stenberg, u., ruland, c. m., & miaskowski, c. (2010). review of the literature on the effects of caring for a patient with cancer. psycho‐ oncology, 19(10), 1013-1025. strassburger, z. (2016). medical decision making for youth in the foster care system, 49 j. marshall l. rev. 1103 (2016). the john marshall law review, 49(4), 5. tenenbaum, l. s., varjas, k., meyers, j., & parris, l. (2011). coping strategies and perceived effectiveness in fourth through eighth grade victims of bullying. school psychology international, 32(3), 263-287. the parkinson alliance‟s coping report (n.d). differential impact of coping styles on quality of life for individuals. dbs-stn.org. 1-9. wolff, j. and kasper, j., “caregivers of frail elders: updating a national profile,” gerontologist, vol. 46, no. 3, 2006, pp. 344-356. http://dx.doi.org/10.1093/geront/46.3.344. xue, x. (2012). career behaviors of tourism management students in china (doctoral dissertation, kent state university). yang, x., wang, l., he, j., ge, c., chang, y., fu, j., ... & zhou, y. (2012). factors related to depressive symptoms among chinese caregivers of cancer patients. psycho‐ oncology, 21(10), 1063-1070. http://dx.doi.org/10.1093/geront/46.3.344 couns-edu  the international journal of counseling and education vol.2 no.4, 2017, pp. 166-173| p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/002017027640 received on 03/13/2017; revised on 03/23/2017; accepted on 10/09/2017; published on: 12/30/2017 166 self-management training program by using cognitive technique (a quasi experiment on the students of upi kampus serang) ima ni’mah chudari universitas pendidikan indonesia *)corresponding author, e-mail: nimahchudari2@yahoo.com abstract the goal of this study is to construct an effective program which can improve students’ selfmanagement of upi kampus serang by using cognitive technique. the starting point of this study is begun at the revealed undisciplined students behaviors such as tardiness in attending classes, tardiness in submission of assignments, unable to use their free-time effectively and productively and the others disorderly behaviors. cognitive technique hopefully brings a self-management which effectively changes the inadequate idea in the mind and bad feeling in the heart into an acceptable quality of this mental and behavior. furthermore, this technique hopefully emerges a basic change in the procedure of self management. research design applies the latin square technique which is derived from one of within subject technique (heppner, wampold, kivlighan, 2008). in this study, population of students was trained in their self-management (sm) skill. the aspects of sm skill which are trained to the students namely time management (tm), social skill (ss), and self-directed learning (sdl). the training of these three sm skills applied three different cognitive technique that are planning (p), problem solving (ps) and self-instruction (si). thus students formerly divided into three groups of population to give treatment to each of the sm aspects (tm, ss, sdl) for each group by applying the three different cognitive aspects (p, ps, si). the final outcome of this study shows that there are no significance different results in the applying of those three cognitive techniques in order to improve the students’ sm skills. nevertheless, this training program has empirically proven that the program can improve the sm skills of the students at the rate of 30% better than before. then, the final product of this study is a program of students self management training by using cognitive technique. keywords: training program, self-management skill, cognitive how to cite: chudari, i. n. (2017). self-management training program by using cognitive technique (a quasi experiment on the students of upi kampus serang).couns-edu: international journal of counseling and education, 2(4): pp. 166-173. doi: https://doi.org/10.23916/002017027640 this is an open access article distributed under the creative commons attribution license, which permits unre stricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017. indonesian counselor association (iki). introduction at college, students are prepared to be able to develop their abilities as optimal as possible, it is also expected in the law of the republic of indonesia number of 12 years 2012 on higher education, in article 4 explained that higher education served: (a) to develop capacity and build character and civilization of the dignified nation in developing the intellectual life of the nation; (b) to develop innovative, responsive, creative, skilled, competitive and cooperative academic civic by implementing tridharma; and (c) to develop science and technology by taking into account and applying the value of the humanities. section mailto:nimahchudari2@yahoo.com http://dx.doi.org/10.23916/002017027640 couns-edu  the international journal of counseling and education vol.2, no.4, 2017 islamic-based counseling services in developing self-concept of street children in rejang lebong regency| 167 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027640 5, the objectives of higher education are: (a) to develop the potential of students to be faithful and devout, morally good, healthy, educated, qualified, creative, self-reliant, skilled, competent and cultured in the national interest; (b) to produce graduates proficient in branches of science and/or technology to meet the national interest and improve the competitiveness of the nation. in reaching those expected goals as have planned in the law of the republic of indonesia concerning higher education, every university attempts to provide curriculum, learning process, primary learning facility, educator and staff, counseling guidance, and supporting facilities. students as learnersubject have always filled with surrounding problem, start from course material, the assignments, learning management, assignment completion, friend and or lecturer relationship, and so on. some students cannot overcome those problems. the students’ inability in adaptation can interfere with the process of education on the campus itself. for example about the completion of studies resulting overdue in graduation or even they are not be able to complete their education. based on the review of technical implementation unit service guidance and counseling (uptlbk) in 2009 (in mamat supriatna, 2010) shows that the problem of academic faced by students upi, among these: (a) the difficulty in managing learning time adapted to many demands, course activity, and other student activities; (b) lack of motive or spirit of learning; (c) any incorrect learning activities; (d) lack of curiosity to explore science and engineering; (e) lack of interest in their field. the results of the survey through a questionnaire in june 2013 on a student campus upi serang, known to the recognition of students (55%) that they are still using the "up-all-night system" for the exam preparation or assignment’s completion. if this continues, it will harm students themselves in the face of an increasingly competitive life. though most of them (97.5%) said that they had always wanted to do something better and expected for a bright future and a happy life. it can be concluded that the students are aware of the importance of a bright and good future, but their incompetence and ignorance manage themselves that cause their behavior to seem indiscipline. students' ability in managing themselves is expected to have an impact on developing their capacity optimally. the ability to manage themselves or self-management (sm) is expected to be appeared in every individual’s life, it can be indicated that someone has developed and then expected to live their lives well. watson & tharp (in choi and chung (2012) define self-management as ‘…the ability to modulate one’s own thought, control behavior, and regulate internal processes’. steward et al. (in jumarin, 2012) define self-management as '... refer to the ability of an individual to direct his or her behavior'. the term shows that self-management is the ability to drive themselves. to hackney and cormier (jumarin, 2012), self-management has a similar meaning to the term of self-control, self-directed, self-regulation. some practitioners and researchers in the field of self-management strategy used different terms, all of which are associated with the changes. some says self-control, self-regulation, self-management. the terms have the same meaning, and are used interchangeably. "guidance and counseling services at the college level in order to support the development of personal, academic social and required student career. like a counselor at kindergarten, elementary school, or high school level, the counselors of college also must develop and implement curriculum of basic services of counseling and guidance, individual student planning, responsive services and support system. however, the allocation of time of college counselor more on supporting individual student career planning and implementation of responsive services " (depdiknas, 2008). as empirical facts shows above, realities of student life in the management of themselves indicates that students' ability to manage itself is a study in the area of guidance and counseling (luthans. 2002; sultana. 2012; dean & fornaciari. 2007). the ability of students in self-management and become good character for themselves can reach to the achievement of educational goals. the task of the counselor of guidance and counseling at campus is to build the character as well as mastery of hard skills and soft skills. the service of guidance and counseling at campus more focused on services to stabilize their careers, as much as possible the most suitable to their educational record and the need to actualize themselves as a productive, prosperous and useful person (depdiknas, 2008). couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu ima ni’mah chudari islamic-based counseling services in developing self-concept of street children in rejang lebong regency|168 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027640 based on the background and phenomenon that happened to a student at upi serang, the purpose of the research is to produce a training program that is effective in enhancing the ability of selfmanagement with cognitive techniques for students. theoretically, this study is expected to provide benefits and develop the resources of knowledge in the theory of guidance and counseling, especially the theory of self-management. the practical benefit is expected to be taken into consideration for institutions in campus upi serang for student guidance. for supervisor, counselor and academic supervisor (pa), they can help students in self-management. the main problem with this research is to find an effective training program of self-management for students. one of the techniques that are used in this study is cognitive techniques. according to yates (1985) cognitive technique is a relatively new in the realm of self-management. the basic assumption of this technique is people will contribute to their psychological problems in the way they interpret events and situations in their lives (corey, 1995). donald h. weiss (1999) states that there are six competences will be possessed by self-management acquisition; these six aspects are illustrated in the following figure: self-confidence self-awareness drive self-respect/ self-esteem respect for others the whole person (wholeness) portrait of a self-managed person the above scheme explains that the ability of self-management at the individual has six competences, both coming from outside and from within himself, that wholeness which includes: (1) personal background, support self-including the experience, cognitive skills and affective and actions; (2) the confidence to what they would do; (3) self-awareness to take an action; (4) encouragement or motivation to take an action; (5) awards to themselves or respect for the effort already done and must be done, and (6) respect for others who are having some effect on the success of himself in self-management. dembo (2004) describes the strategy to manage behaviors related to time management, management of physical and social environment in achieving an expected academic behavior, it is as illustrated in figure 2: figure 1. six competences of self-management (weiss, donald h., 1999) couns-edu  the international journal of counseling and education vol.2, no.4, 2017 islamic-based counseling services in developing self-concept of street children in rejang lebong regency| 169 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027640 figure 2. the scheme of behavior management strategy (dembo, 2004) this study used three self-management techniques: planning (p), self-instruction (si) and problem solving (ps) in the self-management skills training program. the skill that will be trained is time management skills (tm), social skills (ss), and self-direction to learn (sdl). the independent variable in this study is three cognitive techniques (p, si, ps), and the dependent variable is the students' mastery of skills self-management (tm, ss, and sdl). method the research design is latin square designs, which is one type of design within-subjects designs. one of the strengths of this design is to minimize the variance of the error, by making each participant serves as his own control (heppner, wampold, kivlighan, 2008). sampling was done first with the purposive sampling technique, which is by selecting students who have low and medium value on the skills of self-management. the samples were subsequently chosen randomly divided into three groups. each group will receive three vocational training by using different techniques. for more details, research design can be described in the table below: strategy of motivation 1. goal decision 2. effort and emotion strategy of behavior 1. time management 2. physical and social environment strategy of learning 1. learning from books 2. learning from campus 3. test preparation 4. test taking. academic activity couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu ima ni’mah chudari islamic-based counseling services in developing self-concept of street children in rejang lebong regency|170 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027640 table. 1 research design self management training program skills group 1 group 2 group 3 time management (tm) technique of planning (p) technique of problem solving (ps) technique of selfinstruction (si) social skills(ss) ps si p self-directed learning (sdl) si p ps post test post test post test post test participants are split into three groups, group 1, 2 and 3. each group received three kinds of skills that are time management (tm), social skills (ss), self-directed learning (sdl). cognitive technique used in the training of self-management is planning technique (p), the technique of self-instruction (si) and technique of problem solving (ps). the training is done by using different techniques in one skill for each group. tm skills training in group 1 use p, while the second group on the same training using the technique of ps, and the third group using techniques si. ss skills training in group 1 uses the ps, group 2 used a technique si and group 3 using techniques p. sdl skills training in group 1 uses si, while the second group used a technique p and group 3 using ps technique. each group received each type of skills training with different techniques, so it can be discovered the results of their respective skills training sm with each different technique. the training program is conducted in eight meetings, starting with the pre-test activities and learning contract. each skill is done with group counseling techniques, and delivered with lecturing, q and a, discussion, games, direct practice, assignments and methods of playing. the training program concludes with a post-test. data analysis was used spss 18.0. results and discussions the results showed that: a. test the mean difference of the data pre-test tm technique p, ps and si is known that these three variables normally distributed but is not homogeneous, then used a non-parametric statistical tests using the kruskal-wallis test techniques. the result asymp. sig amounted to 0.093> 0.05, it can be concluded that hₒ accepted, meaning that there was no significant difference in mean pre-test engineering group with p, ps and si. this means that the three groups of samples have the same skills in tm. b. test the mean difference of the data pre-test ss technique p, ps and si is known that there are two variables with normal distribution and one variable distribution is not normal although the three variables homogeneous. subsequently then used non-parametric statistical tests using the kruskalwallis test techniques. the result asymp. sig amounted to 0.344> 0.05, it can be concluded that hₒ accepted, meaning that there was no significant difference in mean pre-test in group with technique of p, ps and si, or in other words before the training program of self-management turns three sample groups have the skills social skills are relatively equal. c. test data is pre-test mean difference sdl with techniques p, ps, and si, turns three variables with normal distribution and homogeneous, to test the average used anova test data obtained as follows: couns-edu  the international journal of counseling and education vol.2, no.4, 2017 islamic-based counseling services in developing self-concept of street children in rejang lebong regency| 171 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027640 table. 2 test of mean difference pre-test data of sdl skills source quadrate amount df quadrate mean f sig explanation sdl between groups inter-groups total 48,932 442,894 491,826 2 20 22 24,466 22,145 1,105 0,351 there is no difference the data above says that the three variables were no significant difference, proved sig 0.351> 0.05. it can be concluded that when the three sample groups would follow vocational training program sdl, sdl skills they have relatively similar. d. test data is post test mean difference tm with technique p, ps, and si, which is known to have normal distribution and homogenous and tested mean the anova test, the results are as follows: table. 3 test of mean difference post-test data of tm skills source quadrate amount df quadrate mean f sig explanation tm between groups inter-groups total 38,36 233,379 271,739 2 20 22 19,180 11,669 1,644 0,218 there is no difference from the data in the table above three variables stated that there was no significant difference, proved sig 0.218> 0.05. this means that after three groups of students attend a training program using different techniques (techniques p, ps and si) turned out to have management capabilities are relatively the same time. post test results the data in each group the mean of data obtained with the p technique at 63.36 (pre test amounted to 46.82), with the ps technique at 64.67 (pre-test 44.5), while the technique of si at 66, 50 (pre-test of 50.17). the data illustrates that the group of students who attend training tm using different techniques showed increased ability of relatively equal. this means that three of the techniques used in the training of tm have the same relative impact on the ability of the student tm. time management (tm) with technique of planning (p), self-instruction (si) or with engineering problem solving (ps) is relatively equal, it illustrates that for time management (tm) is as effective as using three different techniques (p, ps, si). time management requires clarity of purpose to be implemented and the managing of detail time schedule, while relating to the strong desire of the individual concerned to push himself towards the goal to be achieved. through this technique, p, students are invited to set goals at the macro, meso and micro level, as well as sketching steps towards the goals and implement what is already defined in the previous step. likewise with the ps technique, it requires students to define the problem clearly and in detail so that makes it easier to carry out activities within the predetermined time. through the technique si, students are forced by themselves by making instructions or orders to him to do in the availability of time. through the use of tm, the problem of managing time can make a student maximize the available time for the beneficial activities. a good utilization of time can bring progress in the academic field. gordon and borkan (2015) state that time management effectively will potentially generate productivity, progress, burnout and satisfaction. through the use of cognitive techniques students can perform cognitive restructuring respectively. the participant of sm trained to improve their way of thinking or cognitive restructuring either through techniques p, si or ps. couns-edu  vol.2, no.4, 2017 available online: http://journal.konselor.or.id/index.php/counsedu ima ni’mah chudari islamic-based counseling services in developing self-concept of street children in rejang lebong regency|172 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027640 e. test post test mean difference of data with technique ss p, ps and si, used non-parametric test using the kruskal-wallis test. asymp.sig generated. 0.084> 0.05, means that hₒ accepted. it means also that there are no significant differences in the data post test skills social skills (ss) technique p, ps, si. this means that the three groups of skills training ss using different training techniques (techniques p, ps, si) produces relatively equal ability. all three groups experienced an increase in the ability of the ss, it can be seen from the score pre test and post test in each group, namely the technique group p average pre-test at 55 and post-test at 72.36; reviewed the technique ps group the average pre-test at 53.91 and the mean post test at 72,36. while in technique si group the average pre test at 56.67 and post test of 75.83. from the statistic analysis above shows that ss skills training techniques p, ps and si showed the same results. this indicates that the technique p, ps, si has the same effectiveness in improving the ability of social relationships. the skills of social relations in question is in campus life and the surrounding environment, the ability to interact with others, ability to tolerate the people around, the ability to participate in activities, the ability to organize themselves, the ability to resolve conflicts that exist in social life. through cognitive approach, the students developed to transform ideas and feelings to be better. cognitive techniques are also changing thoughts, behaviors and feelings. formulated with a familiar way, eliminate and replace anything that is reflected in antecedent and consequence (yates, 1985). f. test data is post-test mean difference self-directed learning (sdl) techniques p, ps and si. the third unknown variable normal distribution of data and homogeneous. anova test results as follows: table. 4 test of mean difference post-test data of sdl skills source quadrate amount df quadrate mean f sig explanation sdl between groups inter-groups total 104,101 338,333 442,435 2 20 22 52,051 16,917 3,077 0,68 there is no difference the table above shows that there are no differences between the mean post-test result data on technique p, ps, and si proved sig.0,068> 0.05. it can be concluded that all three groups are training skills uses sdl with different techniques, produces post test on three groups of relatively similar. sdl skills training program using techniques p, ps, and si resulted in an increase from its original state, proved to post test results with the technique p at 76.50 (pre-test of 56.67). the mean value of post test group with the technique of 80.17 ps (pre test at 57.83) and the mean post-test on a group of 75 si techniques (pre-test at 54.45). the third group sdl skills training using different techniques, resulting in post-test scores were relatively similar. results of research and the discussion above provide empirical evidence that training program with three techniques cognitive sm (p, ps, and si) have relatively the same level of effectiveness. conclusions the results show that self-management training program with three cognitive techniques (p, ps, and si) produce equally good results. training participants experienced a significant improvement in the skills of self-management that consists of time-management, social skills, self-directed learning. empirically, it can improve self-management skills, in general, the average can increase 30% from the previous sm skills. this indicates cognitive technique is a technique that can drive mind to change the behavior of sm to a better direction. references choi, h.jean dan chung, mee kyong.(2012).effectiviness of a college-level self-management course on successful behavior change. behavior modification . tersedia http://bmo.sagepub.com. (6 juli 2015). couns-edu  the international journal of counseling and education vol.2, no.4, 2017 islamic-based counseling services in developing self-concept of street children in rejang lebong regency| 173 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027640 corey, g. (1995). teori dan praktek dari konseling dan psikoterapi (terjemahan). semarang: ikip semarang. dean, k. l., & fornaciari, c. j. (2007). empirical research in management, spirituality & religion during its founding years. journal of management, spirituality & religion, 4(1), 3-34. dembo, h. m. (2004). motivation and learning strategies for college success. mahwah, new jersey: lawrence erlbaum associates publishers. direktorat jendral pendidikan tinggi. (2008). penataan pendidikan profesional konselor dan layanan bk dalam jalur pendidikan formal. jakarta: ditjen dikti. gordon, e.c. dan borkan, s. (2015). recapturing time : a practical approach to time management for physicians. downloaded from http://pmj.bmj.com. published bygroup.bmj.com. jumarin, m. (2012). model bimbingan dan konseling manajemen diri (bkmd) untuk meningkatkan kmpetensi dan efikasi diri dalam belajar siswa sma (disertasi). bandung: program studi bk-sps upi. luthans, f. (2002). positive organizational behavior: developing and managing psychological strengths. the academy of management executive, 16(1), 57-72. sultana, r. g. (2012). learning career management skills in europe: a critical review. journal of education and work, 25(2), 225-248. supriatna, m. (2010). model konseling aktualisasi diri untuk mengembangkan kecakapan pribadi mahasiswa. disertasi doktor pada sps upi bandung: tidak diterbitkan. weiss, d. h. (1999).the self-management workshop. new york : ama p. yates, t. b. (1985). self-management: the science and art of helping yourself. california: wadsworth publishing company. http://pmj.bmj.com/ couns-edu  the international journal of counseling and education vol.2, no.3, month 2017, pp. 106-111 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/002017028430 received on 03/20/2017; revised on 03/31/2017; accepted on 07/16/2017; published on: 09/30/2017 106 developing social competence held in primary teacher inclusive education mega iswari universitas negeri padang *)corresponding author, e-mail: mega_iswari@yahoo.com abstract this study aims to develop social competence in elementary school teacher who organizes the inclusion's educational system. as for the problems that often arise for teachers in schools is the lack of knowledge of teachers of children with special needs who become learners. due to a variety of disorders experienced by learners. thus it is necessary the development of social competence of teachers in order handling children with special needs who would require special-educatieducational inclusion. this type of research is the development of research carried out systematically, field tests, evaluated and improved to meet the prescribed criteria in terms of quality, effectiveness. the results of this study proved that through training can develop social competence elementary school teacher inclusion education in padang. keywords: teacher's social competence, inclusion education, children with special needs how to cite: iswari, mega. (2017). developing social competence held in primary teacher inclusive education. couns-edu: international journal of counseling and education, 2(3): pp. 106-111. doi: https://doi.org/10.23916/002017028430 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017. indonesian counselor association (iki). introduction the teacher is an important factor in school education. especially classroom teachers in primary schools that provide education inclusion. because the teacher is a figure that has always been a role model for students (widoyoko, e. p., 2009). for that a teacher should have competence in order to develop learners as a whole in accordance with the purpose of education. competence is the ability to act, think and act consistently as an embodiment of knowledge, attitudes and skills possessed by learners (mone, 2006: 57). thus, competence is a set of knowledge and skills that must be owned by someone of teachers in performing their duties. knowledge and skills can be acquired in pre-service education and / or training. government regulation no. 19 of 2005 states that teachers are required to have some competence. which includes; (1) pedagogical, (2) professional competence, (3) social competence and, (4) personal competence. competence by rothwell, (1996): intended as a character because the underlying success of a person having knowledge, skills, traits, abilities, behaviors and beliefs. meanwhile, according tarmansyah, (2009: 254) the competence of teachers in the school inclusion based on three main capabilities: (1) the ability of the public (general ability), (2) the ability of the base (basic abilities), and (3) special abilities (the specific abilities ). in this study will be discussed is the development of social competence. where is social competence is the ability of teachers as part of the public to communicate and interact effectively and efficiently with http://dx.doi.org/10.23916/002017028430 couns-edu  the international journal of counseling and education vol.2, no.3, 2017 developing social competence held in primary teacher inclusive education | 107 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028430 students, fellow teachers, fellow staff, fellow parents/guardians of students, and surrounding communities. in order to achieve the success of the learning process in schools is largely determined by social competence (ashsiddiqi, h., 2012). because teachers practice the learning process in schools, as a facilitator as well as a center of learning initiatives. therefore teachers should always develop competency standards themselves and have a profession by mastering the material and learning strategies. in addition, teachers are also able to motivate students to study in earnest. in the directorate general of pmptk depdinas (2006: 7) social competence is a teacher's ability to communicate and get along with students, fellow teachers, staff, parents / guardians and the community. this activity should be done with productive communication with each other to do well, and inclusive education training for teachers can be run in accordance with the provisions, the social competence of teachers directly concerned will develop. social competence of teachers is the ability of a teacher to understand that he is an integral part of the community, teachers also need to be able to develop duties as members of society and citizens (ashsiddiqi, h., 2012). the social skills consist of the ability to adapt to the demands of work and the environment. teachers must be able to communicate well, whether orally or in writing speaking and even using cue through communication and information technology. teachers must be able to interact effectively fellow learners and their parents and society. gullotta et al (1990) suggested some aspects of social competence, namely: (1) cognitive capacity, it is the underlying social skills in establishing and maintaining positive relationships interpeson. cognitive capacities include positive self-esteem, ability to look at things from the point of view of social and interpersonal problem-solving skills. (2) the balance between the need to socialize and privacy needs. the socialization needs of individuals and groups to engage in a relationship with another person. while the privacy needs is the need to be a unique individual, different, and free to act without the influence of others. (3) social skills with peers, an individual's ability to establish relationships with peers that do not have difficulty in adjusting to the group and can engage in group activities. in the ministry of education (2009) is said to have a teacher of social competence in inclusive education where the teacher already has the knowledge and capabilities of: (1) communicate and interact effectively with learners of participants in the implementation of inclusive education, (2) communicate and interact effectively with fellow educators and education personnel., (3) communicate and interact effectively with parents / guardians of students and the community, (4) able to do his learning process, (5) able to perform well in class, and (6) are able to assessment of children with special needs. problems that occur in inclusive elementary school padang, that teachers in primary schools do not have competence in implementing inclusive education, because they are not outside the regular education background and teachers have not been trained on inclusive education. therefore, it is necessary the development of effective training models and innovative ways to improve the competence of teachers in inclusive education, teacher competence in the implementation of inclusive education in primary school padang is still low, especially in the sosial.untuk competencies necessary for inclusive education training for teachers . so the researchers conducted teacher training social competence is developed based on analysis of the needs of the teachers on the implementation of inclusive education in the city of padang. he government's commitment is clear again after the issuance of national education minister regulation no. 70 year 2009 on inclusive education. article 7 states the implementation of inclusive education curriculum in 2013 with an integrated thematic accommodate the needs and abilities of learners according to their talents, interests, and potential. article 8 mentions learning in inclusive education into account the principles of learning that are tailored to the characteristics of learners. especially for children with special needs who follow the inclusive education in primary schools in the city of padang. we realize optimism success of the inclusive education becoming stronger with the inclusion of the government's role in its implementation so that the responsibility is not merely charged to the school organizers. article 4 mandates the district / city government appoint at least one elementary and junior high school at the district level and one high school in the district / kota.tugas other is to ensure the implementation of inclusive education and inclusive education resource available at a designated couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu mega iswari developing social competence held in primary teacher inclusive education | 108 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028430 educational unit. the ministerial regulation also requires the district / city to provide at least one special guidance counselor at a designated educational unit. also increase competence in the field of special education for teachers and other personnel in the educational unit of inclusive education providers. and the provincial government shall assist these tasks. sapon-shevin (2007). argues inclusive education as a system of education which requires that all children with disabilities served in schools nearby, in regular classes together friends of his age. while stainback and stainback (1990: 73) argues that an inclusive school is a school that caters to all students in the same class. this school provides a good education program, challenging, but according to the abilities and needs of each student, as well as the help and support that can be provided by the teacher so that children succeed. berit h. johnsen and meriam skorten d. (2003: 288) states, that the principle of inclusive schools adapted to cause a huge demand for regular and special education teacher. it requires a shift from the traditional "teaching the same material to all students in the class", became teach each child according to their individual needs but in the kelas.while the setting, (o neil, 1995) states that inclusive education as an educational service system which requires that all children with disabilities served at nearby schools, in regular classes together friends of his age. therefore, emphasized the existence of a restructuring of the school, so that it becomes a community that supports the fulfillment of the specific needs of each child. the curriculum used in the implementation of inclusive education in 2013, which basically uses the curriculum used in the regular school or apply in public schools. however, due to a variety of barriers experienced by learners with special needs vary widely, ranging from mild nature, moderate to severe, then the implementation on the ground, the regular curriculum needs to be modified (alignment) in such a way so as to suit the needs of learners. (budiyanto, dkk..2010). modification (alignment) curriculum conducted by a team of developers in the school curriculum. school curriculum development team consists of: the principal, classroom teachers, subject teachers, special counselor, counselors, psychologists, and other relevant experts. if the curriculum modifications can not be applied for certain learners can develop a special curriculum called ppi (individualized education program). teachers make modifications to the learning strategy, the type of assessment, as well as other additional programs with reference to the needs of the students (special needs children). in this model there can be a special needs student who has a learning program based on the 2013 in the regular school curriculum and individualized education program (ppi). in this curriculum model teachers prepare individualized education program (ppi), which was developed together with the development team involving classroom teachers, special counselor, principal, parents, and other relevant experts. children with special needs are children who are significantly (significant) abnormalities, problems, and physical or irregularities, sensomotoris, mental-intellectual, social, emotional, behavioral, or combined in the process of growth / development compared to other children his age so they need special education services. (j. david smith, 2009). furthermore mone (2006), states for the purpose of inclusive education children with special needs are grouped as follows: 1) .the with impaired vision, 2) .the hearing loss, 3) child physical disorders motor, 4) gifted child, 5) .the impaired property , 6). slow learning child (slow learner). 7). child specific learning disabilities, 8). children with impaired wicara.9). children with emotional and social disorder, and 10). autistic children. the objectives of this study were: (1) to conduct training on inclusive education to regular teachers and teacher educators in elementary school special education inclusive padang. (2) to test the practicality and effectiveness of training to develop social competence organizes teachers in inclusive education in primary school padang. (3) to provide insight to teachers about children with special needs and learning process, while the benefits of this research can be used as an education provider input inclusive in the improvement of science, particularly the field of inclusive education. and can develop competence and social competence, especially as principals and social competence of teachers in inclusive education, so that schools can implement inclusive education well. this will bring the impact of services to education for all children, not least children who have special educational needs. in addition, the learning facility will be available to suit the needs of all learners. couns-edu  the international journal of counseling and education vol.2, no.3, 2017 developing social competence held in primary teacher inclusive education | 109 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028430 method this type of research is the research and development (research and development). what is meant by research and development according to (wr brog and gall, md., 1983) is "a process used to develop and validate educational products" or a process to develop and validate educational products ". products in this context is not only relevant in a textbook or computer program, but rather in the form of methods or models of social competence development related to educational activities. like, the training model should be developed regarding matters related to real life, which is more efficient, and realistic-objective. gall and borg (2002: 256) research suggests that the development of the model development is done in a systematic, field tested, evaluated, and refined to meet the criteria specified in terms of effectiveness, quality, or other standard specified. the sample used in this study were elementary school teachers who have been teaching in inclusive education school at least two years, special educators and teachers who assist children with special needs in primary schools in organizing inclusive education. the total sample of 42 teachers, inclusive of 12 elementary schools in the city of padang, which consists of 22 classroom teachers at the elementary school teachers and 20 special educators. sampling technique was done by purposive sampling. this form of training is formulated based on the study of the problems that occur in the field, especially with regard to social competence of teachers on the implementation of inclusive education in primary school padang. so the researchers designed a training model with the aim to develop the competence of teachers in inclusive education in primary schools is limited to social competence. the model has been tested on a limited pilot group and a pilot group of users in order to determine the validity, practicability and effectiveness of the model. william, b, werther, (1989: 287), stating the steps used in the development of training programs are as follows: (1) needs assessment, (2) training and development objectives, (3) course content, (4) learning principles, (5) the actual program, (6) the skill knowledge ability of work, and (7) evaluation. training implies a more specific (specific), and related to work / tasks carried out by someone. while that meant practically was that respondents who already trained can be applied immediately and should be practical, (fandi tjiptono, et al, 1996). hadari nawawi (1997: 107), states that training is basically the process of providing relief for workers to master specific skills or help correct deficiencies in carrying out the work. the focus of its activities is to improve the ability to meet the demands of work in the most effective way to work at the present time. ernesto a. franco (1991), suggests an action training to improve the knowledge, skills an employee performing a specific job. results and discussions operationally proven form of training can improve social competence of teachers in inclusive education, it is evidenced by the results of the test trainees before and after training given there is an increase on average, in which prior training was given an average score of 78.8571 with results n = 42, whereas after training the average score increased to 87.5476. similarly, the results of the analysis of the responses of the questionnaire instrument trainees stated that the training methods applied to help teachers to understand the training material about children with special needs and learning strategies that suit their needs and to improve the social competence of teachers in implementing inclusive education. so that teachers have the ability to communicate effectively with students, especially with special needs children in her class. also learners with students, fellow teachers and fellow educators, parents / guardians and the community. based on the research results proved that the training is inclusive of social competence is as the ability of teachers to communicate effectively with a bunch of students, fellow educators and fellow educators and parents / guardians and the community social. competence is very important for a teacher other than the four other competencies such as pedagogical, profession, personality and leadership. from processing questionnaires and interviews of trainees stated that the training is not boring, so all excited to follow her teacher training, teachers feel enlightened, because so far the teachers in primary schools have never received training about as well as the methods used when training is very varied and tailored to adult couns-edu  vol.2, no.3, month 2017 available online: http://journal.konselor.or.id/index.php/counsedu mega iswari developing social competence held in primary teacher inclusive education | 110 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028430 learning, such as; using lectures, discussion, reflection, discussion, communication and interaction, watching movies, assignments. opinion was also supported by lunandi (1982) and soedomo (1989) said a conducive learning atmosphere for adults are as follows: (1) encouraging students to be active and develop talent, (2) an atmosphere of mutual respect and mutual respect, (3) an atmosphere of mutual trust and an open, (4) an atmosphere of self-discovery, (5) a non-threatening atmosphere, (6) the atmosphere acknowledges personal peculiarities, (7) the atmosphere allows differences, mistakes, and doubts, (8) allows participants students learn according to their interests, (9) allows learners to recognize and assess the strengths and weaknesses of personal, group, and community, (10) allows learners to grow in accordance with the values and norms that exist in society. the requirements mentioned above are applied to the training by using training methods that have been developed from the model, such as asking participants each presented a reflection of the learning materials, provide reinforcement to the active participants give their opinions and input and questions in learning. in addition to practical training, model has proven effective for improving the competence of teachers in implementing inclusive education. it is seen from the initial conditions for the conduct of teacher competence inclusive education can be seen from the results of the analysis of questionnaires that the pedagogical competence and social competence whereas less capable or low social competence and personal competence of teachers of teachers have high ability. once tested all forms of training social competence in the category well or an increase. thus, inclusive education training for teachers in primary school education has been implemented properly inclusion in developing social competence of teachers. conclusions developing social competency in teacher training can be done through a productive manner with good communication between teachers and learners, teacher communication with fellow teachers, and communication among parents / and society. through inclusive education training was found to significantly develop the social competence of primary school teachers in implementing inclusive education. because social competence is very important and has a strategy for organizing the educational process, therefore all teachers let own and control and be able to practice social competence, especially in children with special needs as well as other learners in primary schools inclusive education. training activities are carried out in a practical and boring and not very fun for teachers as adult learning. references agus wibowo dan hamrin, (2012) menjadi guru berkarakter, strategi membangun kompetensi dan karakter guru, yogyakarta: pustaka pelajar. ashsiddiqi, h. (2012). kompetensi sosial guru dalam pembelajaran dan pengembangannya. ta'dib, 17(01), 61-71. borg, w.r., gall, m.d. (2003). educational reseach: an introduction. london: longman, inc. budiyanto,(2005). pengantar pendidikan inklusif berbasis budaya lokal. jakarta depdiknas. depdiknas. (2004). pengadaan dan pembinaan tenaga kependidikan: pedoman penyelenggaraan pendidikan terpadu/inklusi. jakarta: direktorat pendidikan luar biasa depdiknas. 2004/2005. program pendidikan khusus dan pendidikan layanan khusus: pedoman penyelenggaraan pendidikan terpadu/inklusi. jakarta: direktorat pendidikan luar biasa direktorat plb (2004) buku paket: pendekatan pendidikan inklusif, dirjen dikdasmen, depdikbud: jakarta miriam d.skjorten. (2003).pendidikan kebutuhan khusus; sebuah pengantar,bandung:unipub lunandi, a.g.1982. pendidikan orang dewasa sebuah uraian praktis untuk pembimbing, penatar, pelatih dan penyuluh lapangan . jakarta: asokadinata. o’neil,j. (1995) can inclusive work ? a conversation with james kauffman and mara sapon-sevin.educational leadership 52(4)7-11. uu ri nomor 14 tahun 2005 tentang guru dan dosen undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional. shevin, sapon-, m. (2007). widening the circle. the power of inclusive classrooms. beacon press, boston. stainback, william. & stainback, susan. (1990). support networks for inclusive schooling: independent integrated education. baltimore: paul h. brooks. couns-edu  the international journal of counseling and education vol.2, no.3, 2017 developing social competence held in primary teacher inclusive education | 111 © 2017 | indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017028430 permendiknas ri nomor 70 tahun 2009 tentang pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan/atau bakat istimewa widoyoko, e. p. (2009). analisis pengaruh kinerja guru terhadap motivasi belajar siswa. couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 63-69 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017027420received on 04/07/2017; revised on 04/28/2017; accepted on 05/04/2017; published on: 06/30/2017 63 the application of impact counseling in therapy started with individual counseling expressive to cope with the personal problems by college students syahniar universitas negeri padang *)corresponding author, e-mail: syahniar9@gmail.com abstract various approaches and theory can be applied to help students to cope with personal problems; one approach that can be applied is the impact counseling. impact therapy is a teaching process that carried out by the counselor, where a counselor wrote and visualized to clients about what the client wants, the client will do, how clients assess their behavior and how clients to plan what to do next. this is illustrated by ed jacobs as wdep (want, doing, evaluate, and plan). before using the impact counseling for students who are not able to communicate the problems that they experienced first counselor implemented expressive therapy. expressive therapy known as a therapy in counseling and psychotherapy in which the client can communicate and express its feelings and their thoughts through activities related to art, music, dance, drama, poetry, as well as games. expressive therapy is also called the "creative arts therapy". especially art, music, drama and poetry. keywords: impact of counseling, expressive therapy how to cite: syahniar. (2017). the application of impact counseling in therapy started with individual counseling expressive to cope the personal problems by college students. couns-edu: international journal of counseling and education, 2(2): pp. 63-69. doi: https://doi.org/10.23916/002017027420 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction students are a group of young people who are studying in college. activities and tasks the student as a learner is learning the science, organizational, community and learning to be a leader to achieve success in life. students are often referred to as a group of scholars and intellectuals who hold a heavy burden on the shoulders of determining the fate of the nation's future (ishaq, 2006). students with higher capacity are expected to understand the concept, can be mapped the problem and choosing the best solution for these problems (dweck, 2007; swales & feak, 2004). however, various problems may arise during the implementation of a student in academic activities, the number of activities to be undertaken and implemented, many demands which must be met, which not good time management, and project work are piling up (collier & morgan, 2008; graunke & woosley, 2005). such conditions according to sarafino predicted to be stressful on the student when he was not able to meet these demands (sarafino, 2006). couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 63-69 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017027420received on 04/07/2017; revised on 04/28/2017; accepted on 05/04/2017; published on: 06/30/2017 63 the application of impact counseling in therapy started with individual counseling expressive to cope with the personal problems by college students syahniar universitas negeri padang *)corresponding author, e-mail: syahniar9@gmail.com abstract various approaches and theory can be applied to help students to cope with personal problems; one approach that can be applied is the impact counseling. impact therapy is a teaching process that carried out by the counselor, where a counselor wrote and visualized to clients about what the client wants, the client will do, how clients assess their behavior and how clients to plan what to do next. this is illustrated by ed jacobs as wdep (want, doing, evaluate, and plan). before using the impact counseling for students who are not able to communicate the problems that they experienced first counselor implemented expressive therapy. expressive therapy known as a therapy in counseling and psychotherapy in which the client can communicate and express its feelings and their thoughts through activities related to art, music, dance, drama, poetry, as well as games. expressive therapy is also called the "creative arts therapy". especially art, music, drama and poetry. keywords: impact of counseling, expressive therapy how to cite: syahniar. (2017). the application of impact counseling in therapy started with individual counseling expressive to cope the personal problems by college students. couns-edu: international journal of counseling and education, 2(2): pp. 63-69. doi: https://doi.org/10.23916/002017027420 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction students are a group of young people who are studying in college. activities and tasks the student as a learner is learning the science, organizational, community and learning to be a leader to achieve success in life. students are often referred to as a group of scholars and intellectuals who hold a heavy burden on the shoulders of determining the fate of the nation's future (ishaq, 2006). students with higher capacity are expected to understand the concept, can be mapped the problem and choosing the best solution for these problems (dweck, 2007; swales & feak, 2004). however, various problems may arise during the implementation of a student in academic activities, the number of activities to be undertaken and implemented, many demands which must be met, which not good time management, and project work are piling up (collier & morgan, 2008; graunke & woosley, 2005). such conditions according to sarafino predicted to be stressful on the student when he was not able to meet these demands (sarafino, 2006). couns-edu the international journal of counseling and educationvol.2, no.2, 2017, pp. 63-69 |p-issn: 2548-348xe-issn: 2548-3498http://journal.konselor.or.id/index.php/counsedudoi: https://doi.org/10.23916/002017027420received on 04/07/2017; revised on 04/28/2017; accepted on 05/04/2017; published on: 06/30/2017 63 the application of impact counseling in therapy started with individual counseling expressive to cope with the personal problems by college students syahniar universitas negeri padang *)corresponding author, e-mail: syahniar9@gmail.com abstract various approaches and theory can be applied to help students to cope with personal problems; one approach that can be applied is the impact counseling. impact therapy is a teaching process that carried out by the counselor, where a counselor wrote and visualized to clients about what the client wants, the client will do, how clients assess their behavior and how clients to plan what to do next. this is illustrated by ed jacobs as wdep (want, doing, evaluate, and plan). before using the impact counseling for students who are not able to communicate the problems that they experienced first counselor implemented expressive therapy. expressive therapy known as a therapy in counseling and psychotherapy in which the client can communicate and express its feelings and their thoughts through activities related to art, music, dance, drama, poetry, as well as games. expressive therapy is also called the "creative arts therapy". especially art, music, drama and poetry. keywords: impact of counseling, expressive therapy how to cite: syahniar. (2017). the application of impact counseling in therapy started with individual counseling expressive to cope the personal problems by college students. couns-edu: international journal of counseling and education, 2(2): pp. 63-69. doi: https://doi.org/10.23916/002017027420 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, di stribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction students are a group of young people who are studying in college. activities and tasks the student as a learner is learning the science, organizational, community and learning to be a leader to achieve success in life. students are often referred to as a group of scholars and intellectuals who hold a heavy burden on the shoulders of determining the fate of the nation's future (ishaq, 2006). students with higher capacity are expected to understand the concept, can be mapped the problem and choosing the best solution for these problems (dweck, 2007; swales & feak, 2004). however, various problems may arise during the implementation of a student in academic activities, the number of activities to be undertaken and implemented, many demands which must be met, which not good time management, and project work are piling up (collier & morgan, 2008; graunke & woosley, 2005). such conditions according to sarafino predicted to be stressful on the student when he was not able to meet these demands (sarafino, 2006). couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu syahniar the application of impact counseling in therapy started with individual counseling... | 64 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027420 the problems experienced by students, sometimes there are students who are easily communicating the problems they are experiencing (hansen & liu, 2005; stiggins, arter, chappuis, & chappuis, 2004), both to friends and faculty academic adviser (pa). however otherwise, there are students who are unable to communicate the problem that happened with other people. therefore, as the pa responsible lecturers on campus need to take reasonable steps to help students from both groups and individuals so that they are free from the problems experienced. various approaches and theory can be applied to help students overcome personal problem, one approach that can be applied is the impact of counseling (khotijah & rahman, 2017). impact therapy is a teaching process carried out by the counselor, where a counselor wrote and visualizes to clients about what the client wants, the client will do, how clients assess their behavior and how clients to plan what to do next. this is illustrated as wdep (want, doing, evaluate, and plan) by jacobs et.al (e. e. jacobs, masson, harvill, & schimmel, 2011). before using, the impact of counseling for students who are not able to communicate the problems , they experienced first implemented expressive therapy. expressive therapy known as a therapy in counseling and psychotherapy in which the client can communicate and express its feelings and their thoughts through activities related to art, music, dance, drama, poetry, as well as games(andrusyna, luborsky, pham, & tang, 2006; klorer, 2005). expressive therapy is also called the "creative arts therapy" with specially art, music, drama and poetry (atkins, et al., 2011; malchiodi, 2014). problems from the background that mentioned above, several issues need to be addressed as; (1) how is understanding the impact of counseling, (2) how can understand therapeutic expressive, (3) application of impact counseling in individual with expressive therapy that begins with disclose personal experienced by students. discussion definition of impact counseling impact counseling is a creative approach to counseling that is initiated by ed jacobs. phd from west virginia university. a counselor in the counseling process must be creative in selecting and using effective techniques to help clients(hayes, 2008; mcauliffe & eriksen, 2000). a counselor should be able to convince clients with a variety of creative techniques(rubin, 2016) so that the client does not get tired to follow the counseling process. in the impact therapy, the theory of creative is needed, such as the use on the theory of creative, taking into account the time, teaching, practice and thinking, which is packed with the term 5 "t" (theory, timing, teaching, training, and thinking (e. jacobs, 2011). furthermore impact therapy using a variety of creative approaches in counseling such as rebt (rational emotive behavior therapy), ta (transactional analysis), reality therapy, and gestalt (e. jacobs, 2011). a counselor will approach impact therapy should be capable and seek to use all the senses in counseling, able to raise the motivation of the client, convince the client, and make the counseling process to be interesting and effective so that clients gain real advantages in the counseling process, and the client is willing make changes that need to be done, should be able to formulate the road and the steps to be performed by the client. in this case, ed jacobs packaging 4 "m" in counseling. namely: multi-sensory, motivational, marketing, and maps(e. jacobs, 2011). the results from the counseling process are the change for the client. to the occurrence of a change for the client needs to do the following steps. a. pre contemplation: when a client comes counselor thinks the client is in a state of how, at this stage the client has not thought to the changes that will they do. b. contemplation: at this stage, the counselor began designing interventions, and clients start thinking about changes. c. preparation: the client began to prepare for change. d. action: client started doing and makes changes. e. maintenance: run changes couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the application of impact counseling in therapy started with individual counseling... | 65 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027420 f. termination: change (norcross, krebs, & prochaska, 2011) impact therapy as a creative technique in counseling therapy also uses the reality that mentions five individual needs: the need for: a sense of belonging, power or ability, pleasure, freedom or lack of dependence, survival (e. jacobs, 2011). impact therapy is also a learning process carried out by the counselor, where a counselor wrote and visualizes to clients about what the client wants, the client will do, how clients assess their behavior and how clients to plan what to do next. this is illustrated as wdep (want, doing, evaluate, and plan) by ed jacob(e. jacobs, 2011). other approaches are also used in impact therapy is rebt (rational emotive behavior therapy), which holds that thought which causes feelings. someone felt something according to what he was thinking. in the theory of rebt using the abc approach in assisting clients, and these can be written on a blackboard counselor as follows: a. the situation or person or event sample; clients shoplifting at the mall b. the beliefs or self-talk. example; i have embarrassed the family c. feelings and behavior. example; i feel guilty counselors replace with the words: i've made a mistake. counselor: what did you during the span of your life is to do well? most people assume that "a" is that the cause of the "c. "counselor rebt acknowledges that" b "is the cause of the" c ". therefore, in the counseling process "b" needs to be changed. in man, there is no rational belief and irrational belief. the counselor's task to replace the irrational belief that exists on the client becomes a rational belief. some irrational beliefs that exists within an individual are as follows: a. absolute individual loved by people who are important in their environment. b. absolute everyone must be perfect and can reach achievements in all fields. c. there are some people poor, weak, helpless, these people should be punished and ostracized. d. it is very disappointing and a catastrophe if there is something that goes wrong. e. unhappiness is something that is beyond the control over the individual. f. if there is something dangerous, then the individual should think about. g. it is easy to run away from the difficulties and responsibilities than to face it. h. individuals need to depend on others. i. genesis of the past determines the future now. j. a person must feel unhappy with the problems of others. k. to answer a problem, there must be the most appropriate way and the most correct. further impact therapy also uses transactional analysis approach, using ego grams comprising: critical parent (self / other), adult, child free, not ok child. in addition, it also uses the empty chair technique, using pictures. with this approach, the counselor helps the client to understand the conflicts with others. of the various opinions on the above, it can be concluded that the impact counseling is a creative technique in counseling, which requires the counselor to be able to use a variety of creative techniques in counseling. counselors use a variety of media, tools that can motivate the client to make changes. the counselor should be able to convince the client so that the client does not feel bored and seek to undergo a counseling process effectively. various creative approaches have been used in impact therapy as rebt, reality therapy, ta, and gestalt. definition therapy expressive expressive therapy known as a therapy in counseling and psychotherapy in which the client can communicate and express its feelings and their thoughts through activities related to art, music, dance, drama, poetry, as well as games(brodley, 2002; estrella, 2005). expressive therapy is also called the "creative arts therapy" especially art, music, drama and poetry (atkins, et al., 2011; malchiodi, 2014). furthermore, expressive therapy is a form of therapy used in psychotherapy and counseling that aims to channel the emotions and thoughts of individuals, reducing stress and conflict, through the medium of drama, making pictures and music(klorer, 2005; malchiodi, 2012). couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu syahniar the application of impact counseling in therapy started with individual counseling... | 66 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027420 of the various opinions that have been described can be concluded that the therapy expressive is a form of therapy that can be used by counselors to help clients uncover and communicate the feelings, thoughts through media and events related with the activities of art, dance, drama, poetry, and the form of the game. therapeutic role in providing assistance expressive in general, both in counseling and psychotherapy, expressive therapy can be done either individually, family, or as a group(classen, et al., 2001). a counselor expressive first explains the meaning, using different forms of games, music, poetry, stories and so on. depending on the client, the therapist uses closure activities with games, movement, storytelling, etc. relaxation. in the implementation of expressive therapy may use one or more models expressive therapies such as drama, then there is a game or a poetry reading, and so on. characteristics of unique therapy expressive expressive therapy is a therapy that has a uniqueness that is used in counseling and psychotherapy as it has some special characteristics(malchiodi, 2013). uniqueness expressive therapy can be limited in the following areas. a. expression or self. all therapies expressive, aims to develop individual self-exploration. expressive therapy not only develops self-exploration but in every episode of treatment also develop how the client can communicate what feels, and it occurred within the client (molina, monteiro-leitner, garrett, & gladding, 2005). fundamentally, counselor and client work together to express themselves in the form express feelings, perceptions, develop self-understanding. b. active participation expressive therapy is known in psychology as "action therapies" (wiener, 1999) because the action-oriented method used, where the client actively explore themselves and communicate ideas and feelings through the medium of music, drama, movement and dance, games and so on. c. imagination levinne suggested that the imagination was the basis used expressive therapy in art activities and games(levine, 1999). imagination is essential and fundamental in the overall expressive therapy(mcniff, 2008). the linkage and relationship between physical body and thinking, national center for complementary and alternative medicine (nccam) in 2004 revealed that the relationship between the physical body at the thought. the ability to think physically affects the functions within the body (barnes, powell-griner, mcfann, & nahin, 2004). restrictions therapy expressive limitation expressive therapy in relief can be applied to all ages, groups, and individuals who are psychologically disturbed. application of impact counseling individual with expressive therapy begins to help reveal and cope personal problems suffered students. the steps that can be done are as follows: a. the first step to implement expressive therapy to a student who becomes a child care pa. to the students was asked to choose any equipment provided lecturers, including equipment owned by students. b. students are given the time to choose the equipment according to her condition during approximately 10 minutes. afterwards, the students are asked to express and tell what is felt, experienced, contemplated and the problems experienced by the equipment chosen. students gradually and spontaneously communicate the feelings they experienced as follows. c. students with the name (pseudonym), feeling depressed and embarrassed to be on campus because they felt the campus environment perceive her as a woman who is not good. these circumstances make orchids become lazy to come to campus and do not want to finish the proposal. while parents and family is always asked when they graduate to remember orchids now are at half to ten. couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the application of impact counseling in therapy started with individual counseling... | 67 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027420 d. the next step lecturer pa resume activities in the implementation of impact of counseling in individual counseling. impact therapy as a creative technique in counseling therapy also uses the reality with five individual needs: the need for: a sense of belonging, power or ability, pleasure, freedom or lack of dependence, survival (ed jacobs, 2011). impact therapy is also a learning process carried out by the counselor, where a counselor wrote and visualizes to clients about what the client wants, the client will do, how clients assess their behavior and how clients to plan what to do next. this is illustrated by ed jacobs (2011) as wdep (want, doing, evaluate, and plan). w = wants. clients will give meaning to their needs, desires, perceptions, perceptions and his hope to counselors and of themselves. clients analyze every aspect to the life she wanted. to be able to perform activities of meaning needs, the counselor must perform intelligent actions through a variety of basic questions, such as: if you are the person you want, you will be what kind of person? will be what your family if you and your family desire for each other? what do you do if you live the way you want? do you really want to change your life? what you want that you probably will not get out of this life? what made you stop from making the changes you want? w: not only related to the needs but also the perception. although not exactly the same situation with the lives of children in the west, but there is a similar thought in which the locus of control is perceived as a source of needs. if in the west, there is a belief that external locus of control is closely related to behavior that is not effective, cannot necessarily be said is equal to the culture of indonesia. the majority of our life is precisely controlled by external. so one goal of counseling is to help clients perceive the reality of inner control and direct her to change their behavior, although it cannot be released by the sizes of the external clients, especially those who are mean. d = direction or doing. this phase emphasizes the behavior is the moment, the focus to gain awareness and change behavior during this time, do not focus on the client's feelings. early counseling begins by discussing the purpose of the client's life. ask the client: what they do during this, and if they do it toward fulfilling their needs? "where is the last option you take?" "what is there in the mind you are now towards what your last wish to be fulfilled within one month, one year, two years hanceforth?" "would you describe the direction your behavior without making considerations?”there are common questions that are used to try to help clients improve their awareness of their choices that look like from a distance. through describing their overall goal, the client becomes ready to evaluate and change the thoughts and behaviors. e = evaluation. evaluation involves consideration of the client in the direction behaviors, actions, desires, perceptions, new directions, and specific plans wubbolding.the task of the counselor is to ask the client to evaluate the quality of their actions and help them make effective choices(triyono, 2016 ). e: ask the client to produce a self-evaluation. glasser in (triyono, 2016 ) describes the self-evaluation as the core of counseling reality. furthermore, an important milestone in environmental counseling procedure. that is, the evaluation is the handle of the elements of other phases, if the evaluation is not a good road, then counseling will not run well(wubbolding, 2013). p = planning. when clients determine what they want to change, they are generally prepared to explore the possibility of other behaviors and formulate a new action plan that is more rational and realistic. the process of creating and implementing a plan allows people to begin to gain effective control over effective at their lives. there must be a commitment to the implementation is. p: ask clients to make a plan of action to meet their needs more effectively. when clients make a plan and follow through, they took over their lives by directing their energy into a single point of new measures implemented. the counselor facilitates the preparation of a plan to teach clients that plan that managed to have several characteristics. the plan must have the characteristics samic: simple (simple), attainable (achievable), measurable (measurable), immediate (short-term), and committed to (commit to). for example, a new behavior plan is not enough to say to establish good relationships with peers. this statement is not immediately enforceable. he still needs to be operational, for example, by saying greet comrades in every encounter. expressions greeting "hi", "hello", "good morning", assalamu'alaikum ", or" assalamu'alaikumwarahmah "and so is the behavior of a simple, god willing can be achieved, can be measured by observing, did not take long, and the latter actually commit done by the client. other couns-edu vol.2, no.2, 2017 available online: http://journal.konselor.or.id/index.php/counsedu syahniar the application of impact counseling in therapy started with individual counseling... | 68 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027420 concrete examples from the behavior of a good relationship are responding with full attention to the story comrades talk. can be taught to clients attending behaviors (facial expressions, gestures, nods head). table 1 implementation concept wdep process applied w what do you want this time? -i want my thesis done faster, and anxious to graduate. d what are you doing right now? -not want to come to campus -not want to meet the lecturers -not want to write a research proposal -feeling that friends have a negative perception about myself -feeling that supervisor negatively perceive myself -feeling ashamed to come to campus e what you are doing can achieve anything you want? -i guess what i'm doing so far could not achieve what i want. p let us stay on track to get what you want. a plan that would do is a form of: 1. i will try to convince myself that i had to come to campus. 2. i'd braced myself and changed my perception that my supervisor is a good person and willing to guide my thesis, although lecturers scold me, would i accept it with pleasure and positive. 3. i will try to motivate myself to go into the library and started looking for materials to write my proposal. 4. i try to change my negative perception about my friend, and i will always think positive behavior towards all my friends against me, i try to always smile to my friends. 5. i try to change my perception of my supervisor, i will try to meet him and apologize. whatever the reaction given by the supervisor i will always i receive with positive thoughts. 6. i tried to made perception with positive campus environment so that i feel happy and not ashamed anymore to come to campus. conclusions expressive therapy can be explored and reduce the problem of client. can be concluded that the impact counseling is a creative technique in counseling, which requires the counselor to be able to use a variety of creative techniques in counseling. counselors use a variety of media, tools that can motivate the client to make changes. the counselor should be able to convince the client so that the client does not feel bored and seek to undergo a counseling process effectively. various creative approaches have been used in impact therapy as rebt, reality therapy, ta, and gestalt. this approach recommended using for counselor and especially school counselor. acknowledgments thanks to leader, dean and colleagues in the guidance and counseling department faculty of education universitas negeri padang. the manuscript was presented at the 2nd international seminar on education, rocky hotel convention center padang, in the faculty of education universitas negeri padang with intitut pendidikan guru kampus pendidikan teknik malaysia. couns-edu  the international journal of counseling and education vol.2, no.2, 2017 the application of impact counseling in therapy started with individual counseling... | 69 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002017027420 reference andrusyna, t. p., luborsky, l., pham, t., & tang, t. z. (2006). the mechanisms of sudden gains in supportive–expressive therapy for depression. psychotherapy research, 16(5), 526-536. atkins, s., knill, p. j., simoneaux, g., abbs, k., kalmanowitz, d. l., huss, e., et al. (2011). art in action: expressive arts therapy and social change: jessica kingsley publishers. barnes, p. m., powell-griner, e., mcfann, k., & nahin, r. l. (2004). complementary and alternative medicine use among adults: united states, 2002. paper presented at the seminars in integrative medicine. brodley, b. t. (2002). client-centered: an expressive therapy. the person-centered journal, 9(1), 59-70. classen, c., butler, l. d., koopman, c., miller, e., dimiceli, s., giese-davis, j., et al. (2001). supportive-expressive group therapy and distress in patients with metastatic breast cancer: a randomized clinical intervention trial. archives of general psychiatry, 58(5), 494-501. collier, p. j., & morgan, d. l. (2008). “is that paper really due today?”: differences in first-generation and traditional college students’ understandings of faculty expectations. higher education, 55(4), 425-446. dweck, c. s. (2007). the secret to raising smart kids. scientific american, 18(6), 36-43. estrella, k. (2005). expressive therapy: an integrated arts approach. expressive therapies, 183-209. graunke, s. s., & woosley, s. a. (2005). an exploration of the factors that affect the academic success of college sophomores. college student journal, 39(2). hansen, j. g., & liu, j. (2005). guiding principles for effective peer response. elt journal, 59(1), 31-38. hayes, b. g. (2008). the use of multimedia instruction in counselor education: a creative teaching strategy. journal of creativity in mental health, 3(3), 243-253. ishaq, i. (2006). pendidikan sebagai investasi masa depan: yayasan obor indonesia. jacobs, e. (2011). impact therapy (paper presented in the seminar and workshop at upi bandung on 29 and 30 october 2011). jacobs, e. e., masson, r. l., harvill, r. l., & schimmel, c. j. (2011). group counseling: strategies and skills: cengage learning. khotijah, l. n., & rahman, i. k. (2017). konsep bimbingan konseling impact berbasis islam untuk meningkatkan regulasi diri dalam pemanfaatan gadget. jurnal hisbah, 13(2). klorer, p. g. (2005). expressive therapy with severely maltreated children: neuroscience contributions. art therapy, 22(4), 213-220. levine, s. (1999). poiesis and post-modernism: the search for a foundation in expressive arts therapy. foundations of expressive arts therapy: theoretical and clinical perspectives, 19-36. malchiodi, c. a. (2012). art therapy and health care: guilford press. malchiodi, c. a. (2013). expressive therapies: guilford publications. malchiodi, c. a. (2014). creative arts therapy approaches to attachment issues. creative arts and play therapy for attachment problems, 3-18. mcauliffe, g., & eriksen, k. (2000). preparing counselors and therapists: creating constructivist and developmental programs: eric. mcniff, s. (2008). art-based research. handbook of the arts in qualitative research, 29-40. molina, b., monteiro-leitner, j., garrett, m. t., & gladding, s. t. (2005). making the connection interweaving multicultural creative arts through the power of group counseling interventions. journal of creativity in mental health, 1(2), 5-15. norcross, j. c., krebs, p. m., & prochaska, j. o. (2011). stages of change. journal of clinical psychology, 67(2), 143-154. rubin, j. a. (2016). approaches to art therapy: theory and technique: routledge. sarafino, e. (2006). fbmui 1tzdipmphz cjpqtzdip-social interactions: new york: wiley. stiggins, r. j., arter, j. a., chappuis, j., & chappuis, s. (2004). classroom assessment for student learning: doing it right--using it well: assessment training institute. swales, j. m., & feak, c. b. (2004). academic writing for graduate students: essential tasks and skills (vol. 1): university of michigan press ann arbor, mi. triyono. (2016 ). application of creative techniques in counseling reality to solve problems school refusal students. . the paper in the proceedings of the national seminar on guidance and counseling. wiener, d. j. (1999). beyond talk therapy: using movement and expressive techniques in clinical practice: american psychological association. wubbolding, r. e. (2013). reality therapy for the 21st century: routledge. couns-edu the international journal of counseling and education vol.3, no.2, 2018, pp. 63-68 | p-issn: 2548-348xe-issn: 2548-3498 http://journal.konselor.or.id/index.php/counsedu doi: https://doi.org/10.23916/002018039020 received on 04/13/2017; revised on 04/16/2017; accepted on 12/30/2017; published on: 05/26/2018 63 the relation between self-regulated learning, academic performance of graduate student amalia madihie 1 , zarifah mos 2 12 universiti malaysia sarawak * ) corresponding author, e-mail: mamalia@unimas.my abstract the purpose of this study is to find an independent learning relationship with the academic performance of graduate students. eighty graduate students from the science and humanresource learning program at the cognitive faculty of human science and development were randomly selected. questionnaire used was adopted from pintrich, 1991, motivated strategies for learning questionnaire. the variables studied in this study are motivation and learning strategies. academic performance is measured as the dependent variable which is the current cgpa graduate student. the research findings show that there is no relationship between motivation and learning strategies with academic achievement. keywords: self-regulated, motivation, learning strategies, academic performance, graduate students how to cite: madihie, a., mos, z. (2018). the relation between self-regulated learning, academic performance of graduate student. couns-edu: international journal of counseling and education, 3(2): pp. 63-68. doi: https://doi.org/10.23916/002018039020 this is an open access article distributed under the creative commons attribution license, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ©2017 by author and indonesian counselor association (iki). introduction every year, the numbers of graduate students in educational institutions are rise slightly. these graduate students really do play an important role in country development either in educational, economic growth or other sector. in addition, worker with high qualifications in skills and knowledge are most needed where it can contribute towards development and improvement of local or international organizations. towards this, self-regulated learning is very essential to the graduate students where they would be able to perform well in academic, practical and become an excellent student. self-regulated learning should be apply and embedded inside the students as long as they learn and be a student in educational institutions. according to cheng (2011), “learning to learn is the ability to pursue and persist in learning, to manage one’s own learning that includes effective management of time and information”. originally, self-regulated learning is referred to “an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment” (pintrich, 2000). all these elements are known to influence the self-regulated learning or self-regulation of the learners in learning situation. it also can be said the self-regulated learning is the ways of learners itself take control of their own learning process. by having this process in their learning, it will help to inspire the student to learn and accomplish the task. identification of students with high or poor in self-regulation learning also can be identified. self-regulated learning can be embedded inside the student especially the student who is lacked or poor in self-regulated learning. however, this kind of learning also can be naturally inside the student who is highly self-regulation and seeking to be the best among his or her peers. http://dx.doi.org/10.23916/002018039020 couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu amalia madihie, zarifah mos the relation between self-regulated learning, academic performance of graduate student | 64 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002018039020 according to schunk (2005), most of the researchers today “apply self-regulatory principles to academic studying and other forms of learning, such as social and motor skills” (boekaerts, pintrich, & zeidner, 2000; zimmerman & schunk, 2001). self-regulated learning’s research has been developed by many researchers especially in the area of educational psychology. pintrich is an outstanding and well known researcher in this field of study. pintrich has contributes many ideas and thought in his research regarding on self-regulated learning and this is why another researcher claimed he was a leading figure in the field of self-regulated learning (schunk, 2005). from this, it can be said that self-regulated learning is a one educational legacy in educational psychology from pintrich. nevertheless, another researcher also have been together in contributed the ideas in the same field. this happen due to people does believe that self-regulated learning is essential in learner’s everyday life (ahmad susanto, m. p., 2016). according to zimmerman (2001), the research presenting that learner’s skill and abilities actually did not enough explain the student achievement. then he suggested factors such as self-regulation and motivation were seen as a good mechanism in explain the student achievement and contribute to student improvement. in this study, researchers will be using two main factors in self-regulated learning such as motivation and learning strategies. motivation consists of six sub-scales which are intrinsic and extrinsic goal, task value, control of learning beliefs, self-efficacy and test anxiety. for learning strategies consists of nine sub-scales for instance rehearsal, elaboration, organization, critical thinking, meta cognitive selfregulation, time management, effort regulation, peer learning and help seeking. so there will be 15 sub-3 scales that will be involved on in this study. overall, these criteria will be scales in this study to see whether the self-regulated learning would give impacts or not to graduate student’s academic performance in universiti malaysia sarawak. nowadays, some of the students are lacked in self-regulation due to some factors. these impacts the student performance itself in educational or academic achievement. meanwhile in order to produce an excellent student, high self-regulated learning must be existed inside the student in learning process. it is reasonable to state that student with high or good in self-regulated learning able to achieve good performance or vice versa. the ability of student in completing the task given also might be an influence from a student self-regulated learning. the researcher also highlights the problem statements and objectives as main referring in this research. this research also will be conduct among the graduate students in faculty of cognitive sciences and human development, universiti malaysia sarawak. nowadays, many graduate students in universiti malaysia sarawak itself are not aware about the importance of self-regulated learning in their learning process like the student itself does not know what is self-regulated learning and how this learning actually can drive their motivates to learn. actually, selfregulated has been an essential learning process or mechanism in students learning that contributes in student education such as getting a good achievement in academic and practical. self-regulated learning involves the learners and their environment and this will influence the learner’s achievement (pintrich, 2000b; pintrich & zusho, 2002). besides, pintrich also claimed that the learners also may simultaneously engage in some phases of self-regulated learning such as forethought, planning and activation, monitoring, control, reaction and reflection. there is no doubt the role of educational psychology is arising and its plays an important mechanism or principles in today’s education. in this century the task settlement and problem solving become more complex and challenging together with high development in education, management and in any field of learning. every learner has to face the challenging task in order to survive and to accomplish the task given. the individual or student itself should apply the self-regulation inside themselves and to help them produce great outcomes in academic and practical learning. plus, good in problem solving is one skill that student should have as one of their advantages or strength. sometimes, the students do not know what exactly motivates them to learn, able to complete the task or getting a good result either in academic achievement or in practical. they might get wrong in choosing the factors that can drive their motivation and sometimes underestimates with their own ability in learning. poor self-regulation influences the student performance especially in education achievement. student might get a bad result in examination, failed to accomplish the task given by lectures and unfortunately it can becomes worse when the student decides to drop out before the end of their study. surely, this kind of situation should be taken before it becomes more worsen where student loss their motivation to learn this might give impacts to other students or peers. couns-edu  the international journal of counseling and education vol.3, no.2, 2018 the relation between self-regulated learning, academic performance of graduate student| 65 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002018039020 other than that, learning strategies in self-regulated learning also might influence student academic performance. according to ames and archer (1988), learning strategies and learning goals usually depend on the orientation of the learning. different kind of learning orientation will surely make the students used different learning strategies and this might affect with their academic performance. wrongly use of learning strategies in self-regulated learning in students would give bad performance. method the method or research design used in this research is a quantitative method by using formal instrument. all the data needed are derives from graduate students in fcshd by distributes questionnaires to these students. using this approach is suitable in order to get the statistic or numeric data from the students that will be used in data analysis. population for this research are among graduate students in faculty of cognitive science and human development, universiti malaysia sarawak. eighty sample sizes of graduate students in were randomly selected for this study. the sampling method used is random sampling method. this research used a motivated strategies for learning questionnaire (mslq), developed by pintrich and this questionnaire also is a legacy of pintrich’s work on self-regulation (schunk, 2005). both motivation and learning strategies’ question will be answered in the mslq. the student as a respondent will rate themselves on a 7-point likert scale, from 1(not at all true of me) until 7 (very true of me). the data obtain from the research conduct were analyse by using the spss system. this system is used to acquire the result from the research that has been done by researcher. other than that, this approach also is suitable in order to analyse the statically data obtained from students. this research used appropriate inferential data analysis in order to acquire the result which is pearson correlation test. pearson correlation is used to measure the strength direction of relationship between two random variables. by using pearson correlation test in this research, it will have positive and negative correlation in result finding. person correlation is denoted by r that lies between -1 and 1, − 1≤ r ≤ 1. results and discussions table 1 correlation between motivation and academic performance of the graduate students motivation cgpa motivation pearson correlation 1 .118 sig. (2-tailed) .413 n 50 50 cgpa pearson correlation .118 1 sig. (2-tailed) .413 n 50 50 ho1: there is no relationship of motivation among graduate students and their academic performance. table 1 shows that there is no relationship of motivation among graduate students and their academic performance. the p value is more than .05, so failed to reject the null hypothesis. this also means the variable of motivation does not affect the graduate students’ academic performance. the r value is .118. this eventually indicates the strength of the relationship is weak that lies between .1 < | r | < .3. table 2 correlation between learning strategies and academic performance of the graduate students learning trategies cgpa learning strategies pearson correlation 1 .108 sig. (2-tailed) .457 n 50 50 cgpa pearson correlation .108 1 sig. (2-tailed) .457 n 50 50 ho1: there is no relationship of learning strategies among graduate students and their academic performance. couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu amalia madihie, zarifah mos the relation between self-regulated learning, academic performance of graduate student | 66 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002018039020 table 2 shows that there is no relationship of learning strategies among graduate students and their academic performance. the p value is more than .05, so failed to reject the null hypothesis. this also means the variable of learning strategies does not affect the graduate students’ academic performance. the r value is .108. this eventually indicates the strength of the relationship is weak that lies between .1 < | r | < .3. both results above show that there is no relationship of motivation and learning strategies with academic performance. the dependent variable is a current cgpa of the graduate students. table 2 and table 3 displays weak positive relationship where the both r value lies between .1 < | r | < .3 and the both p value is higher than 0.05. conclusion, the null hypothesis is accepted. the results display there is no relationship of motivation and learning strategies among graduate students and their academic performance. hsieh (2014) found that different student’s background characteristics and learning motivation can expect diverse result. the different students background here means could be the student’s level of education, cultures, knowledge, skills, experiences or others. other than that, different student learning motivation also might influence the different result where it could be the students high or low level of motivation in learning. this implies that having motivation and learning strategies are not enough to lead the significance relationship towards their learning outcomes. both results are not consistent with previous research (korkmaz 2007; redman 2010). however, madoxx (2010) found that arrangement and motivation are correlated, yet he and others have not correlated these variables with academic performance by cgpa. so, it can be said that using graduate students current cgpa to be measure as learning outcomes in this research has led to new findings. based on the respond that was given, the items provided in questionnaire for this research is too many. this questionnaire consists of 81 items in which it is divided in two sections. part 1 consist 31 items for motivation, while 50 items are in the part 2 for learning strategies. this could be the reason, some of the items were not fully answered by the respondents. in addition, there were 8 items in the questionnaire are reverse coded. all these items are needed to be taken carefully to avoid wrong interpretations or computation of the results. the items that are negatively expressed are items number 33, 37, 40, 52, 57, 60, 77 and 80. in order to avoid wrong data analysis, these items are firstly defines it values using the reverse coded function in the spss. for example, the likert scale used consists of 7 scales, if a respondents ticked scale 1 in negatively expressed item, the scored would be reverse and become 7. by using this way, during key in the data scores, the system will automatically store the code that has been defined. artino quoted from pintrich et al. (1991) “the best way to calculate a reverse coded item is by deduct the original score from 8”. by involve other factors that may impacts the performance. different characteristics of respondents background, predict different their learning outcomes. thus, instead of using cgpa to measure learning results, another options can be consider to be used for future research for instance retention, satisfaction and graduation level. all these options can be evaluate to see if it leads to different results. another recommendation for future research is conduct a test with different student level of education. it can be focus on primary or secondary school students either in rural or in urban area. these might lead the researcher to new findings where the level competence of the primary and secondary school students might different with undergraduates and graduate level students. other than that, by using other instrument and implementing different statistical analysis for data analysis might be consider to be used in the same research field. instead of using mslq, there could be another similar instrument that can be used to measure the relationship between two variables with learning outcomes. different statistical analysis also can direct the researcher to measure relationship between two variable more details and precise. the researcher can test on each aspect of each variable that involve in the research. conclusions the findings provide evidence for the relation of motivation and learning strategies towards student’s current cgpa which is consider being the student learning outcomes. both variable display weak positive relationships in this research findings. meaning, motivation and learning strategies are not sufficient enough to influence the graduate students’ academic performance. that is why another factors need to consider to be used that might impacts graduate students learning outcomes. couns-edu  the international journal of counseling and education vol.3, no.2, 2018 the relation between self-regulated learning, academic performance of graduate student| 67 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002018039020 references ahmad susanto, m. p. (2016). teori belajar dan pembelajaran di sekolah dasar. kencana. american psychological association. (2009). publication of manual of the american psychological association. washington, dc: american psychological association. artino, r. a. (2005). a review of the motivated strategies for learning questionnaire. retrieved from http://www.sp.uconn.edu. banarjee, p., & kumar, k. (2014). a study on self-regulated learning and academic achievement among the science graduates students. international journal of multidisciplinary approach and studies, 329-342. canter, m., craciun, b. a. (2015, april). forums used as tools for developing students’ self regulated learning skills in e-learning environment. paper presented at the eleventh international scientific conference elearning and software on education bucharest, romania. retrieved from http://eds.ebscohost.com/legacy/views/static/html. carneiro, r., lefrere, p., steffens, k., & underwood, j. (2011). self-regulated learning in technology enhanced learning environments. retrieved from http://www.sensepublishers.com/media. cassidy, s. (2011). self-regulated learning in higher education: identifying key component process. studies in higher education, 36(8), 989-1000. coetzee, l. r. (2011). the relationship between students’ academic self-concept, motivation and academic achievement at the university of the free state. retrieved from http://uir.unisa.ac.za/bitstream/handle/. duncan, t. g. (2005). the making of the motivated strategies for learning questionnaire. educational psychologist, 40(2), 117-128. ghamari, m. (2011). the relationship of internal motivation components and academic achievement among high schools students. international journal of human resource studies, 1(2), 89-97.sajedi, r., & shafizadeh, h. (2015). a study relationship between learning strategies, achievement motivation and academic performance among the students of semnan university of medical sciences in 2014-15. international journal of review in life sciences, 5(4), 268-276. hsieh, t. l. (2014). the relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduates students in taiwan. science and business media, 64, 417-433. huang, s. c. (2008). assessing motivation and learning strategies using the motivated strategies for learning questionnaire in a foreign language learning context. social behavior and personality, 36(4), 529-534. kivinen, k. (2003). assessing motivation and the use of learning strategies by secondary school students in three international schools (academic dissertation, university of tampere, department of education finland). retrieved from https://tampub.uta.fi/bitsream/handle. muhammad, a. s., bakar, n. a., mijinyawa, s. i., & halabi, k. a. (2015). impact of motivation on students’ academic performance: a case study of universiti sultan zainal abidin students. the american journal of innovative research and applied sciences, 1(6), 221-226. onete, o. u. (2012). academic performance: a function of achievement motivation among education students of cross river university of technology, calabar. retrieved from http://condor.lib.uoguelph.ca/index.php/rhea/article/viewfile/2185/2651. orhan, f. (2007). applying self-regulated learning strategies in a blended learning instruction. world applied science journal, 2(4), 390-398. pintrich, p. r. (2004). a conceptual framework for assessing motivation and self-regulated learning in college students. educational psychology review, 16(4), 385-407. pintrich, p. r., & groot, e. v. (1990). motivational and self-regulated learning components of classroom academic performance. journal of educational psychology, 82(1), 33-40. popa, d., & bazgan, m. (2014). a comparative analysis of some relevant conceptualizations of selfregulated learning. journal plus education, 313-329. radovan, m. (2011). the relation between distance students’ motivation, their use of learning strategies, and academic success. journal of educational psychology, 10(1), 216-222. schunk, d. h. (2005). self-regulated learning: the educational legacy of paul r. pintrich. journal of educational psychology, 40(2), 85-94. sikhwari, t. d. (2014). a study relationship between motivation, self-concept and academic achievement of students at a university in limpopo province, south africa. retrieved from http://krepublishers.com/02-journals/ijes/. http://www.sp.uconn.edu/ http://eds.ebscohost.com/legacy/views/static/html http://www.sensepublishers.com/media http://uir.unisa.ac.za/bitstream/handle/ https://tampub.uta.fi/bitsream/handle http://condor.lib.uoguelph.ca/index.php/rhea/article/viewfile/2185/2651 http://krepublishers.com/02-journals/ijes/ couns-edu  vol.3, no.2, 2018 available online: http://journal.konselor.or.id/index.php/counsedu amalia madihie, zarifah mos the relation between self-regulated learning, academic performance of graduate student | 68 indonesian counselor association (iki) | doi: https://doi.org/10.23916/002018039020 wolters, c. a., pintrich, p. r., & karabenick, s. a. (2003, march). assessing academic self regulated learning. paper presented at the indicator of positive development conference. retrieved from www.childtrends.org/wp-content/uploads. zimmerman, b. j. (1990). self-regulated learning and academic achievement. educational psychologist, 25(1), 3-17. http://www.childtrends.org/wp-content/uploads